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Unit
II
Classwork
Applications of Fieldwork Basics
Lesson 3
Interviewing a Community Guest
I'm not going to be around that
much longer, and I want someone to carry on the trade so that it
doesn't die out with me. I have two boys but they [are not]
interested in being mechanics. I want someone to learn how to
blacksmith so that it will be passed on.
--Jack Taylor, Webster
Parish
Grade
Levels
4-8
Curriculum
Areas
English Language Arts,
Social Studies.
Purpose of
Lesson
Students conduct an interview in the classroom from an outsider
position as they continue to hone their fieldwork skills.
Lesson Objectives/Louisiana Content Standards, Benchmarks, and
Foundation Skills
- Students work in teams to gain practice in conducting
interviews.
H-1A-M6 Conducting research in efforts
to answer historical questions. (1, 2, 3,
4)
ELA-4-M5 Listening and responding to a
wide variety of media (e.g., music, TV, film, speech). (1, 3, 4,
5)
ELA-4-M4 Speaking and listening for a
variety of audiences (e.g., classroom, real-life, workplace) and
purposes (e.g., awareness, concentration, enjoyment,
information, problem solving). (1, 2, 4,
5)
ELA-2-M5 Recognizing and applying
literary devices (e.g., figurative language, symbolism,
dialogue). (1, 4)
ELA-5-M6 Locating,
gathering, and selecting information using graphic organizers,
outline, note taking, summarizing, interviewing, and surveying
to produce documented texts and graphics. (1, 3, 4)
- Students self-evaluate their interviewing skills, using a
checklist.
ELA-5-M2 Locating and evaluating
information sources e.g., print materials, databases, CD-ROM
references, Internet information, electronic reference works,
community and government data, television and radio resources,
audio and visual materials). (1, 3, 4, 5)
- Students process fieldwork results by labeling, logging, and
transcribing.
ELA-5-M4 Using available technology to
produce, revise, and publish a variety of works. (1, 3,
4)
- Students respond to fieldwork experience by writing about it.
ELA-1-M3 Reading, comprehending, and
responding to written, spoken, and visual texts in extended
passages. (1, 3, 4)
ELA-2-M5 Recognizing and
applying literary devices (e.g., figurative language, symbolism,
dialogue). (1, 4)
ELA-2-M6 Writing as a
response to texts and life experiences (e.g., letters, journals,
lists).(1, 2, 4)
ELA-6-H4 Analyzing various
genres as records of life experiences. (1, 2, 4,
5)
H-1A-M3 Analyzing the impact that
specific individuals, ideas, events, and decisions had on the
course of history; (1, 2, 3, 4)
H-1D-M6
Examining folklore and describing how cultural elements have
shaped our state and local heritage. (1, 3,
4)
Time
Required
3-5 class periods
Materials
For fieldwork, you will need new Interview Folder -- For
the Teacher for each team, as well as for each student, and
Field Kit -- For
Teachers for each team. Print and duplicate the Worksheets and Assessment Tools listed
below.
Technology
Connections
Internet Resources
Identifying Folk
Traditions and Locating Folk Artists
Suggestions for Folklife Fieldwork and
Presentations: Folklife Genres
Folklife in Louisiana
Louisiana Folk Artist Biographies
Louisiana Folklife Program
Fait a la Main: A Source of Louisiana
Crafts -- About Crafts
Regional Development Agencies
Passing It On - Local Learning: The National
Network for Folk Arts In Education
Sample Fieldnotes: Teen Memories of Grade School
Traditions
Inviting a
Guest Checklist (for teachers)
Adaptation Strategies
Student Worksheets
Field Kit -- For
Teachers (for teachers)
Field Kit List
of Contents (for students)
Interview Folder
-- For the Teacher (for teachers)
Interview
Folder --List of Contents (for students)
Interview
Checklist
Conducting an
Interview Evaluation
Folklife Interview
Form
Oral Release Form
Written Release
Form
Audio Log
Photo Log
Transcribing an
Interview Worksheet
Notetaking
Worksheet
Individual Roles
in the Field Worksheets
Writing
About an Interview Worksheet
Insider /
Outsider Worksheet
Letter to Parents and
Caretakers
Assessment Tools
Interview
Checklist
Conducting
an Interview Evaluation
Individual Roles
in the Field Worksheets
Fieldwork
Rubric
Peer
Evaluation for Interviews
Evaluation
Tools/Opportunities
Process
- Notes and/or recordings of interviews
- Photographs taken during interviews
- Folklife Interview Forms
- Transcribing an Interview Worksheet
- Writing About an Interview Worksheet
- Peer
Evaluation for Interviews. - used as self evaluation and
guidance
- Fieldwork
Rubric
Summative
- Interview Checklist
- Checklist for each role on the Individual Roles in the
Field Worksheets
- Individual Roles
in the Field Worksheets - graded by teacher
- Conducting an Interview Evaluation
- Peer
Evaluation for Interviews
Products
- Tape Logs
- Photo Logs
- Transcriptions of interviews
- Posters about guest
- Promotional brochures about guest
- Essays about careers
- Completed fieldwork forms
Background Information for the
Teacher
After introducing fieldwork, addressing issues of position and
practicing interviews in Unit II
Lesson 1, and Unit II
Lesson 2, it is time to invite a guest so that students
experience interviewing someone who is an outsider to the classroom
setting. This lesson serves as a bridge between the practice
interview and an interview in the field, outside the classroom,
which is covered in Unit II
Lesson 4. Review Identifying
Traditions and Locating Folk Artists. Use the Inviting a Guest
Checklist to help you go through the entire process of
Interviewing a Community Guest.
To Prepare
Check that the Field Kit --
For Teachers have all necessary equipment and materials.
Talk to your library media specialist to see what equipment the
school can provide. If it is impossible to arrange for an audio or video recorder and/or camera for each student team, then provide Journals,
Notetaking
Worksheets, or steno pads for handwritten notes. Identify a
guest from the community or someone from your school, and use the Inviting a Guest
Checklist before inviting him/her. Locate relevant research
on the community guest and use the resources in Unit II Lesson 2 to
identify questions to ask.
Decide how you will handle teams: assign them or allow students
to choose. Become familiar with the team roles by reviewing the Individual Roles in the
Field Worksheet. Place students' Interview Folder -- For
the Teacher in an easily accessible spot.
4th and 8th Grade
Activities
- Before the visit, you can serve as a model community guest.
Students can interview you about your own profession: teaching.
Place students in small teams of four and explain that each
student will have an individual role. Brainstorm with students
about the questions that they could ask you.
- Distribute an Interview Folder -- For
the Teacher to each team. Assign each student a role, or
ask them to volunteer, then review the roles on the Individual Roles in the
Field Worksheets with the students: 1) Lead
Interviewer/Note Taker, 2) Audio Operator/Logger, 3) Photographer,
4) Illustrator, and 5) Videographer, if your lesson will include
this role.
- Follow these steps for the interview:
- Ask each team to complete an Insider / Outsider
Worksheet about your profession (one worksheet per
team). Again, it is important for students to understand that
the questions they pose are driven by their Insider / Outsider
position. Once they have completed the worksheet, the team
should brainstorm together about possible questions. These
questions should be given to the team's Lead Interviewer.
- Set up the front of the class for the interview by having
the Lead Interviewers place their chairs around your desk. Have
a table set up near you for the audio recorders, one from each
team. The Audio Operators should sit nearby so they can monitor
the recorders. The Photographers can move around to get
pictures. And the Illustrators can be at their desks, mapping
the space.
- Pick one team to interview you. Have the Lead Interviewer
read the Oral Release
Form into the audio recorder and begin the interview with
the Folklife
Interview Form, gathering biographical and contextual
information. Have the rest of the team perform their roles: audio
operating and logging, photographing, illustrating, and
videotaping.
- Have the Lead Interviewers from other teams take turns
asking the questions generated in their brainstorming sessions,
then open the floor up to the whole class. At the end of the
interview, make sure the Interviewer asks you to sign the Written Release Form,
and thanks you.
- Have the Audio Recorder Operators/Loggers label the audio recordings and back up, with the
name, date, and location of the interview, and complete the Audio Log. Here is an
example label:
| Community Guest's Name.
Nov. 23, 2012. Greenfields Middle School, Greenfields,
Louisiana |
- Have Photographers complete Photo Logs and/or
contact sheets for digital photos.
- After the model interview with you, ask the students to
return to their teams to complete the checklist for each
individual role on the Individual Roles in
the Field Worksheet. Encourage them to be honest about
the successes of the interview, as well as the things that could
have been done better
- If desired, award grades for completed Individual Roles in
the Field Worksheets using the Grade box on the bottom
right of the sheets.
Part 2: The Guest Interview
- Once you've conducted the model interview and identified and
scheduled the guest, talk to your students about their roles and
behavior with the community guest. It is a good idea to have
students assume the same roles as they did in the model interview
with you. You may want students to switch roles later in the unit,
or in other units, so that they can learn all roles. Follow the
same procedure as above for the Teacher Interview.
- Reflect on the interview with the class using the Interview
Checklist and discussing new information and skills the
students gained.
- Use the Transcribing an
Interview Worksheet to introduce students to the
transcription process. Give each student a copy of the worksheet.
Ideally, each student should have an audio recorder and a copy of
the recorded interview to proceed at his/her own pace. If this is not
possible, consider amplifying the recording for the entire class,
playing a short segment, pausing, and continuing, and ask students
to write down whatever they can. The aim of this exercise is to
demonstrate to them the difficulty of recording faithfully a
person's speech.
- After transcribing, logging, and further reflection, provide
each student with a copy of the Writing About an
Interview Worksheet. After all students have written their
thoughts, discuss the three questions: What surprised you? What
intrigued you? What stirred or disturbed you?
- Have students complete the Conducting an
Interview Evaluation to document what they have learned in
this lesson. If desired, grade the students' work and record at
bottom of the form.
After the practice interviews and the classroom visit with a
community guest, students should be ready to proceed to the next
lesson, which puts them in the field.
- Assign teams a product that summarizes their community guest
interview. Each may develop the same product, such as a poster or
brochure, or each may chooose how to diplay their findings.
- If you feel that students have not yet developed enough skill
in interviewing, help them develop more awareness by using the Peer Evaluation
for Interviews form. Since it was developed for another
unit, some items will not be relevant. Decide which should not be
used in this lesson and inform students to ignore those. Assign
partners who will have to evaluate each other's interviews using
the forms. Remind students to use them as self-evaluation devices
to guide the interview process.
4th & 8th Grade
Explorations and Extensions
Imagine that the invited guest has come to you for publicity
help. Work in teams to prepare a promotional brochure that
advertises the skills and traditions of the community
guest.
Unit II Resources
Unit II
Outline
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