Subject: Journalism I: Introduction to Journalism Unit: Interviewing Skills Lesson: Personality Profile Name: Elise Taylor Grade: 9th-11th

Time Frame: Two days Rationale Students will participate in this lesson in order to grasp the basic skills necessary to conduct a proper interview on their own. The purpose of this lesson is to familiarize students with the interviewing process and the at times uncomfortable nature of interviewing strangers. This lesson will help students not only learn how to prepare for an interview with someone theyve never met, but also will teach how to create a unique angle for a story based on their gathered information. This lesson will take two days and marks the point where students take on a more advanced role by conducting their own interviews outside of class. Objectives Students will be able to: 1. Describe the characteristics of a personality profile 2. Identify the difference between open-ended and closed-ended questions 3. Research key information before an interview 4. Distinguish and exemplify professional and appropriate behavior during an interview 5. Interview someone unfamiliar 6. Conceptualize story ideas based on gathered information 7. Evaluate verbal and nonverbal cues, environment, etc. and determine the impact they play on an interview Questions to Consider:

What are the differences between open and closed questions? How do I begin an interview? Why is it important to be a good listener when interviewing? What is a personality profile? Why is it important to research before the interview? Why is it important to prepare questions before an interview? How does active listening lead to a better interview? Why is it important to take notes during an interview?

Resources This lesson will require the use of paper/notebook, writing utensil, recording device (optional), and computers with Microsoft Word and Internet access Sequencing Hook: I Do It: Students will be given another writing prompt featuring a common interview scenario. Students will be asked to write down how the would react in the given situation. I will call on several students to share their ideas. I will then introduce the final assignment of this unit (I already notified them ahead of time to be prepared to interview today. Students should come to class having an idea of who they want to interview and, preferably, have already set up a meeting time with that person.) This lesson focuses specifically on students being in charge of their own interviews. In preparation of this lesson, students should already be familiar with the interview process, as well as interviewing concepts. The personality profile lesson will cover three class periods: Day one will focus on gathering interview questions and meeting with me to get final approval; day two will allow students to interview their subjects, and; day three will be a lab day for students to write their profiles and come to me with questions. We Do It Together/You Do It Alone: For this lesson, students will be asked to conduct an interview with a school faculty member or student theyve never met for up to 30 minutes. Before students complete their interviews on block day, we will spend a class period creating a list of general interview questions as a guide for the individual interviews. Then, students will have time to prepare their own set of questions. The rest of this period will be used for one-on-one meetings for students to get a final approval on their questions from me. On block day, the expectation is that students conduct their interview. Once students feel they have gathered sufficient information from the interviewee, they will report back to class and begin writing their personality profile assignment. The expectations of this assignment have been provided in a handout and were distributed during the last class. Students are already familiar with the 6+1 Traits of Writing-based rubric I use to evaluate writing assignments. Assessment During the pre-interview stage of this lesson, I will check for understanding both during our class information gathering (We Do It) and while students develop their individual lists of questions (You Do It Alone). During this time, I will be able to gauge their ability to generate questions that would appeal to a general audience by asking them to come up with questions themselves and only assist when I feel necessary. Once students generate their own lists, I will notify them that they must have their lists approved by me in order to participate in the

subsequent interviewing. While checking for approval, I will be able to help edit their questions or help them build questions to develop a specific angle. Students will follow the 21-question model weve followed thus far in class. Differentiation Plan Ive chosen to differentiate elements of the content, process, product, and environment of this lesson by providing an immense variety of ways to conduct interviews and complete the personality profile assignment. Specifically, this differentiation plan anticipates varying student interest and incorporates the choice-as-motivator, scaffolding, and independent study strategies. All students focus on one common goal: completing a personality profile, but during the interview process they are able to choose any subject along with the method(s) in which they accomplish that (content, process, product). All students must write a specific number of questions before their interviews, but develop and choose the questions they want to ask (content, process, product) and determine the specific angle for which they want to write (process, product). Students also have the option of how they want to record their subjects answers (i.e., paper and pen, tape/voice/phone recorder, etc.) as well as where they want to conduct their interview with the exception of it being held in person (environment). Once interviews are complete, students have the freedom to decide what information to include to best fit their angle. This assignment largely focuses on the importance of developing a specific angle for a story, as this significantly affects overall readership interest. During both stages of the lesson, I will act as a facilitator, guiding students to develop the best version of the story they want to tell. I require that all students meet with me individually in order to move onto the actual interview and writing stages. This will help ensure that Im accommodating the needs of individual students in understanding my objectives. Students must turn in a complete (21) list of questions in a timely manner. I will then evaluate the effectiveness of their questions based on the outcome and quality of their personality profiles. Students will need to include their list of questions when turning in their personality profile, as well as rough drafts or any additional materials. I will use a rubric based on the 6+1 Traits model as a guide to determine the overall grade of the assignment. I will finish this lesson by having students write a short reflection after completing their story that explains to me the angle they tried to accomplish for their assignment, along with an explanation of whether their original questions helped them achieve their desired angle. The reflection will be an additional component of the profile assignment and must be turned in with the personality profile to receive full credit. Assessment Students will be assessed according to:

1. The variety and quantity of questions developed during class discussion 2. Participating in a one-on-one meeting with the teacher to review/approve question lists 3. Showing teacher a complete list of interview questions 4. Student attendance throughout duration of lesson 5. Meeting deadlines for interview questions and personality profile 6. Ability to use provided class time effectively to complete interview and personality profile (staying on task) Assessment tools used: 1. Interview scenario prompt (turned in during class) 2. Class interview list 3. Individual interview lists 4. One-on-one meeting 5. Interview notes and additional materials 6. Personality profile 7. Final reflection