AmyZhang

LessonPlanforFishbowlDiscussion
Context:
CourseName:LanguageArts6,StandardLevel
GradeLevel:6
LengthofLesson:90minutes
Descriptionofsetting,students,andcurriculumandanyotherimportantcontextual
characteristics:
Students:23students,1studentwithdysgraphia,2identifiedasgifted,3ELLs
CurrentUnit:AmericanPoetry
Lessonplandate:
o Middleoftheunit
o Studentshavealreadylearnedaboutthecommonformsofpoems,suchas
shapepoems,acrosticpoems,poemswithrhymeandwithoutrhyme.
o Thisisthefirsttimethatstudentsarebeingintroducedtothefishbowl
discussionformat,butstudentshavetriedoutotherdiscussiongroup
formatsbefore.Studentshavealreadyhelpedmakerulesfor
conversationalnorms.
o Afterthislessonstudentswillhavemanychancestopracticebeingina
fishbowldiscussionbeforeIformallyassessthem.

VirginiaStandardsofLearning:
6.1Thestudentwillparticipateinandcontributetosmallgroupactivities.
b)Evaluateowncontributionstodiscussions.

CommonCoreStandards:
CCSS.ELALITERACY.SL.6.1
Engageeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,and
teacherled)withdiversepartnersongrade6topics,texts,andissues,buildingonothers'
ideasandexpressingtheirownclearly.
CCSS.ELALITERACY.SL.6.1.A
Cometodiscussionsprepared,havingreadorstudiedrequiredmaterial;explicitlydraw
onthatpreparationbyreferringtoevidenceonthetopic,text,orissuetoprobeandreflect
onideasunderdiscussion.

Objectives(KUDformat):
Know:
1. Studentswillknowhowtoexplainthemainideaofapoem.
2. Studentswillknowhowtoformaquestionfordiscussion.
3. Studentswillknowhowtorespondtoaquestionduringdiscussionbasedonthe
textorpersonalexperiences.

Understand:
 4. Studentswillunderstandthatitisimportanttousetheconversationalnorms
duringdiscussiontocreateawelcomingenvironmentforeveryone.
5. Studentswillunderstandthatitisimportanttocontributetodiscussionsandhow
extendingtheconversationgenerateslearning.

Do:
6. Studentswillbeabletocontributetoasmallgroupdiscussionofthepoem.
7. Studentswillbeabletoexplainthemainideaofthepoeminasmallgroup
discussion.
8. Studentswillbeabletodiscussapoeminsmallgroupdiscussionusingbasic
literaryterms,e.g.tone,title,thespeaker.
9. Studentswillbeabletorespondtoquestionsaboutthepoemusingtextual
evidencetosupporttheirclaimandconnecttopersonalexperiences.

Assessment
Diagnostic:Studentswilldemonstratewhattheyalreadyknowby
respondingtothereflectionquestionsonahandout
o Howdodidyoufeelwhenyoureadthispoem?Whydoyouthinkyou
feltthisway?Hint:didyoufeelhappy,sad,angry,confused,oranother
feeling,_____?
o WhatdoyouthinkisthemainideaofthepoemSpeakUp?
o Writedown12questionsyouhaveaboutthepoemortheauthor.
Studentswillbe:
o Writingdownhowtheyfeltwhiletheyreadthepoem:happy,sad,angry,
confused,etc.,andwhy
o Writingdownwhattheythinkisthemainideaofthepoem
o Writingdown12questionstheyhaveaboutthepoem;questionscanbe
aboutthemainidea,theform(theshape),thetitle,etc.
After510minutes,studentswillthenchooseaquestiontoasktheirgroup.In
groupsof4(andonegroupof3),studentswilldiscusseachquestionforabout
twominuteseach.Byverballyposingtheirquestionstoeachother,studentscan
seeifthereareanyquestionstheyhaveincommonandalsohearaperspective
differentfromtheirown.
SOL6.1,CCSS.ELALITERACY.SL.6.1,KUD1,KUD2,KUD3,KUD6
Formative:Studentswillshowtheirprogressontodaysobjectiveby
Asthediscussionleader,Iwillbeobservingstudentsforaninformalformative
assessment.Iwillbelookingathowstudentsareparticipating,whichstudents
speakmoreindiscussionandwhichspeakless,howstudentsareposingand
respondingtoquestions,whetherornotstudentsareusingbasicliteraryterms,
e.g.tone,title,thespeaker,whetherornotstudentsarereferringbacktothetext
ofthepoemtosupporttheirclaims,whetherornotstudentsarefollowingour
conversationalnorms.Iwilltakenotesoneachstudentandwritedowntheirmain
contributiontodiscussion.
 Studentswhoareintheouterringofthefishbowldiscussionshouldwritedown
somethingnewtheylearnfromlisteningtotheirpeersintheinnerringtalk.This
willbeapieceofthereflectionstudentswilldoattheendofclass.
Attheendofthediscussion,Iwillaskstudentstoratethemselvesonhow
comfortabletheyfelttalkingaboutthispoeminthenewfishbowldiscussion
formattoday.Studentswillraise1fingerforIfeltveryuncomfortable/itwas
hardformetotalk,to5fingersforIfeltsupercomfortable/itwasveryeasyfor
metotalk!ThiswayIcangetageneralsenseofhowtheclassfeels.
Towardstheendofclass,studentswillanswerreflectionquestionsonahandout.
Theywillreflectontheirownparticipationandcontributiontothediscussion.I
willusethedocumentcameratoprojectthereflectionhandoutontothescreen.
Themainquestionwillbe:Pleasewritedownwhatyoubelievewasyourbest
contributiontodiscussiontoday.Ifyoudidnotgetachancetosaysomething,
whatisonethingyoureallywantedtosay?OtherquestionsIwillprovideasa
promptincludeWhatwasthemostinterestingthingsaidaboutthispoemin
discussion?andWhatdidyoulikeordislikeaboutourdiscussion?andDid
youusetheHelpfulHintsforDiscussionworksheet?Inyouropinion,which
hintsarethemosthelpful?
SOL6.1,SOL6.1A,CCSS.ELALITERACY.SL.6.1,CCSS.ELA
LITERACY.SL.6.1.A,KUD2,KUD3,KUD4,KUD5,KUD7,KUD8,KUD9
Summative:Studentswillultimatelybeassessed(todayorinafuturelesson)on
thesestandardsby
Inafuturelesson,Iwillformallyassessstudentsabilitytoevaluatetheirown
contributiontothefishbowldiscussionwithoutneedingasmuchrigidstructure
thatthisreflectionhandoutprovideswithitsspecificquestions.Thisreflection
willbeapartofthesummativeassessmentdescribedbelow.
Inafuturelesson,afterwehaveundergonethefishbowldiscussionafewmore
timesandstudentsknowtheconversationalnormsbetter,Iwillassessstudents
performanceinthefishbowldiscussionwitharubric.Thisrubricwillcoverthe
scopeofthingsIlookedatduringmyinformalformativeassessmenttodayas
wellasstudentsuseofstrategiesthatcontributetoandfurtherextenddiscussion.
Studentsreflectiononthefishbowldiscussionwillbetakenintoconsideration.
Studentswillbegivenacopyofthisrubricinadvanceoftheirassessmentsothey
knowmyexpectations.
SOL6.1,SOL6.1A,CCSS.ELALITERACY.SL.6.1,CCSS.ELA
LITERACY.SL.6.1.A,KUD2,KUD3,KUD4,KUD5,KUD7,KUD8,KUD9

MaterialsNeeded:
SpeakUppoem(standardversion)
SpeakUppoemwithtranslationsoftheKoreanwordsinELLsnativelanguage
(ELLversion)
MainIdeahandoutwithquestions
 HelpfulHintsforDiscussionhandout
ReflectiononOurFishbowlDiscussionhandout
Technology:Elmodocumentcamera,projector,keyboarddeviceforstudentswith
dysgraphiatotypeuparesponse

InstructionalSteps(Procedures)
BeginningRoomArrangement:
Studentsaresittingatfivetablesoffourandonetableofthree

I. Welcome/Greeting/Announcements/Homework

Goodmorning!IhopeeveryonehadagreatdayafterIsawyouyesterday.Speakingof
yesterday,youreadSpeakUp,apoembyJanetS.Wongforhomework.Todaywere
goingtothinkabouthowwefeltwhilereadingthispoemandexploreitsmainidea.We
willtalkaboutittogetherinadiscussion.

II. Hook/Bridge/OpeningtoLesson(20minutes)

BeforeIintroducewhatthefishbowldiscussionis,letsrefreshourmemoriesabout
whatwevebeenlearninginclassoverthepasttwoweeks.Wevetalkedabouthowto
readanddiscusspoems,howtofigureoutwhatthemainideaisandhowtoconnecta
poemtoourpersonalexperiences.

Infrontofyou,youwillfindaMainIdeahandoutthatasksyoutoreflectonhowyou
feltwhilereadingthispoem.Whatkindsofemotionswereyoufeeling:happiness,
sadness,anger,confusion,orsomethingelse?Whichlineofthepoemmadeyoufeelthat
way?Then,Iwantyoutofocusonthemainidea.Cansomeonedefinewhatthemain
ideais?

StudentA:Idontknow.
StudentB:Idontremember.
StudentC:Uhhhdoesntithavesomethingtodowithastory?
Iamlookingfor:thestory,thepointofthepoem/paragraph,thepoetsmessage,
message.

Me:Yougotit!Itsthestorythatthepoemistellingyou.Itsgreattofeelallthese
emotionswhenwerereading,butwehavetoaskourselves,whatsthepoint?Whatis
thepoettryingtosay?

Waitforstudentstoreactwithunderstandingbeforemovingon.

Me:Ifyoudontknowwhatthemainideait,trytoguessanyway!Tryrereadingthe
poemSpeakUp.Maybeyoullfindsomethingyoudidntseebefore.Ifyourefeeling
confusedaboutanypartofthepoem(ormaybethepoet),writeaquestionaboutit.Ifyou
justwanttotalkmoreaboutsomethingyounoticed,writeaquestionaboutit!Afteryou
finishreflecting,youlltalkinyoursmallgroups(tablesof4andonetableof3)forabout
510minutesbeforecomingbacktotheentireclass.

III. InstructionalSteps(65minutes)

Step1:Explanationofhowthediscussionwillrun(1015minutes)

Someofyoumightbewondering,whatintheworldisafishbowldiscussion?What
doesafishbowlhavetodowithdiscussingapoemtogether?Well,whatdoyouthink
thatmightlooklike?Whatcomestomindwhenyouhearthewordfishbowl?

StudentA:Agoldfish!Inabowl!
StudentB:Itsalotoffuntolookatthefishswimaroundincircles.
StudentC:Oh!Ihaveoneathome.Thebowlisroundandyoucanholditinyourhands.

Me:StudentsA,B,andC,youallmakegreatpoints.Inafishbowldiscussion,wehave
twogroupsofpeople:theinnergroupislikethegoldfishinthebowl.Youwillbedoing
allthetalkingandtherestofusintheoutergrouphavetopayCLOSEattentiontotheir
discussion!Sincewehaveanoddnumberofstudents,wewillsplittheclassintotwo
groups,onewith12studentsandonewith13students.Group1willcomeandsitina
circleonourruginthecenterofourroomandwillbehavingadiscussiononJanet
Wongspoem.Group2willbringtheirpencilsandnotebooksandsetupchairsinan
outercirclearoundGroup1.Iwillpreparealistofgroups1and2beforehandsoIcan
justreadit.Waituntilstudentshavesettledintotheirgroupsandnewclassroomlayout
inthecenteroftheroom.

Me:Everyonereadytotakeonyournewroles?Okay!Group1,youareourgoldfish.
Youlltakeabout15minutestohaveadiscussion.Whatmakesagooddiscussion?

StudentE:Ifyoutalk!
StudentF:Butyoualsohavetolisten.
StudentG:WhatStudentFsaid.Wewanteveryonetotalk!EvenifIdontagreewith
you.

Me:Greatjobrememberingsomeofourconversationalnorms,StudentsE,F,G.When
youreintheinnerfishbowl,Group1,youarethedriveroftheconversation.Iwant
everyonetotrytheirbesttotalkatleastonce.IfyouhavetalkedaLOTandyounotice
thatyourfriendhasntsaidanything,whatissomethingyoucando?

StudentH:Iknow!Illsay,Hey[friend],StudentHsaidsomethingabout[insert
opinion].Doyouagreewithher?
StudentJ:Oryoucouldsay,Ireallylikedthispartofthepoem.Howdidyoufeelwhen
youreadit?
Me:ThosearebothgreatwaystoinviteyourclassmatesintothediscussionANDto
supportyourclaimswithtextualevidence.Wecanaskfortheiropinioninresponseto
whatsomeonehasalreadysaidoraskthemaboutaspecificlineinthetext.Letskeep
thatinmindforwhenwestartdiscussion.

Me:Wherearewe?Oh,right,instructionsforfishbowldiscussion.MovingontoGroup
2!Youaretheouterfishbowl;youwillbeobservingandpracticingyouractivelistening
skills.Whenyouareapartoftheoutercircle,yourjobistostayquietsoyoucanhear
whatsgoingonintheinnerfishbowl.

Studentintheoutercircle:ButMs.Zhang,whatifIhavesomethingreallygoodtosay?

Me:Dontworry,StudentB.Youwillgetyourturntotalkwhentheoutergroupswitches
placeswiththeinnerfishbowlandyoureintheinnercircle!Butremember,rightnow
youreintheoutercircleandyourjobistopayattentiontothediscussionhappeningwith
Group1andwritedownsomethingnewthatyoulearnaboutthepoemfromtheir
discussion.

Me:Sincethisisthefirsttimeweretryingoutafishbowldiscussion,Iwillbehereto
helpaskguidingquestionsifyourunoutofthingstosay.ButIreallywantyouguysto
taketheleadonthisdiscussion;Iwanttoseewhatthingsaboutthispoemyouare
interestedbyandhowyoufeltwhenreadingthispoem!

StudentD:Ms.Zhang,whatisthishandout(withfishbowlsonthem)for?

Me:Greatcatch,StudentD!Thishandout[holdsitupforeveryonetosee]outlinesthe
rulesforwhenyoureintheinnercircleandtheoutercircle.Ifyouforgetwhatyoure
supposedtobedoing,youcancheckthemtoremindyourself!

Me:Onemorething!Remembertwoweeksagowhenwecreatedrulesforholdinga
respectfuldiscussion?Iwillpullupthesheetthathasalistofwaysthatyoucanposeand
answeraquestionoragreeanddisagreewithsomeone.

Me:Arethereanyotherquestionsaboutwhatwereabouttodo?Waitfor1minute.AsI
amwaitingIwillsetupthedocumentcameratoprojectourHelpfulHintsfor
Discussionhandoutontotheprojector.

Step2:Discussion(15minutesfordiscussionpergroup,plus5minutesfortransition
timeasGroup1and2switchandanynewquestions)

Okay,Group1,areyoureadytostart?Doesanyonehaveanythingtheyrereallyexcited
totalkabout?
Ifastudentraisestheirhand,goaheadandletthestudentleadtheconversation.Ifnot,I
cansay:Letsbeginwithaquestiononthehandoutandshareoutwithyourfishbowl
group.Howdidyoufeelwhenyoureadthispoem?

Iamlookingforanytypeofresponse,rangingfromIdontgetittoIhadthis
conversationonetime!toIfeltkindofangrytoImnotsurprisedatall

Ifnomoreresponsesareforthcoming,Icanask,Okay,whatpartofthepoemmadeyou
feelthisway.Asyoureadfromstarttofinish,didyourfeelingschange?

IamlookingforNo,Ifeltthesamebecause______.OrIthoughttheKoreanpart
wasfunny,too,orIfeltreallyangrywhenthefirstspeakerkeptaskingthegirlto
speakKoreanwhenshedidntwantto.

StudentA:Ijustfeltreallyconfused.
StudentB:Idunno,thepartwiththeKoreanwaskindoffunny.
StudentC:Hey,StudentB!IdisagreewithyoubecauseIdontthinkthegirlwantedto
speaktothefirstperson.

Iamlookingforanotherstudenttosay,Howdidyouknowthat,StudentC?Ifnobody
saysit,Iwill

Me:Whatpartofthepoemareyoulookingat,StudentC?Howdoyouknowthereare
twospeakers?

StudentD:IthinkStudentCistalkingabouthowtherearetwocolumns.Itsoundslikea
conversation.

StudentA:OHHH.Iseethatnow.ButhowdidStudentCknowthatshedidntwantto
talktothefirstspeaker?

StudentC:Uh,Idontknowtheanswertothefirstquestion,butthegirldidntwantto
talkbecauseshetriedlyingfirst!Butthefirstpersonkeptaskinganywayandthatsrude.
StudentE:IthinkStudentCisright,thegirlspeaksinreallyshortsentences.Idont
thinkshewantstotalk.
StudentF:Yeah,whenIgetmadatmyfriends,Idontreallywanttotalkeither.
StudentC:Wait,StudentF,howdoyouknowthatshestalkingtoafriend?Shesounds
somad,whatifitsarandomperson?

Me:Youreallmakingreallyinsightfulpoints;justareminder:letsremembertosay
whatlinewerelookingatwhenweansweraquestion.Weneedtobackupouropinions
withsomeevidencefromthepoem!
StudentF:Right,sothegirl.Ifshewastalkingtoaparent,Ithinkshewouldtalkmore
respectfully.Whatdoyouthink,StudentK?
StudentK:Iagreewithyou,shedoesntsayMrs.____orMr.____whenshestalkingto
them.Itsprobablyaclassmateorsomebody.
StudentJ:Whoeversheis,Iloveher!Shessosassy!

Me:Whatmakesyousaythatshessassy?Canyoutakeustoaparticularlineinthe
poem?

StudentJ:Well,Ms.Zhang,inline15,shetalksbackandsays,Hey,tothefirst
person.Shetellshimthatshewantstohearhimsaysomethingweird.
StudentE:Slowdown!Howcomeyousaidthefirstspeakersaboy?
StudentJ:IguessIthoughtalotofboysteasegirls.Ithoughtthesamethingwas
happeninghere.
StudentE:Hey,thatsreallymean!Takethatback.
StudentJ:No!Itsthetruth.

Imabouttosaysomethingbutanotherstudentstepsinfirst.

StudentH:Heyguys,letscoolit.Werenotbeingverypolite.
StudentJ:Sorry,StudentE.
StudentE:Sorry,StudentJ.Sorryeveryone,wedidntmeantoargue.

Me[wantstoredirectthediscussion]:Itsokay,StudentJandE.Itsoundslikethatyou
twofeltsomeverystrongfeelingsjustnow.Doyouthinkthetwospeakersinthepoem
feltasimilarexperience?Howdidyoufeeljustnow?

StudentE:StudentJsaidsomethingaboutmethatwasnttrue.Ifeltangry.
StudentJ:StudentEwantedmetotakebackwhatIsaid.ButIwasjusttellingmy
experience.

Me:Right,youwerespeakingup!StudentJmadeanassumptionaboutyouthatwasnt
true.Itsimportantthatwespeakupaboutourexperiences,butwealsohaveto
remembertoberespectfulwhenwedothat,otherwisewemighthurteachothers
feelings.Someonemightsaysomethingyoudisagreewith,soifyoucantrememberhow
torespectfullydisagree,youcanturnbacktoourHelpfulHintsforDiscussionhandout.
Plus,inagooddiscussion,everyoneshouldhaveachancetospeakupabouttheir
experiences.

Ifnostudentresponds,askexplicitlyabouttheimportanceofthetitle.Me:Whatdoyou
thinkthetitlemeans?WhydoyouthinkJanetWongnamesherpoemSpeakUp?

StudentA:Ms.Zhang!TheTITLE.
StudentB:Whataboutit?
StudentC:IthinkIjustfiguredoutthepointofthiswholething!
StudentA:Isitsomethingtodowithbeingdifferent?
StudentC:Yeah,StudentA,thatspartofit.Ithinkitsabouthowpeoplecomefrom
differentcountrieshavedifferentexperiences.ThegirlspeaksKoreanright?Butthefirst
speakermakesfunofher,saysitsfunnyandstrangeinLines1314.
StudentB:OH.Iseewhereyoureat.Thatsnotnicetomakefunofsomeonejust
becausetheyspeakadifferentlanguage.MyfamilysfromVenezuelabutIwasborn
hereandpeoplearealwaysaskingmetosaystuffinSpanish,evenwhenitstotally
random.
StudentA:HaveIeverdonethat?Imsorry.
StudentB:Itsokay.Itmakesmefeellikeanoutsider,sometimes.
StudentC:Thatsnotokay,StudentB!Callthemoutonit,likethisgirlinthepoem.
StudentA:Yeah,StudentB,speakupaboutit.
StudentB:Haha,yousaidit.ThetitleSpeakup.

Me:Punsonthetitleaside,thisisareallypowerfulconversation.Wow,StudentB,it
soundslikeyoureallyidentifiedwiththepoem.Thankyouforsharingyourpersonal
experiencewithus.Now,youjustsaidsomethingaboutthetitle.Whatdoesthetitle
meantoyou,inlightofyourpersonalexperienceandwhatyouallhavebeentalking
about?
StudentB:WellIguessIseeitasapositivethingtosay.WhenIheardheardStudentA
sayit,IfeltlikeyoulikedhearingwhatIhadtosay.Thatmaybeyouwantedtohear
moreaboutmystory?

StudentG:Ms.Zhang,Ms.Zhang!StudentBsstorymadethepoemmakesomuchmore
sensetome.

Me:Formeaswell,StudentG!Iagree,Ithinkthatfindingaconnectionbetweenour
readingsandourreallivesisreallyimportant.Itreallymakesthepoemcomealive,
doesntit?

Ifthediscussiondoesntturnoutthisway/sosmoothlyandstudentsreallygetstuck,
anotherquestionIcouldaskthem:Whatthingswereyousurprisedbyinthispoem?

Iamlookingfor:therearetwocolumns/twospeakers,theshapeisstrange,itslikea
conversation,itdoesntrhyme,theresanotherlanguageinit,thetitle

Iwouldmakesurestudentshaveofferedupsomeofthesedetailsbecausetheyrereally
importanttothepoemsformandpossiblysomethingstudentshaventseenbefore.

After15minutes,drawGroup1/InnerFishbowltoacloseandhavethemswitchplaces
withGroup2.RepeatdiscussionwithGroup2.WhenGroup2sdiscussionends,start
transitioningtotheReflectionportion.
Step3:Reflection(15minutes)

Nowthatwehavediscussedthispoemasagroup,Iwantyoualltotakeoutour
reflectionhandoutfortodayandanswerthereflectionquestions.Whatdidyoulearn?
Whatisonethingyoudidntgetachancetosaybutreallywantedtosay?Whatdidyou
likeordislikeaboutourdiscussion?

Whilestudentsarewriting,Iwillwalkaroundtheclassroomandobservetheclass.For
studentswhodidnotspeakindiscussiontoday,Iwillconferencewiththemandaskwhat
theythoughtofthepoemanddiscussion,althoughtheywillalsodothisthroughthe
reflectionhandout.

IV. Closing(5ishminutes?)

Awesomejobonparticipatingindiscussiontoday,everyone!Iknowtheformatis
differentandwerenotcompletelyusedtoityet,butthankyouforyourcouragein
steppingoutofyourcomfortzones.Wewillcontinuetopracticehavingdiscussionsin
thisformatsothateveryonecangetcomfortablewithit.Iwillbestayingafterschool
todayifyouhaveanyquestionsyoudliketotalkabout.Pleasehandmeyourreflections
asyouleave.Haveagreatdayandseeyoutomorrow!

AttentiontoIndividualStudentNeeds:Detailspecificactions/materialsyouwilluse
todifferentiateyourinstructiontomeetvariousindividualslearningneedsinthis
lesson.s
ForthestudentwithdysgraphiaIwillgivethemakeyboarddevicetotypeup
theirresponsestoanywritingactivities.Theywillalsohaveother
accommodationslikeextratimeandhaveanywritteninstructionsbereadto
them.
FortheEnglishLanguageLearners,IwillprovidetranslationsoftheKorean
wordsintheirnativelanguageinparentheses.
Forthegiftedstudents,Iwillbegivingthemareflectionhandoutthatismore
openended.Theywillbeaskedtoreflectontheircontributiontotheirdiscussion,
butitwillbelesspromptedandmoreofafreewrite.

TechnologyUse:Detailspecifictechnologybeingusedinthelessonwithexplanation
forwhyitisbeingused.

ElmodocumentcameraIwillusethisdocumentcameratoprojectthepoem
ontotheboardsotheentireclasscanseeasIannotatethepoemaccordingtowhat
Ihearfromdiscussion.

Howthislessonincorporatesspecificinsightsfromcoursereadingsand/orclass
discussion:
 ThislessonincorporatesideasfromGibbons,whoexploreshowtocreatean
authenticdialogue,andBomer,whodiscusseswaysofdistributingtalk(Bomer
137).Sincethislessonfocusesonliteratetalk,Iwantedtoofferscaffolding
towardsthefishbowldiscussion,whichisstructuredashaving1213studentsper
group,whichisaprettylargegroup.Ididwanttoavoidahugeclassdiscussion
sinceBomerjudgesittobeapoorwaytodistributetalk(Bomer137).By
havingstudentsfirstdiscussthemainideaofthepoemandstartformingany
questionstheyhaveinthesmallgroupof34students,Icaneasethemuptoa
fishbowldiscussionthatgetsatthedetailsofthepoem.Thisinner/outerfishbowl
structurealsogivesstudentsachancetolookathowtheirpeersareconducting
andcontributingtodiscussionandlearnfromeachother.Sinceamainpointof
thefishbowlistogiveeveryoneachancetospeakup,italsosharesthe
responsibilityfortalking(Gibbons140),whichmakesthedialoguehappening
moreauthenticthanarecitationoranexplicitteacherleddiscussion.
Itriedtoavoidoverusingtheinitiationresponseevaluation(IRE)techniquesince
Gibbonspointsoutthatoverusepreventsstudentsfromgettingthechanceto
extendtheirownconversations(Gibbons137).Atthesametime,sincethisisthe
firsttimewearetryingoutthefishbowlformat,Iwanttoaffirmstudentswhen
theyareontherighttracktowardsconnectingthetexttoapersonalexperienceor
pullingapartthepoemtounderstanditsmeaning.WhenIdiduseIRE,Itriedto
connectthestudentsresponsebacktobiggerpictureideas,liketheKUDs.
Asapartofthescript,Iwroteinaminisquabblethathappenedinresponsetoan
assumption/stereotypethestudentmadeaboutagroupofpeople(boys)basedon
thepoem.Sincethepoemisaboutidentity,sharingdifferentstoriesabout
ourselves,andbeingrespectful,Iletthesituationplayoutinsteadofintervening
immediately.IthoughtthatIcouldguidethestudentswhoarehavinga
spontaneousargumentaboutanassumptiononepersonmadetoreflectontheir
feelingsandconnecttheirargumenttothedisagreementhappeninginsidethe
poem.Thisway,ourdiscussionbecomesevenmoreauthentic,becausethe
studentsaregettingintothenittygrittyofthepoem;weasaclassare[making]
troubleand[getting]studentscomfortablewithit(Bomer139).

MaterialsAppendix:Seeattached
SpeakUppoem(standardversion,withlinenumbers)
SpeakUppoemwithtranslationsoftheKoreanwordsinELLsnativelanguage
(ELLversion,withlinenumbers)
MainIdeahandoutwithquestions
FishbowlDiscussionRuleshandout
HelpfulHintsforDiscussionhandout
ReflectiononOurFishbowlhandout(standard)
ReflectiononOurFishbowlhandout(Gifted)
 SpeakUp
byJanetS.Wong

YoureKorean,arentyou? 1
Yes.
WhydontyouspeakKorean?
Justdont,Iguess.
SaysomethingKorean. 5
Idontspeakit.
Icant.
Cmon.Saysomething.
Halmoni.Grandmother.
Haraboji.Grandfather. 10
Imo.Aunt.
Saysomeotherstuff.
Soundsfunny.
Soundsstrange.
Hey,letslistentoyou 15
forachange.
Listentome?
Saysomeforeignwords.
ButImAmerican,
cantyousee? 20
Yourfamilycamefrom
somewhereelse.
Sometime.
ButIwasbornhere.
SowasI. 25

Source:https://sites.google.com/site/middleschoolpoetryunit/keyideasanddetails/quote
accurately/speakup

Modifiedtoincludelinenumberssostudentscanreferbacktotextindiscussion,
reflection.
 SpeakUp(SpanishELLversion)
byJanetS.Wong

YoureKorean,arentyou? 1
Yes.
WhydontyouspeakKorean?
Justdont,Iguess.
SaysomethingKorean. 5
Idontspeakit.
Icant.
Cmon.Saysomething.
Halmoni.Abuela.
Haraboji.Abuelo. 10
Imo.Ta.
Saysomeotherstuff.
Soundsfunny.
Soundsstrange.
Hey,letslistentoyou 15
forachange.
Listentome?
Saysomeforeignwords.
ButImAmerican,
cantyousee? 20
Yourfamilycamefrom
somewhereelse.
Sometime.
ButIwasbornhere.
SowasI. 25

Source:https://sites.google.com/site/middleschoolpoetryunit/keyideasanddetails/quote
accurately/speakup

Modifiedtoincludelinenumberssostudentscanreferbacktotextindiscussion,
reflection.
 SpeakUp(SimplifiedChineseELLversion)
byJanetS.Wong

YoureKorean,arentyou? 1
Yes.
WhydontyouspeakKorean?
Justdont,Iguess.
SaysomethingKorean. 5
Idontspeakit.
Icant.
Cmon.Saysomething.
Halmoni..
Harabogi.. 10
Imo..
Saysomeotherstuff.
Soundsfunny.
Soundsstrange.
Hey,letslistentoyou 15
forachange.
Listentome?
Saysomeforeignwords.
ButImAmerican,
cantyousee? 20
Yourfamilycamefrom
somewhereelse.
Sometime.
ButIwasbornhere.
SowasI. 25

Source:https://sites.google.com/site/middleschoolpoetryunit/keyideasanddetails/quote
accurately/speakup

Modifiedtoincludelinenumberssostudentscanreferbacktotextindiscussion,
reflection.
 MainIdeasinSpeakUp

Howdoyoufeelwhenyoureadthispoem?Whydoyouthinkyoufeelthisway?(Hint:
didyoufeelhappy,sad,angry,confused,oranotherfeeling,_____?)

WhatdoyouthinkisthemainideaofthepoemSpeakUp?

Writedown12questionsyouhaveaboutthepoemortheauthor.
 FishbowlRules
Source:
https://images.epals.com/In2Books_Class_08/Standards/Social_StudiesEssentials/SSFish
Bowl.html
 HelpfulHintsforDiscussion

Ifyouwanttoagree/disagreewithsomeoneorextendtheconversation,youcan
say:

Agreeingwithsomeonesideas
IagreewithwhatNAMEOFSTUDENTsaidbecause
LikeNAMEOFSTUDENTsaid,Ithinkthat

Disagreeingwithsomeonesideas
Idontreallyagreewithyoubecause
Iseeitanotherway
Myideaisslightlydifferentfromyoursinthat

Addingontosomeonesideas
IagreewithNAMEOFSTUDENT,butIalsothink

Ifyouwanttoaskorrespondtoaquestion,youcansay:

Askingaquestion
Idneverthoughtaboutitlikethatbefore.Canyousaymore?
IdidntunderstandwhenNAMEOFSTUDENTsaid______.Canyouexplainit
anotherway?
Ifounditinteresting
IfIwereinthepoetsshoesIwould_______.Whatwouldyoudo?

Answeringaquestion
Toansweryourquestion,NAMEOFSTUDENT,Ithinkthat
 ReflectiononOurFishbowlDiscussion(Standard)

1. Pleasewritedownwhatyoubelievewasyourbestcontributiontodiscussion
today.Ifyoudidnotgetachancetosaysomething,whatisonethingyoureally
wantedtosay?

2. Whatissomethingnewyoulearnedaboutthepoemwetalkedabouttoday?

3. Whatdidyoulikeordislikeaboutourdiscussion?

4. DidyouusetheHelpfulHintsforDiscussionworksheet?Inyouropinion,which
hintsarethemosthelpful?
 ReflectiononOurFishbowlDiscussion(Gifted)

1. Pleasewritedownwhatyoubelievewasyourbestcontributiontodiscussion
today.Ifyoudidnotgetachancetosaysomething,whatisonethingyoureally
wantedtosay?

2. Reflectonhowyoucontributedtodiscussiontoday.Howdiditfeeltobeina
fishbowlsetting?Whatdidyoulearn?Ifthereareotherthingsyouwanttoreflect
onabouttodaysclass,pleasefeelfreetowriteaboutit.