Instructional Common Core Aligned Lesson Plan Template

Title:
Fish Bowl Debate!!

Primary Subject Area and Grade Level:

10th Grade U.S. History

Overview:
After participating in this lesson students will be able to make reasoned sound argument on public issues
backed up by constitutional law historical examples as well as state laws. They will do this through a fish bowl
debate.

Standards: 6.1.5 Make a persuasive, reasoned argument on a public issue and support using evidence
(e.g., historical and contemporary examples), constitutional principles, and fundamental values of
American constitutional democracy; explain the stance or position.
Danielson, 1c

Approximate Duration:
2- fifty minute class period.

Class (student) Information:

Adjustments and accommodations will be made as necessary.
Danielson, 1b

Common Core Learning Standard(s) Addressed:

CCSS.ELA-LITERACY.RH.9-10.1

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such
features as the date and origin of the information.
Interdisciplinary Connections (Specific Standards):
Outcomes/Objectives (Include student friendly as well):
After participating in this lesson students will be able to make reasoned sound argument on public issues backed up by constitutional law
historical examples as well as state laws. They will do this through a fish bowl debate.

Student Objective: Students will be split into two sides of an issue. The students will the debate each other
based off of research they have done.
Danielson, 1c

Technologies and Other Materials:

Any type of tablet, laptop, or device. An interactive white board will also be used.
Danielson,1d, 1e,3c

Activities/Tasks (Lesson Procedure):

Danielson, 1e, 2c, 3c, 3b

Lesson Procedure:
When I am speaking as the teacher I expect the class to be silent and listening and to lend this
courtesy to other students when they are speaking. I expect students to be engaged and questions as
they come up
Students will give their best effort.
Students are supportive of everyone sharing ideas.
Teacher Name ~Course Title

Outcomes and Relevance

o Plan to state the outcome (student friendly translation of lesson objectives) and tell the
relevance (see next section) for the students at the beginning of the lesson.
Motivating Introduction
o Show a small clip from a well-argued debate to get students excited and engaged.
Content of Lesson
o Have students create three examples of well backed up reasoned argument, and go over
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the

components of a good argument.

Students will share a Google doc with me of their 3 arguments with sound reasoning and legal
backing.
Once I am comfortable with student understanding we will move onto next stage
The class will be split into two groups, one supporting states rights and the other group arguing
for governmental rights over state rights.
Students will begin researching each position to help create a solid argument with lots of facts
for, state rights or in support of federal supremacy.
I will share a list of resources for both sides of the arguments.
The students will look at both primary and secondary sources for their arguments.
Students will collaborate to compile a list of information for the debate.
Information should back up the arguments trying to be made.

Students will be allowed to have their sheet of facts with them during the argument, studetns
can open up the document on device but wifi will be shut off.
o This ensures that students have done the work from the previous day.
o The next day
o Fishbowl procedure
o Everyone will be respectful in making their arguments.
o The chairs will be set up in a circle with two chairs in the middle facing each other.
o
The students will set on either side depending on team.
o Each team will choose a speaker to make an open statement.
o Then I will randomly select two students to start the debate.
o
Each group of student gets three minutes in the middle while they debate.
o
The students go until everyone has had a turn, then students can have another turn if
they so choose.
Closure and Review: The fish bowl debate will go up till the last 3 minutes of class were I will talk about the

reflection online.

Extension Activity:

The reflection would be on what the students thought went into creating the most
effective argument. The students will also talk about their experience in researching their argument and
attempting to defend it in the fishbowl, along with if they liked the activity. Students will also have to
come up with three ways that using these skills can be applied later in life.

Higher Level Thinking Skills Noted

o Students will have to be able to make reasoned sound arguments and then be able to defend
their arguments or attack others arguments.
o Students are also being called upon to critical assesing resources in finding information that
supports their argument, along with reflecting on the fish bowl.

Relevance/Rationale:
Students will be connecting back to what made political speakers engaging and how they go their message
across.

Teacher Name ~Course Title

Explorations and Extensions:

1. EXPLORATION: Those that finish early can begin crafting the opening argument for the team, help others
with research, or pull out a book they are using as an extension for the class.
2. EXTENSIONS (Reteaching): I will be checking throughout the lesson for understanding. When students are
creating resources and different parts of their arguments they will be shared with me in a google doc form so I
can see how they are doing. As well as, touching base with my students throughout the class.

Danielson,1a

Assessment Criteria for Success (Assessment Plans):

Content knowledge, student knowledge, and appropriate resources aligned to instructional outcomes. (NOTE:
Consider a chart to express this information.) BE DETAILED! Attach any quizzes, rubrics, scoring plans, questions
used for assessment or activities. Teacher Observation must include a checklist of specific behaviors
observed.
Through having students create sound reasoned argument the students will connect to prior lesson on
what makes an engaging speaker/ engaging argument.
How will you assess student learning throughout the lesson (formative)? By looking at their Google doc
page of information and resources for their argument.
How will you and your students know if they have successfully met the outcomes? If they have sound
cohesive arguments during the debate. Along with a blog post that addresses the questions I have
asked.
What specific criteria will be met in a successful product/process? Standards: 6.1.5 Make a persuasive,

reasoned argument on a public issue and support using evidence

(e.g., historical and contemporary examples), constitutional principles, and fundamental values of
American constitutional democracy; explain the stance or position.

What does success on this lessons outcomes look like? a cohesive argument during the fishbowl and a
thoughtful blog post that hits on the questions I have asked.

Danielson, 1f, 3d

Universal Design for Learning:

http://www.udlcenter.org/aboutudl/udlguidelines
By having students create their oral arguments through research, students can adjust what they are looking for
to fit how they learn. Also there is a written component with the blog so some that struggle with speaking can
shine in the blog post. Also for my struggling readers they can use a text to speech app to help them with
some of the more difficult reading sections, providing multiple means of representation.
Danielson, 1c, 3e

Reflections:
1. Express clear insights into the relationship between his or her philosophy and lesson plan. Explore
broader aspects of your professional development in the context of the discussion.
2. After teaching lesson:
a. How do you evaluate this lesson?
1. Strengths
2. Weaknesses
3. Areas to work on
4. Specific things to change

Danielson, 4a, 4e

Teacher Name ~Course Title