Today we engaged in a “fishbowl” to debate the pros and cons of having classroom pets. We used materials that presented both sides of the issue and students annotated and rehearsed making claims from either perspective.
We read through three articles over the week and today we employed the instructional strategy. Students in the fishbowl debated the issue and could sub themselves out for someone on the outside who wanted to make a point.
All of this work allowed the students to complete a piece of writing on the topic. And the writing? It is pretty fabulous.
Today we used the discussion strategy “Fishbowl” to debate whether using bottled water was more positive or negative. The students read two articles (here) and annotated the pieces looking for evidence to support one position or the other. Then they discussed both articles free of any valued added statements; instead, attention was pointed to finding evidence.
The students positioned themselves around a fishbowl with four students in the middle. Students would share a point, debate the point, and if they couldn’t find evidence or didn’t have a good argument, they would tap someone from outside the fishbowl to take over for them.
The annotating, discussion and debate will help us with our writing in which students have to support a super claim.
Today we started our study of the American Revolution. The big idea for students to grasp, after working through 17 units, is that disagreements about principles of government led colonists to seek independence from Great Britain. Students will be introduced to important battles, historical figures, and writings so they know what values were at the heart of the Revolution.