FISHBOWL DEBATE TEACHER RESOURCES TEACHER OVERVIEW: GOAL: RATIONALE:

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1 TEACHER RESOURCES FISHBOWL DEBATE TEACHER OVERVIEW: Students will begin by identifying the arguments that they find to be the most persuasive in the reading. Students will then take part in a structured debate in which only a few students may participate at a time; all other students will listen and prepare to participate. At the conclusion of the debate, students will reflect on their own participation and the ideas contributed by their peers. GOAL: Students will closely examine an issue, develop and express their opinions, listen and respond to the ideas and opinions of others, and consider how high a priority the U.S. government ought to place on the issue being discussed. RATIONALE: This activity is designed to provide a structured debate format for students. By taking turns debating, students will develop both their listening and their speaking skills. Students will need to respond to the comments and ideas of others thoughtfully and respectfully. 39 CURRENT ISSUES TH EDITION Designed to complement Close Up in Class: Current Issues policy units and monthly discussions, teacher resources include a series of lesson plans, homework assignments, extension questions and projects that challenge students to develop a point of view and practice active citizenship within their community. For more information on Close Up and our online resources, please visit Close Up Foundation 2015 Close Up Foundation. All Rights Reserved. 1

2 TEACHER RESOURCES: FISHBOWL DEBATE ALIGNMENT WITH COMMON CORE STATE STANDARDS CCSS.ELA-LITERACY.SL C Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (Fosters Constructive Climate, Perspective Taking, and Civic Communication) CCSS.ELA-LITERACY.SL D Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. (Curiosity and Perspective Taking) CCSS.ELA-LITERACY.SL Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. (Perspective Taking) CCSS.ELA-LITERACY.SL Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to the purpose, the audience, and a range of formal and informal tasks. (Rhetoric, Delivery/Presentation, and Central Message) CCSS.ELA-LITERACY.W Draw evidence from literary or informational texts to support analysis, reflection, and research. (Drawing Conclusions) ALIGNMENT WITH C3 (COLLEGE, CAREER, AND CIVIC LIFE) FRAMEWORK D2.Civ Apply civic virtues and democratic principles when working with others. (Fosters Constructive Climate) D Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both. (Developing a Position) D Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. (Content Mastery) Close Up Foundation. All Rights Reserved.

3 TEACHER RESOURCES: FISHBOWL DEBATE GOAL: Students will closely examine an issue, develop and express their opinions, listen and respond to the ideas and opinions of others, and consider how high a priority the U.S. government ought to place on the issue being discussed. OBJECTIVES: Identify arguments to support a position on an issue Consider the strength of each argument Articulate positions while responding to the ideas of others Reflect on the quality of participation in the debate MATERIALS: Attachments 1 and 2, Attachment 3 optional, Current Issues Policy Unit or Close Up in Class Monthly Discussion. PROCEDURES: 1. Inform students that they will be taking part in a debate on one of the Current Controversies. Pass out Attachment 1 and assign reading. Students will need to complete this assignment to be prepared for the debate. 2. Explain to students that the class will be sitting in a large circle, with four chairs in the center facing each other. The four students who are sitting in these chairs are the only ones who are allowed to speak. 3. There are many ways to conduct the fishbowl debate: The four students inside the circle can rotate throughout the discussion, thus giving everyone the opportunity to participate (the teacher can have groups of four rotate in and out at designated time intervals, allow students to self-select to go in and out of the middle positions, or play the role of tapping some students in and some out). The teacher records from the outer circle. You may also want to have a rule in place that requires a student to speak at least once before leaving the center. 4. Rearrange the room to facilitate the debate. Hand out Attachment 2, the note-taking guide, and Attachment 3, the discussion rubric, if desired. A blank version of the rubric is also included. It can be used to design your own rubric or to work with students to create a rubric. 5. Instruct students that when they are not participating in the discussion, they should be listening carefully and filling out the first three questions on Attachment 2, the note-taking guide. The final two questions will be used when the discussion has been completed. 6. If this is a debate format that has not been used before, it is recommended that you conduct a practice round with some easy questions, such as the following: Should the school change its uniform policy? How could our community be improved? 7. Conduct the fishbowl discussion. Allow for minutes of debate time. 8. At the conclusion of the debate, have students complete the final two questions on Attachment 2 individually. 9. Reflection: Have students think-pair-share about the final questions of Attachment 2. Alternatively, if you did not use Attachment 3 earlier, have the students individually look over the rubric and provide a self assessment (5-10 minutes) Close Up Foundation. All Rights Reserved. 3

4 FISHBOWL DEBATE ATTACHMENT 1 DISCUSSION QUESTION: Instructions: After completing the reading, record the three arguments that you think are the most persuasive. THREE ARGUMENTS TO SUPPORT MY POSITION Close Up Foundation. All Rights Reserved.

5 FISHBOWL DEBATE ATTACHMENT 2 FISHBOWL DEBATE NOTE-TAKING GUIDE I agreed with I disagreed with Ideas or points I would like to bring up in the debate I gained new insights about I still have questions about 2015 Close Up Foundation. All Rights Reserved. 5

6 FISHBOWL DEBATE ATTACHMENT 3(A) DISCUSSION RUBRIC Topic: Student: Date: Positive +Points Negative -Points +1-Making a relevant comment +1-Asking clarifying questions or moving the discussion along -1-Making an irrelevant comment -1-Monopolizing the discussion +1-Drawing another person into the discussion -2-Not paying attention +1-Demonstrating active listening by summarizing another classmate s point -2-Distracting classmates +2-Using evidence to support a position or representing factual information -2-Interrupting a classmate +2-Bringing an off-track conversation back on topic -3-Personal attacks, put-downs, or making someone feel unwelcome or unsafe +2-Making a reference to something previously studied or discussed Close Up Foundation. All Rights Reserved.

7 FISHBOWL DEBATE ATTACHMENT 3(B) Topic: Student: Date: Positive +Points Negative -Points 2015 Close Up Foundation. All Rights Reserved. 7