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Social Studies Day 11/12- Fishbowl Discussion
Objective:
Students will participate in a fishbowl discussion on a specific topic relating to the African American Civil Rights Movement. Students will use Twitter to respond to discussions of peers during the fishbowl activity.
Rationale & Incorporation of Literacy:
In the parallel literacy unit, students have learned about poetry. Students analyzed poems and created a “hook” poem for the opening of the fishbowl discussion. Students have had adequate time to research and compile a well-rounded discussion for the individual topic prior to this lesson through research lessons.
Standards:
Common Core State Literacy in History/ Social Studies Standards
CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
New York State Standards
1.1 Explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans.
1.2 Investigate key turning points in New York State and United States history and explain why these events or developments
are significant.
1.3 Gather and organize information about the important achievements and contributions of individuals and groups living in
New York State and the United States.
1.4 Describe historic events through the eyes and experiences of those who were there.
5.1 Consider the nature and evolution of constitutional democracies.
5.4 Respect the rights of others in discussions and classroom debates regardless of whether or not one agrees with their
viewpoint.
Materials:
- One page information sheet on specific topic for classmates
- Individuals notes for discussion (brought by students)
- Electronic devices capable of connecting to Twitter for each student
Procedure:
1) Students will sit at desks, prearranged in a circle by the teacher- Students in the group presenting sit in the inner circle
2) All students open up their computers and log onto their Twitter account in preparation for the discussion
3) Each group that presents has 20 minutes to present the information they found on their topic
4) Before each presentation begins, the group that is presenting will hand out a copy of their fact sheet to the rest of the students in the class, so that the students have a hard copy that details the main points of each discussion
5) As students present, students sitting in desks in the outer circle each tweet two comments or reactions to what is being discussed by the group
6) After each group presents, teacher begins a whole class discussion on the topic and ideas presented, and discusses tweets he/she found to be key to class discussion
7) After the first group goes, it is time for the second group to present. This procedure is repeated for each group.
Follow Up:
Students will each receive a one page handout on each topic discussed that highlights the main ideas of the specific topic.
Assessment:
No formal assessment will be given in this lesson. Students will be assessed informally on preparation, accuracy, and delivery of information while actively participating in the fishbowl discussion. To assess the student’s learning when listening to the fishbowl discussions, assessment of participation through the Twitter responses will be used.
Reflection:
A. Of student learning (description and interpretation of observed responses)
Make this specific to your lesson and students.
Evaluation questions of student learning:
• How did the students become involved in the lesson?
• How do you know if all the students reached the objective(s)? Cite assessment data.
• How did the students practice or "test" their newly acquired understanding or skills?
B. B. Of teaching processes (description and interpretation of teaching process)
Evaluation questions of teaching process:
• How did the teaching procedures and strategies facilitate achievement of the
objective(s)?
• What changes would you make if you were to teach this or a similar lesson again?
• What were the strengths of this lesson?
• What were the problem areas? Why were they problematic?
• How effective were the materials and resources in helping the students reach the
objective(s)?
• How dynamic were your presentation skills?
• If your lesson was videotaped, what did you learn about yourself and your
teaching practice?
Objective:
Students will participate in a fishbowl discussion on a specific topic relating to the African American Civil Rights Movement. Students will use Twitter to respond to discussions of peers during the fishbowl activity.
Rationale & Incorporation of Literacy:
In the parallel literacy unit, students have learned about poetry. Students analyzed poems and created a “hook” poem for the opening of the fishbowl discussion. Students have had adequate time to research and compile a well-rounded discussion for the individual topic prior to this lesson through research lessons.
Standards:
Common Core State Literacy in History/ Social Studies Standards
CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
New York State Standards
1.1 Explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans.
1.2 Investigate key turning points in New York State and United States history and explain why these events or developments
are significant.
1.3 Gather and organize information about the important achievements and contributions of individuals and groups living in
New York State and the United States.
1.4 Describe historic events through the eyes and experiences of those who were there.
5.1 Consider the nature and evolution of constitutional democracies.
5.4 Respect the rights of others in discussions and classroom debates regardless of whether or not one agrees with their
viewpoint.
Materials:
- One page information sheet on specific topic for classmates
- Individuals notes for discussion (brought by students)
- Electronic devices capable of connecting to Twitter for each student
Procedure:
1) Students will sit at desks, prearranged in a circle by the teacher- Students in the group presenting sit in the inner circle
2) All students open up their computers and log onto their Twitter account in preparation for the discussion
3) Each group that presents has 20 minutes to present the information they found on their topic
4) Before each presentation begins, the group that is presenting will hand out a copy of their fact sheet to the rest of the students in the class, so that the students have a hard copy that details the main points of each discussion
5) As students present, students sitting in desks in the outer circle each tweet two comments or reactions to what is being discussed by the group
6) After each group presents, teacher begins a whole class discussion on the topic and ideas presented, and discusses tweets he/she found to be key to class discussion
7) After the first group goes, it is time for the second group to present. This procedure is repeated for each group.
Follow Up:
Students will each receive a one page handout on each topic discussed that highlights the main ideas of the specific topic.
Assessment:
No formal assessment will be given in this lesson. Students will be assessed informally on preparation, accuracy, and delivery of information while actively participating in the fishbowl discussion. To assess the student’s learning when listening to the fishbowl discussions, assessment of participation through the Twitter responses will be used.
Reflection:
A. Of student learning (description and interpretation of observed responses)
Make this specific to your lesson and students.
Evaluation questions of student learning:
• How did the students become involved in the lesson?
• How do you know if all the students reached the objective(s)? Cite assessment data.
• How did the students practice or "test" their newly acquired understanding or skills?
B. B. Of teaching processes (description and interpretation of teaching process)
Evaluation questions of teaching process:
• How did the teaching procedures and strategies facilitate achievement of the
objective(s)?
• What changes would you make if you were to teach this or a similar lesson again?
• What were the strengths of this lesson?
• What were the problem areas? Why were they problematic?
• How effective were the materials and resources in helping the students reach the
objective(s)?
• How dynamic were your presentation skills?
• If your lesson was videotaped, what did you learn about yourself and your
teaching practice?