You will learn
- Define opinion.
- Tell fact from opinion.
- Use opinion starters.
- State a clear opinion.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- An opinion is what you think or feel.
- It cannot be proved true or false.
- Opinion starters: I think, I believe, In my opinion.
- State it clearly.
Words to know
what you think or feel about something
something that can be proved
a way of thinking about something
to say clearly
1. Discover: The best school lunch
The class talks about lunch. Kofi says, In my opinion, jollof rice is the best school lunch. Ama says, I believe fruit is better. Ms. Bello adds a fact: Our school kitchen serves rice on Mondays. The class sorts the statements into facts and opinions.
Think: Which statements are opinions?
2. Understand: What is an opinion?
Idea 1: Opinion
An opinion is what you think or feel. People have different viewpoints.
Idea 2: Opinion starters
Use starters: I think, I believe, In my opinion, I feel that. Words like best and worst show opinions.
Idea 3: Fact or opinion
A fact can be proved: The kitchen serves rice on Mondays. Opinions cannot be proved right or wrong.
3. Worked examples
Example 1 (I show you): Opinion
Which statement is an opinion?
- Best…
Answer: Jollof rice is the best school lunch.
Example 2 (We do it together): Fact
Which is a fact?
- Provable.
Answer: Our school kitchen serves rice on Mondays.
Example 3 (You try): Starter
Name an opinion starter.
Show the steps and answer
- In my…
Answer: In my opinion (or I think)
Did you know?
Different people can have different opinions about the same thing, and both can be reasonable.
Why this matters
Stating opinions clearly helps us share ideas and persuade others.
4. Explore: Opinion statements
Write opinions.
- Choose a topic.
- Write an opinion with a starter.
- Write a fact.
- Sort fact and opinion.
Think about it: what did you notice?
You can state an opinion.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- I think ___.
- In my opinion, ___.
- I believe ___.
- A fact is ___.
Guided practice
Question 1. What you think or feel is an ___.
opinion
Question 2. Something that can be proved is a ___.
fact
Question 3. A way of thinking is a ___.
viewpoint
Independent practice
Level 1: Start
- What you think or feel is an ___.
- Something that can be proved is a ___.
- A way of thinking is a ___.
- To say clearly is to ___.
- Kofi thinks ___ is best.
Level 2: Grow
- Write an opinion about football.
- Write a fact about Monday.
- Name an opinion starter.
Level 3: Stretch
- Can opinions be proved?
- Can facts be proved?
- Can people disagree about opinions?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write three opinions and three facts about your school.
Show a sample answer
six statements
Another one. Write three opinions with starters and three facts.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can define opinion.
- I can tell fact from opinion.
- I can use opinion starters.
- I can state a clear opinion.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- An opinion is what you think or feel.
- It cannot be proved true or false.
- Opinion starters: I think, I believe, In my opinion.
- State it clearly.
11. Next lesson
Next lesson: Supporting opinions with reasons. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is an opinion? [1 mark]
- How is a fact different from an opinion? [2 marks]
- Write an opinion with a starter. [2 marks]
- Name two opinion words. [2 marks]
- Explain how to state an opinion. [3 marks]
Total: 10 marks.
Marking guide and model answers
- what you think or feel [1]
- fact can be proved [1]; opinion cannot [1]
- uses a starter [1]; states a view [1]
- best [1]; worst/beautiful [1]
- use a starter [1]; say it clearly [1]; keep it different from a fact [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What you think or feel is an ___.
- Something that can be proved is a ___.
- A way of thinking is a ___.
- To say clearly is to ___.
- Kofi thinks ___ is best.
- Write an opinion about football.
- Write a fact about Monday.
- Name an opinion starter.
- Can opinions be proved?
- Can facts be proved?
Homework
Write three opinions with starters and three facts.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What you think or feel is an ___. | opinion | 1 |
| 2. Something that can be proved is a ___. | fact | 1 |
| 3. A way of thinking is a ___. | viewpoint | 1 |
| 4. To say clearly is to ___. | state | 1 |
| 5. Kofi thinks ___ is best. | jollof rice | 1 |
| 6. Write an opinion about football. | I think football is the best game. | 1 |
| 7. Write a fact about Monday. | Monday comes before Tuesday. | 1 |
| 8. Name an opinion starter. | I believe | 1 |
| 9. Can opinions be proved? | no | 1 |
| 10. Can facts be proved? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 opinion; 2 fact; 3 viewpoint; 4 state; 5 jollof rice. Level 2: 1 I think football is the best game.; 2 Monday comes before Tuesday.; 3 I believe. Level 3: 1 no; 2 yes; 3 yes.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Define opinion | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Tell fact from opinion | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Use opinion starters | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 State a clear opinion | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: define opinion; tell fact from opinion; use opinion starters; state a clear opinion.
Prerequisite knowledge. Factual reports.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 3 » Writing; Grade 3 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.3.1a (introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons) and RI.3.8; Cambridge Primary English Stage 3 (writing opinions). These sources informed the lesson.