Learning to Give, Philanthropy education resources that teach giving and civic engagement

The Interview
Lesson 4:
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Lesson
Handouts
Academic Standards
Philanthropy Framework

Purpose:

Learners will make preparations for conducting interviews. Each learner will devise specific questions directly related to the interviewee and their contribution to the common good during a specific period of time.

Duration:

One Fifty-Minute Class Period

Objectives:

The learner will:

  • describe characteristics of a good interview.
  • conduct interviews about community service during a specific time period.
  • make connections between historical events, an individual’s personal experiences and contributions to the common good during a specific time period.

Materials:

  • Note cards
  • Learner copies of Rubrics for Interview (Attachment One)
  • Personal recording device for interview (tape recorder, camcorder, pencil and paper)
  • Teacher list of senior citizens or other adult contacts for those learners who do not have an adult senior to interview. See questions submitted in Lesson One: Back to the Future for assistance on the periods of interest to the learners.
Handout 1
Rubrics for Interview

Instructional Procedure(s):

Anticipatory Set:

Ask the learners to imagine that sometime in the future they are being interviewed by a reporter who wishes to write a column about their life experiences. Let them brainstorm a short of list of things they would not like to occur in the interview. Create a "T" chart of scenarios and questions that they believe would be appropriate and not appropriate during the interview.

  • Discuss the list that was generated. Explain that good interviews don’t just happen. They are planned. They don’t waste time. They ask specific questions. They show that the interviewer is interested and knows what information is needed for a good article. Explain that each learner will interview someone who reflects the time period in which they are interested.

    • Give the learners each a note card. Ask them to write one good general question to be used in an interview. Explain the task, which is to agree on five general questions to be used in an interview.

  • After a minute or two ask for volunteers to share their questions. Put these on the chalkboard, overhead or butcher paper. After all questions are listed and discussed, reach a consensus on five general questions to be used in the interviews. At least one of the questions must be about community service performed during that era.

  • After the common list of questions is decided, have each learner develop a minimum of five specific questions relating to their chosen era which will be used in their interview.

  • Distribute Rubrics for Interview (Attachment One). Discuss.

  • Model and role-play interviews with the students. Taped TV interviews can be viewed and assessed for effectiveness.

  • Assist the learners in contacting persons to be interviewed and in having the interviews completed.

Assessment:

Each learner will turn in a completed list of questions prior to the interview. The evaluation form completed by the interviewee may also be used as a form of assessment.

School/Home Connection:

In many cases, the interviewee will be a member of the family or community.

Lesson Developed By:

Michelle Helzer
Greater Traverse City Area Schools
St. Francis High School
Traverse City, MI 49684

Kristine Grunwald
Williamston Community Schools
Williamston High School
Williamston, MI 48895

Handouts:

Handout 1Print Handout 1

Rubrics for Interview

CATEGORY

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Setting Up the Interview

The learner introduced himself, explained why he wanted to interview the person, and asked permission to set up a time for an interview.

The learner introduced himself and asked permission to set up a time for the interview, but needed a reminder to explain why he wanted to do the interview.

The learner asked permission to set up a time for the interview, but needed reminders to introduce himself and to tell why he wanted to interview the person.

The learner needed assistance in all aspects of setting up the interview.

Preparation

Before the interview, the learner prepared several in-depth and factual questions to ask.

Before the interview, the learner prepared a couple of in-depth questions and several factual questions to ask.

Before the interview, the learner prepared several factual questions to ask.

The learner did not prepare any questions before the interview.

Formatting & Editing

The learner edited and organized the transcript in a way that made the information clear and interesting.

The learner edited and organized the transcript in a way that made the information clear.

The learner edited and organized the transcript but the information was not as clear or as interesting as it could have been.

The learner did not edit or organize the transcript.

Politeness

Learner never interrupted or hurried the person being interviewed and thanked him/her for being willing to be interviewed.

Learner rarely interrupted or hurried the person being interviewed and thanked him/her for being willing to be interviewed.

Learner rarely interrupted or hurried the person being interviewed, but forgot to thank the person.

Several times, the learner interrupted or hurried the person being interviewed and forgot to thank the person.

Report Writing

The report is well organized and contains accurate quotations and facts taken from the interview.

The report is well organized and contains accurate facts taken from the interview.

The report contains accurate quotations and facts taken from the interview.

The report lacks facts/quotations from the interview or they are not accurately reported.

Philanthropy Framework:

Comments

Pat, Teacher – Richland, MI2/5/2008 8:31:44 PM

This lesson plan included very useful information for use with my third and fourth grade students. Thank you.

Joel, Teacher – Chicago, IL11/20/2009 1:34:32 AM

This lesson plan is going to come in handy with my senior Consumer Economics class. Thanks very much.

Becky, Teacher – Riley, KS9/2/2010 10:05:57 AM

I'm using this for my sophomore English class. Thanks!

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