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Interview Presentation and Reflection

Lesson 5:

From Unit Time Traveler - Intergenerational Interviews

Lesson

Handouts

Academic Standards

Philanthropy Framework

9th-12th Grade

Subjects:

Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view

ELA:	Cultural/Historical Contexts; Presentations; Reflection; Retelling; Summarizing/Paraphrasing
PHIL:	Common Good; Pro-Social Behavior; Reflection; Service Project
SOC:	10 genOn; Common Good; Personal Virtue; Primary/Secondary Sources; Public Policy; Writing Historical Narratives

Purpose:

High school learners will design and present information from their historical narrative projects to other learners (elementary, middle or high school level). Learners will reflect on how the interview experience has affected their attitudes toward the elderly.

Duration:

Four Fifty-Minute Class Periods

Objectives:

The learner will:

summarize material from an interview into an oral presentation with visual aids.

use effective speaking skills to share information on the last half of the 20^th century with an audience.

reflect in writing on changes that the interview experience has made in his/her life and the outcome of his/her service project.

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.

Learners will share primary source history information from their interviews of older citizens with younger learners. This will enable the learners to make their own contribution to the common good which strengthens the social contract in a civil society.

Materials:

Rubrics for Oral Presentation (Attachment One)

Elderly Lesson: Post-Test (Attachment Two)

Post Unit Narrative and Service Learning Reflections (Attachment Three)
Tri-fold boards, markers

Handout 1: Rubrics for Oral Presentation
Handout 2: Elderly Unit Post-Test
Handout 3: Post Unit Narrative and Service Learning Reflections

Instructional Procedure(s):

Anticipatory Set:

Ask the learners to share their feelings about conducting interviews for historical research. What made this was a worthwhile experience that made the time period being researched come alive?

Distribute Elderly Lesson Post-Test (Attachment Two) and have the learners complete the post-test. After collecting the papers, report on the findings compared to the pre-test taken in Lesson One: Back to the Future.

Distribute and discuss Rubrics for Oral Presentation (Attachment One). Explain that the learners will prepare a five to eight-minute presentation of the oral history that they completed in Lesson Four: The Interview. The audience will be elementary learners who are also studying U.S. history.

Discuss what would make a presentation about an interview interesting for elementary learners. How can they be made active learners in the presentation as opposed to merely watching and listening? How can presenters make sure the audience does not miss the main part of their presentation and merely remember something not important? What props will help move the presentation along and bring out the most important details? How will the presenter tie in actions for the common good along with the historical details?

Allow learners to prepare and practice their presentations.

Have learners present their oral history findings to an elementary history class.

When learners return from sharing with the younger learners, distribute Post Unit Narrative and Service Learning Reflections (Attachment Three). Complete the form and identify outcomes of the activity.

Assessment:

The Elderly Lesson Post-Test (Attachment Two) and Post Unit Narrative and Service Learning Reflections (Attachment Three) may be used as an assessment.

Cross-Curriculum Extensions:

It may be possible for the elementary learners to return the favor and visit the high school classroom to share information they have acquired.

Lesson Developed By:

Chuck Bailey
Allendale Public Schools
New Options Alternative High School
Allendale, MI 49401

Handouts:

Handout 1Print Handout 1

Rubrics for Oral Presentation

CATEGORY	4	3	2	1
Enthusiasm	Facial expressions/ body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions/ body language often generate a strong interest and enthusiasm about the topic.	Facial expressions/ body language try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic.
Preparedness	Learner is completely prepared and has obviously rehearsed.	Learner seems pretty prepared but might have needed a couple more rehearsals.	The learner is somewhat prepared, but it is clear that rehearsal was lacking.	Learner does not seem at all prepared to present.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most of the time. Mispronounces a few words.	Often mumbles or cannot be understood or mispronounces many words.
Props	Learner uses several props that show considerable work/creativity and make the presentation better.	Learner uses one prop that shows considerable work/creativity and makes the presentation better.	Learner uses one prop which makes the presentation better.	The learner uses no props or the props chosen detract from the presentation.
Vocabulary	Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new.	Uses vocabulary appropriate for the audience. Includes one or two words that might be new, but does not define them.	Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.	Uses several (five or more) words or phrases that are not understood by the audience.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Stays on Topic	Stays on topic all of the time.	Stays on topic most of the time.	Stays on topic some of the time.	It was hard to tell what the topic was.

Handout 2Print Handout 2

Elderly Unit Post-Test

Directions: Please answer the following questions truthfully; your answers will be completely confidential. Please score each number. Circle the number that best describes your viewpoint.

1 2 3 4 5

Disagree Strongly Don’t Know Strongly Agree

1. Old people are grumpy. _____

2. Old people don’t like teens. _____

3. Most elderly people don’t have very good memories. _____

4. I feel uncomfortable talking to elderly people. _____

5. I often talk to elderly people. _____