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Fact, Opinion, and Inference

Guiding Questions 

  • What are the differences between facts, opinions, and inferences? 
  • How are facts, opinions, and inferences presented in the media? 
  • How can consumers of media distinguish between fact, opinion, and inference? 

Objectives 

  • Students will classify statements from media sources into facts, opinions, or inferences. 

Resources 

Anticipate  

Glossary term(s): Media, Fact, Opinion, Inference

  • Ask students to observe the classroom setting and write down one fact based on what they see. Example: Students may note what the current time on the clock is. 
  • Go around the room with students, sharing their facts, and record a few of them on the board or digital platform.  
  • Ask students what inferences can be made from the facts that were shared and recorded.  
  • An example might be given, such as someone pointed out the fact that there was one person absent, an inference could be the empty desk is where that student sits.  
  • Next, ask students how challenging it was to not include opinions in the fact or inference round.  
  • If it is clear that students have an understanding of the difference between fact, opinion, and inference, move on to the Engage section.  
  • If students need a bit more help, share the definitions with them 
  • Facts- objective statements that can be verified 
  • Opinions-subjective statements that include personal beliefs, feelings, or judgments 
  • Inferences- logical conclusions based on facts 

Engage 

  • Transition: Let’s look at a recent media message and ask: Based on the title, do you expect more facts, opinions, or inferences? 
  • Display the current event article headline. 
  • Think-Pair-Share: 
    • What do you expect more of—facts, opinions, or inferences? How do you know?
    • Ask students “why is it important for us to be able to distinguish between fact, opinion, and inference?”

Explore 

  • Provide students with the current event article. 
  • Using one colored highlighter for each, have students highlight or underline where they find facts, opinions, and inferences in the article.  

Assess & Reflect 

Assessment Option 1:

  • Students complete an exit ticket:
    “Based on this fact(s) provided in this article_______, I can make the following inference ___”

Assessment Option 2: 

  • Prepare 12 statements (mix of facts, opinions, and inferences) of topics you have learned about already in class. Have students sort them into 3 labeled categories using: 
  • Paper cutouts (if in-person) 
  • Google Slides/Docs drag-and-drop (if digital) 

Extend (Optional) 

  • Challenge students to find their own media source (article or video clip) that features facts, opinions, and inferences. Have them note examples of each within the media source.  

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