End of Unit Assessment: Fishbowl Discussion, Part 1: Comparing Conflicting Accounts of the Pearl Harbor Attack | EL Education Curriculum

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ELA 2012 G8:M3A:U1:L12

End of Unit Assessment: Fishbowl Discussion, Part 1: Comparing Conflicting Accounts of the Pearl Harbor Attack

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Long Term Learning Targets

  • I can analyze texts for disagreement on facts or interpretation. (RI.8.9)
  • I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL8.1)
  • I can build on others' ideas during discussions. (SL.8.1)

Supporting Targets

  • I can analyze FDR's "Day of Infamy" speech and the Japanese Foreign Ministry's "Fourteen-Part Message" for disagreement on facts or the interpretation of facts.
  • I can participate in a Fishbowl discussion about two different responses to the attack on Pearl Harbor.
  • I can listen to others and build on their ideas during the Fishbowl discussion.

Ongoing Assessment

  • Mid-Unit 1 Assessment: Fishbowl note-catcher
  • End of Unit 1 Assessment: Fishbowl Discussion, Part 1: Comparing Conflicting Accounts of the Pearl Harbor Attack
  • (specifically the goals based on the rubric)

Agenda

AgendaTeaching Notes

1. Opening

A. Engaging the Reader: Goal-setting (10 minutes)

2. Work Time

A. End of Unit 1 Assessment: Fishbowl Discussion, Part 1 (20 minutes)

B. Fishbowl Debrief, Part 1 (10 minutes)

3. Closing and Assessment

A. Preview Homework (5 minutes)

4. Homework

A. Complete a first read of pages 114-121 and 125-130 in Unbroken, plus the summary of pages 131-140 provided in the structured notes. Complete the structured notes.

  • This lesson is the first half of a two-day Fishbowl discussion based on historical documents written to justify war between the United States and Japan during WWII (FDR's "Day of Infamy" speech and Japan's "Fourteen-Part Message").
  • These Fishbowl discussions serve as the End of Unit 1 Assessment. They assess students' ability to analyze conflicting historical texts and use their new understandings to contribute to a cooperative, text-based discussion.
  • The historical content of the Fishbowl discussions builds background knowledge about Unbroken by illuminating why Japan and the United States were at war with each other.
  • In this lesson and Lesson 13, students are divided into pairs. One student is an expert on the "Day of Infamy" speech and sits in the inside circle during this lesson, while the other is an expert on the "Fourteen-Part Message" and sits behind his/her partner in the outside circle. Each partner performs a specific role, and these roles will be reversed in the next lesson.
  • Students set personal discussion goals using the Fishbowl Discussion Rubric: The Pearl Harbor Attack. After the discussion, the students in the inside circle self-reflect on their progress toward their goals.
  • Students in the outside circle take notes on the Fishbowl note-catcher regarding what they hear and learn during the discussion. After the discussion, they share these findings with their partner.
  • In advance: Determine Fishbowl partners by pairing a student who read FDR's "Infamy" speech with one who read Japan's "Fourteen-Part Message"; review: the Fishbowl Discussion protocol (see Appendix).
  • Post: Learning targets

Vocabulary

relevant, compelling, drawing, advocating (from rubric)

Materials

  • Fishbowl Discussion Rubric: The Pearl Harbor Attack (one per student)
  • Mid-Unit 1 Assessment: Fishbowl Note-catcher: Understanding Perspectives on the Pearl Harbor Attack (either the "Day of Infamy" or the "Fourteen-Part Message" version) (from Lesson 9; one per student) "Day of Infamy" speech (from Lesson 6; one per student)

"Day of Infamy" speech (from Lesson 6; one per student)

  • Fishbowl sentence starters (one per student in inside circle)
  • End of Unit 1 Assessment: Fishbowl Discussion, Part 1: Comparing Conflicting Accounts of the Pearl Harbor Attack (one per student and one for display)
  • Document camera
  • Timer
  • Unbroken structured notes, pages 114-140 (one per student)
  • Unbroken supported structured notes, pages 114-140 (optional; for students needing additional support)
  • Unbroken Structured Notes Teacher Guide, pages 114-140 (for teacher reference)

Opening

OpeningMeeting Students' Needs

A. Engaging the Reader: Goal-setting (10 minutes)

  • Share with students that the past few lessons were an important side trip in which they studied author Laura Hillenbrand's craft as a writer. They will continue to study this craft as they read more of Unbroken.
  • Explain that today is the first day of the two-part Fishbowl discussion, which focuses on the "Day of Infamy" speech.
  • Tell students that this Fishbowl is a way for them to assess their ability to analyze a difficult text. It is also a way to practice speaking and listening to each other. Remind them that they practiced these speaking and listening skills when they used the sentence starters during their partner discussions in Lesson 8.
  • Distribute one copy of the Fishbowl Discussion Rubric: The Pearl Harbor Attack to each student. Give students 3 minutes to read the "4" column silently.
  • Refocus whole group. Direct students' attention to the Preparation and Evidence row. Have them circle the words relevant and compelling
  • Explain that during the Fishbowl discussion, the information they share needs to be related, or relevant, to the topic and questions being discussed. Their additions should be compelling or thought-provoking.
  • Next, direct their attention to the Effective Communication row. Ask students to circle the word drawing in the last bullet.
  • Explain that part of being an effective communicator means drawing or inviting others into the discussion. Ask:

* "What are some ways you can pull others into the discussion?"

  • Cold call two or three students for responses. Listen for them to say that they can ask a question of a specific classmate or invite a classmate to share notes.
  • Finally, direct students' attention to the Respecting Multiple Perspectives row. Ask them to circle the word advocating.
  • Explain that advocating means publicly saying a given position is true or a certain action should be taken. When students advocate for their opinions, they need to support them with the strongest evidence.
  • Divide students into pairs. In each pair, one student should be an expert on the "Day of Infamy" speech, and the other should be an expert on the "Fourteen-Part Message."
  • Review the Fishbowl Discussion protocol. Explain that the partner who read FDR's "Day of Infamy" speech will be in the inside circle today, and the other partner will be observing; tomorrow, they will switch roles.
  • Point out the goal-setting section at the bottom of the rubric. Invite all students to write down two or three personal goals for their time in the inside circle discussion.
  • Ask students to take out their Mid-Unit 1 Assessment: Fishbowl Note-catcher: Understanding Perspectives on the Pearl Harbor Attack (either the "Day of Infamy" or the "Fourteen-Part Message version). The students in the outside circle will make notes in the Listening Notes section about what they hear during the discussion. These students will have a chance to share their notes with their partner during a debrief after the discussion.
  • Posting learning targets allows students to reference them throughout the lesson to check their understanding. They also provide a reminder to students and teachers about the intended learning behind a given lesson or activity.

Work Time

Work TimeMeeting Students' Needs

A. End of Unit 1 Assessment: Fishbowl Discussion, Part 1 (20 minutes)

  • Tell students who read FDR's "Day of Infamy" speech to bring their copy of the speech, their Mid-Unit 1 Assessment: Fishbowl Note-catcher: Understanding Perspectives on the Pearl Harbor Attack, and the Fishbowl Discussion rubric to their seat in the inside circle. Ask the remaining students to bring their Fishbowl note-catcher and Fishbowl Discussion rubric to the seat behind their partner in the outside circle.
  • Distribute one copy of the Fishbowl sentence starters to each student in the inside circle. Encourage students to use this resource during the discussion.
  • Explain that they will have 15 minutes to discuss, and you will use a timer to keep track. Tell them that you will start the discussion by asking some questions, but they should focus on talking to each other, rather than just answering your questions.
  • Distribute the End of Unit 1 Assessment: Fishbowl Discussion, Part 1: Comparing Conflicting Accounts of the Pearl Harbor Attack to each student and display a copy using a document camera
  • Set the timer for 15 minutes and begin the discussion by asking each question one at a time:

* "From your perspective, what was the gist of this text?"

  • After a few students have shared their understanding of the gist, ask:

* "What did FDR accuse Japan of doing?

* "What was FDR's perspective on the Pearl Harbor attack?"

  • Encourage all students to respond to the questions using evidence from their Mid-Unit 1 Assessment: Fishbowl Note-catcher: Understanding Perspectives on the Pearl Harbor Attack ("Day of Infamy" version).
  • Choose from the following questions to engage students further in the discussion. If the discussion runs out of steam at any point, return to this list of questions and ask a new one to keep students thinking:

* "What key facts did FDR use in his speech? How did he interpret each of these facts?"

* "Are there any key facts that FDR omitted?"

* "What questions do you have for other people in the circle about their understanding of this text?"

  • Hearing a complex text read slowly, fluently, and without interruption or explanation promotes fluency for students: They are hearing a strong reader read the text aloud with accuracy and expression and are simultaneously looking at and thinking about the words on the printed page. Be sure to set clear expectations that students read along silently in their heads as you read the text aloud.

B. Fishbowl Debrief, Part 1 (10 minutes)

  • Give students in the outside circle 3 minutes to complete their Listening Notes. While they are doing this, direct students sitting in the inside circle to the Self-Reflection portion of the Fishbowl Discussion rubric. Ask them to think about and record things they did well during the discussion and things they could improve upon for future discussions.
  • Tell students to meet with their partner. Give them 2 minutes for the person in the outside circle to share reflections on what they heard/learned during the discussion and 2 minutes for the person in the inside circle to share reflections.
  • Cold call two or three students who were in the inside circle to share out something they learned, either from the discussion itself or from their partner's notes.
  • Posting learning targets allows students to reference them throughout the lesson to check their understanding. They also provide a reminder to students and teachers about the intended learning behind a given lesson or activity.

Closing & Assessments

Closing

A. Preview Homework (5 minutes)

  • Distribute Unbroken structured notes, pages 114-140.
  • Let students know that they should complete a first read of pages 114-121 and 125-130 in Unbroken and the summary of pages 131-140 included in the structured notes.

Homework

Homework
  • Complete a first read of pages 114-121 and 125-130 in Unbroken and the summary of pages 131-140 included in the structured notes. Fill in the structured notes and answer the focus question: "From pages 119-121, the scene Hillenbrand describes is mostly underwater. What descriptive details does she use to vividly create this scene? How does this contribute to the meaning of the story? How is war affecting Louie in this mostly underwater scene?"

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