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cA Fishbowl Discussion is a scholarly discussion of an essential question in which student
opinions are shared, proven, refuted, and refined through dialogue with other students.

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The outer circle consists of the students who act as observers. The inner circle
(fish bowl) is for the students (Dzfishesdz) that are conducting the discussion.

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The purpose of a fishbowl discussion is to improve student critical thinking,
reading, listening, and speaking skills.


Prior to the discussion, all students will be given the text and the question(s) that the
discussion will be based on. Mr. Moore will provide you with anc cccc focus on, based
on your fish-type. As you interact with the poem, á



 
 

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j You will be running the discussion, and these questions are the Dzfish fooddz to get
the discussion moving. Prior to the discussion, you will need to do a complete interaction with the poem
via the reading process and begin thinking about the question you have been given, preparing some
ideas.

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ác May only participate in the discussion if they have read the selectionc
ác Must support their opinions with evidence from the text
ác May speak at any time during the seminar with respect for the other participants
ác May refer to other works the class has read
ác May write notes based on the content of the seminar for use in their paper
ác May ask  cc questions of other participants, focusing on level 2 (L1 used to
scaffold, L3 used to expand).

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ác Listen actively and attentively to what the fish are talking about.
ác May not speak to other participants or viewers at any time
ác May write down ideas or thoughts that they would share if they were in the bowl
ác May take notes on the ideas generated in the seminar by any participants for use in their
paper

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ác Ñan only ask questions; cannot state his or her opinions or interpretations
ác Must require participants to support their opinions with evidence from the text
ác Must encourage participants to agree and disagree for substantial reasons
ác May record the number and quality of participant responses
ác Must determine when to conclude the seminar
ác Provides marks for the students based on quality of participation Ȃ this will be part of the
score for the paper, which is a summative.
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Duestions can be classified in many ways including being:
Ȉc Ñcc c(Does the question have a definite answer (closed) or is it open for interpretation and/or
more than one possible Dzrightdz answer (open)?
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text, for analysis of the information, or for means of practical application?)
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When discussing art, including poetry and literature, the best questions are Ȃ or are working toward analysis and
application'cFor our class, we will separate questions into three levels.

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So, if I were to explore the aspect of  in Langton Hughesǯ DzThe Weary Bluesdz I could build on all three levels:

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ootice how each level BUILDS on the level(s) below it. You need to understand level 1 before bringing it on into
level 2, and must understand and analyze the effect (level 1 and level 2) before moving on into level 3. When you
want someone to answer a level 2 or 3 question, but you begin by asking a level 1 to give them the background
material and work your way up, this is called 7Ñ$ %#9:, and is an excellent discussion tactic.

Good questions in the fishbowl discussion will:

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c;cdonǯt just go off on a tangentǥ keep the discussion building on
previous ideas.
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"cusing level 1 questions as necessary to build a base for level 2.
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c c; make the questions interesting and answerableǥ donǯt ask questions to which
no one will have an answer.

If you ask a question and get blank stares, try:

1.c Asking the question in another way
2.c Referring to the text in your question
3.c Scaffolding
4.c Asking a specific person
Ëach Fish Group will have 15 minutes to explore their questions and sustain a discussion, at which time they will
rotate out to be observers.

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in the orange sun rays 
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and dares to claim the sky.

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But a bird that stalks 
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sings of freedom.

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: Jinni, Ñhristopher, Stephen, Hye Lin, Anna, Min Woo

Ȉc Aspect: Poetic structure

Ȉc Opening DzBig Duestiondz: How does Angelou structure the poem and what effect does the
structuring have on the theme/topic?

:
: Aerin, Ërica, Hannah, Joseph, So Yeon, Su In

Ȉc Aspect: Figurative Language (inc. Metaphor and Simile)

Ȉc Opening DzBig Duestiondz: How does the use of metaphor and simile affect the poemǯs meaning,
mood, or theme?

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: Joel, Tim, Jennifer, Molly, Ñhristine, Peter

Ȉc Aspect: Symbolism
Ȉc Opening DzBig Duestiondz: What symbols does Angelou use in her poem and why are they effective?
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Participant's oame: _________________________________
Meaningful additions: ___________________________
References to specific places in the poem: _____________________

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The student demonstrates a deep understanding of the poem, showing evidence of thoughtful listening
and critical thinking in their interpretations. The student supports his or her opinions by quoting the
poem, citing stanza/line numbers, summarizing, and paraphrasing. The student includes others in the
discussion by respecting each participant as an individual, addressing the entire group, inviting others to
speak, listening, asking for clarification, challenging faulty reasoning, making eye contact, and supporting
a good answer.

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The student demonstrates a clear understanding of the poem, showing evidence of having listened to
others and thought about his or her response. The student supports his or her opinions by quoting the
poem, summarizing, and paraphrasing. The student includes others in the discussion by respecting each
participant as an individual, listening, questioning other student's responses, and supporting a good
answer.
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The student demonstrates an understanding of the poem, showing evidence of some listening and
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supporting a good answer.
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The student demonstrates a vague understanding of the poem, states but does not support his or her
opinions adequately, and does not include others in the discussion.

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