work with the numbers have the Ace, 2,3,4 find those who share the same suite and the 5,6,7,8’s as well. Now, each group should have a student who has become a pro at one of the documents. The person who had document B will read the document to the rest of the group and explain the answers. Document c will follow, etc. Day 2 (90 min) 25 min Students are finishing the jigsaw activity as it was probably not finished the class before. Finishing the jigsaw 20 min Teacher goes over each document with the class to ensure how the students analyzed the documents was correct. Students are explaining their analysis of documents B,C,D, and E. 30 min Teacher assigns the remaining documents to be analyzed by the students in groups. Students will work together in groups to analyze the remaining documents. 15 min Teacher reviews each document to ensure understanding. Students are responding to teacher’s prompts about each document. Day 3 (90 min) 35 min Teacher hands out the preparation for a discussion organizer to prepare students for the fish bowl discussion. Teacher posts question which will be asked during the fish bowl discussion to allow students to prepare. Students are using their DBQ packets to complete the discussion template and prepare their answers to the fish bowl questions. 55 min Teacher with the help from the students sets up the room for the fish bowl discussion and facilitates it. Students are participating in the fish bowl discussion. Day 4 (90 min) Teacher assigns the Analytical essay. Students write a four paragraph analytical essay responding to the essential question. Description of Lesson Assessment: Analytical writing response How will students reflect on the process and their learning? Analytical writing response
-If the U.S. does not allow the mosque is America guilty of discrimination? -Should the opinion of the people outweigh the Constitutional rights of citizens? “THE FISHBOWL” CLASS DISCUSSION TECHNIQUE Place five seats in a a circle in the center of the room. Push all other seats to the wall for non-participants. The five students in the circle, the fishbowl, are the only ones allowed to speak in the room. There is to be no conversation outside of the circle. The teacher chooses the first students in the circle, at random. The students engage in debate on the issue presented, as an open-ended question, by the teacher. All participants must abide by the rules of civic discussion. These rules are provided in the discussion rubric The participants must also operate under the standards of common courtesy. (No yelling, no interrupting, no name-calling, etc.) Once a student in the circle has spoken, a student from outside the circle may come and tap that student. The student in the circle must then give the one who tapped them their seat and return to the outside observation seats. The new entrant may not be tapped until he or she has spoken at least once. Students, once removed from the circle, may return at any time. (They may not be tapped until they have spoken again) The teacher may grant preferential seating to students who have not yet participated in the debate.
The teacher does not participate in the discussion except to provide a new question or to terminate an irrelevant, or inappropriate, line of discussion. Discussion Rubric (SS100505) Discussion Rubric 3 2 1 0 Substantive States and identifies issues. Accurately states and identifies issues. Accurately states an issue. States a relevant factual, ethical, or definitional issue as a question. Does not state any issues. Uses foundational knowledge. Accurately and expresses completely relevant foundational knowledge pertaining to the issues raised during the discussion. Accurately expresses mostly relevant foundational knowledge pertaining to issues raised during the discussion. Accurately expresses somewhat relevant foundational knowledge pertaining to an issue raised by someone else. Does not express any relevant foundational knowledge. Elaborates statements with explanations, reasons, or evidence. Pursues an issue with more than one elaborated statements. Pursues an issue with one elaborated statement. Elaborates a statement with an explanation, reasons, or evidence. Does not elaborate any issues. Procedural Invites contributions from, and acknowledges statements of, others. Engages others in the discussion by inviting their contributions and acknowledging their contributions. Invites comments from others and does not acknowledge their statements. Does not invite comments from others but allows others to speak. Does not acknowledge contributions from others. Does not invite comments from others nor acknowledge their statements. Challenges Constructively Responds in a Responds in a civil Does not
SECOND ARGUMENT Claim 3 Claim missing Reasoning unclear or does not demonstrate link to claim Document(s) not cited Evidence doesn’t support claim Evidence #1 with citation from document or text 3 Reasoning links evidence/claim 4 Evidence #2 with citation from document or text 3 Reasoning links evidence/claim 4 CLOSING STATEMENT Restatement of Super Claim 2 No conclusion Missing super claim Missing counterclaim Evidence & reasoning are not Strong Restatement of Best Evidence/Reasoning 2 Counterclaim (“Although”)/ with Evidence 2 Refute counterclaim 2 TOTAL SCORE (50):