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Overview Use of fishbowl discussion questions is a
strategy to guide high school students into, beyond and through an entire literary work. A fishbowl panel is a small group of students who prepare the same question in response to a prompt on a novel. They then discuss
their answers as the class observes and takes notes. This type of assignment forces students to:
- become 'experts' in a particular aspect of the text
- present and discuss their viewpoints to an audience
- learn from their peers
While this lesson is geared to teaching The American, you'll find that the fishbowl method of guided participation and discussion can be applied to a wide range of high school skills and grade
levels. Suitable for: All high school grade levels Objectives
- Demonstrate the ability to trace a particular theme throughout a whole work in response to a focus question
- Present views orally in response to a focus question
- Illustrate reading comprehension skills through choice of appropriate passages from a literary text in support of their response
- Synthesize, from various selected passages, a particular theme or point of reference in response to a focus question
- Discuss, as a class presentation, their response to a focus question with other students who have prepared responses to the same question
Skills Attained
- Close reading and analysis techniques
- Citation of textual support for personal interpretation
- Oral presentation of literary discussion
- Analysis of theme, style or background of a whole literary work
Lesson Outline I. Introduction and Preparation
A. Students are assigned to read The American by Henry James. B. A copy of the fishbowl panel questions is provided so that students will be aware of the various general themes and
points of analysis which will be the focus of final discussion. (See section II for sample questions.) C. Instructor sets deadline for reading. Presentation of discussions will follow the reading. D. A few class days before the reading deadline, the questions should be assigned. (Students should be cautioned to avoid discussing their individual question with members of their panel.
Panel discussions should be spontaneous and entirely unrehearsed.) The instructor may assign questions as a means of grouping certain students, or students may choose their own question based on their interest
in a particular topic. Groupings should be from three to five students in each panel. E. Once students have their focus questions, they should prepare for the fishbowl panel. They should be instructed to:
- Collect notes, including citations of passages from the novel which support planned statements.
- Have page numbers of quotes ready for quick reference.
- Be prepared for the class to follow along as they read passages as textual support. Some students like to use note cards/book marks. Some students utilize "post-it notes" to mark passages. Others may wish to
type their points on a separate sheet, noting appropriate page numbers. Students should be encouraged to use whichever method they are most comfortable with. Since the discussion is unrehearsed, organization
of notes is necessary.
II. Sample Assignment
Below is a suggested assignment designed for The American
by Henry James. Any list of fishbowl panel questions that you put together should include a variety of questions to elicit information about a whole work such as: author viewpoint, background philosophy, historical significance, general theme, allusion to other works, author style, universal application, etc. (Note: The instructor should choose questions so that groups are comprised of three to four people per group.)
Fishbowl Questions for The American by Henry James Do not discuss your question with fellow panel members in advance of your class presentations. Prepare textual citation of passages to
support your view in response to your question. Be prepared to share your thoughts with the class as part of a panel discussion with two or three other students who will have your same question.
1. James makes liberal reference to various works of art and paintings. He describes specific works found hanging on the walls of the Louvre. Research some of the art pieces named in
The American and, if possible, show copies of these works to the class as part of your discussion. What purpose do these references serve in the novel? 2. The name of James' protagonist,
Christopher Newman, has an underlying meaning that is part of characterization. Discuss this statement. Can you find any secondary meaning for any of the other characters' names? (It might help, in some
cases, to translate.) 3. Trace specific references in the book to historical events. Chart the time frame for the novel using these points of reference. What is going on in the world as this novel is
being written? Are there events that seem to influence James as he writes? 4. Find specific passages where our main character is the object of ridicule and does not know it. In each case, how
does James depict Newman as opposed to the one who is making fun of Newman? With whom are the readers to sympathize? 5. In Chapter V, the author describes Newman as having a high sense of
responsibility to realize his conviction that a man's life should be easy: "The world, to his sense, was a great bazaar, where one might stroll about and purchase handsome things; . . ." Is this an indictment
of James' American hero or are the readers to admire this in him? Find passages that continue this theme. 6. In what way is this novel a romance? Find passages from the text that support this as
a central theme. Refer to the preface for James' own discussion of this question. He says, "The art of the romancer is, 'for the fun of it,' . . ." 7. Cite passages that seem to show James' depiction of the
flaws of the American hero as seen through Christopher Newman. 8. Cite passages that convey the flaws of the Old World European as seen through the characters in The American.
9. This novel appeared as serialized installments in an American magazine, The Atlantic Monthly. As a modern editor, what changes might you suggest in story line, style, etc. to make it marketable
as a novel for an audience today? 10. In Chapter VII, M. de Bellegarde addresses Newman saying, "You were in a position that makes one's mouth water; you looked round you and saw a world full of things you
had only to step up and take hold of. When I was twenty, I looked around me and saw a world with everything ticketed 'Hands off!' and the deuce of it was that the ticket seemed meant only for me. I
couldn't go into business, I couldn't make money, because I was a Bellegarde." Discuss the meaning of this passage and cite other instances where this theme is supported. What does this suggest about the
limitations faced by a woman and by one of her class?
III. Fishbowl Discussion
A. As the fishbowl panels are heard, there is no moderator and the instructor does not participate. The discussion and flow is entirely up to the panel while the rest of the class observes and takes notes. Class
note sheets can be collected and graded for participation points. These note sheets are then given to the panels to provide feedback from the class. A simple tally of logical points made for each member of the panel
is effective. Requiring observers to make specific comments assists panel members to evaluate how they came across to the audience. In addition, this method serves to keep the audience "tuned in" to the
discussion. B. The instructor also keeps a tally of points made by each speaker. Comments for each speaker and a grade can be assessed on the spot. C. As the panel comes to a close of
discussion, the point under focus can be opened to the entire class. Timing is up to the discretion of the instructor. Once a panel runs out of new points to address or seems to start repeating, it is best to move
to another group and question. Students need to understand that they must participate or they will not earn a good grade.
Assessment
Each student receives two grades for the fishbowl panel discussion unit. One grade is based solely on comment/tally sheets produced while listening to
the other panels. This is included to encourage students to provide a good audience for the other presentations and to insure that students remain "tuned in" to the discussions. The second grade is for the student's
individual panel participation. (Note: no student can fail this assignment unless he or she refuses to speak.) Grade 1: The tally/comment sheets At the close of each discussion,
observers will submit a tally/comment sheet to the instructor. These will be made available to the fishbowl panel at a later time. Sheets should include:
- A tally of points earned by each panel member for oral contributions to discussion, logical contentions, passages read in support of points, furtherance of discussion, etc.
- Specific comments for each speaker of salient points, effective commentary style, etc. "Good job, " or "Nice shirt" would not qualify as appropriate comments.
Grade 2: The fishbowl/panel discussion Each participant will be given a grade according to the level of participation in and preparation for discussion of his or her questions.
Criteria for grading should include:
- Expressed view in response to question
- Quoted text in support of personal view
- Ability to further discussion among panel members
- Adherence to topic
- Pursuit of points made (challenge or support) by fellow panel members
Other Applications of Fishbowl Discussion While the design of this lesson would serve as a
guide to any number of whole works, I have used it to strong effect for the following works:
- Lord of The Flies
by William Golding (video catalog listing)
The Scarlet Letter by Nathaniel Hawthorne
The Great Gatsby by F. Scott Fitzgerald
Grapes of Wrath by John Steinbeck
Students may use video clips as support for their responses. A fishbowl question might also be structured that asks students to compare The American
to another literary work or theme that has been covered by the class. This lesson design can also effectively used when a class deals with more than a single work. For example, some students might
read Fitzgerald's The Great Gatsby or Doctorow's Ragtime, while others read The American. Fishbowl discussions for the novels would be a means of presenting a sharing of the texts to all
groups for comparison and evaluation. Gail Lindenberg is an English/Humanities teacher at Nogales High School in La Puente, California. |
