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    Mini Unit - Lesson 1

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    This lesson teaches 5th grade students what makes a good interview question. Students will watch clips of interviews, including a Kermit the Frog interview and interviews with Holocaust, residential school, and POW survivors. They will analyze the questions asked and responses. Students will then practice asking each other background questions. To conclude, students will write an interview question they could ask family about identity or history. The teacher will assess understanding through participation, discussion, and an exit slip asking students to generate a deep question.

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    Mini Unit - Lesson 1

    Uploaded by

    api-282527977
    100 views7 pages
    This lesson teaches 5th grade students what makes a good interview question. Students will watch clips of interviews, including a Kermit the Frog interview and interviews with Holocaust, residential school, and POW survivors. They will analyze the questions asked and responses. Students will then practice asking each other background questions. To conclude, students will write an interview question they could ask family about identity or history. The teacher will assess understanding through participation, discussion, and an exit slip asking students to generate a deep question.

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    mini unit - lesson 1

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    This lesson teaches 5th grade students what makes a good interview question. Students will watch clips of interviews, including a Kermit the Frog interview and interviews with Holocaust, residential school, and POW survivors. They will analyze the questions asked and responses. Students will then practice asking each other background questions. To conclude, students will write an interview question they could ask family about identity or history. The teacher will assess understanding through participation, discussion, and an exit slip asking students to generate a deep question.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    100 views7 pages

    Mini Unit - Lesson 1

    Uploaded by

    api-282527977
    This lesson teaches 5th grade students what makes a good interview question. Students will watch clips of interviews, including a Kermit the Frog interview and interviews with Holocaust, residential school, and POW survivors. They will analyze the questions asked and responses. Students will then practice asking each other background questions. To conclude, students will write an interview question they could ask family about identity or history. The teacher will assess understanding through participation, discussion, and an exit slip asking students to generate a deep question.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 7

    Mini Unit

    Janelle Leegstra, Megan Axford, Kayla


    Matkowski

    Lesson 1:
    Grade: Five

    Activity: How to make a good question

    Goals/Key questions
    Goals: This is a pre-lesson for the interview activity. Students will learn what embodies a good
    question and how to create their own interview questions through critical
    thinking.
    Objective (connected to PofS):
    Language Arts Outcomes
    General Outcome 2: Students will listen, speak, read, write, view and represent to
    comprehend and respond personally and critically to oral, print and other media texts.
    Specific Outcome 2.4: Create Original Text
    o Generate Ideas: Use texts from listening, reading and viewing experiences as
    models for producing own oral, print and other media texts
    Students will demonstrate this by responding in written and oral form to multimedia examples
    of interviews. They will then gain understanding of how to create their own original
    interviews, by understanding what good questioning is.

    Pre lesson Considerations


    Lesson overview of main ideas to be learned and prelearning required:
    Main Ideas: Students will make connections between a good question and a bad question, and
    articulate how to create meaningful questions.
    Prelearning: Students are able to read and write and use critical thinking skills. Students have
    participated in discussions about identity and the self.
    Considerations: Some students may not be able to write. Have them perhaps pair up with
    someone else who can and discuss ideas after viewing videos in this
    lesson.
    Materials needed/preset up required/logistical considerations needed (seating
    arrangement):
    Exit slips for end of class (note cards)
    Whiteboard/Chalkboard and Markers/Chalk
    Graphic Organizer print-out, pens/pencils for students
    Students will already be organized in table groups
    Video will be prepared prior to class (test sound!)

    Content:

    Introduction (how
    will you engage

    What is the teacher doing?


    Include Key questions, logistics, key
    concepts that will be addressed, methods
    of formative assessment

    What are the students


    doing?

    Teacher will first engage the students in

    Students will be taking

    2
    students?
    Connections to
    previous learning?)

    Time
    estimation: 8
    min.

    discussion by asking them why we need to


    ask questions. (This will guide students
    towards the GLOs and SLOs by getting
    them to think critically, and respond using
    their own ideas.)

    turns contributing to the


    discussion. Watch for
    meaningful and
    purposeful answers.

    The teacher will then prompt the class by


    asking what is a good question vs. a bad
    one? (Students will likely comment on the
    classroom policy, there are no bad
    questions)

    Students will be
    contributing to the
    discussion.

    Teacher transitions to discuss the purposes


    of an interview, and how there can be
    good/bad questions during an interview.
    Use Think, Pair, Share to get students to
    consider why they think an interview
    would be important, and why good
    questions should be used in this situation.
    Transition
    considerations
    Time est. 2 min
    Activity 1
    (add more if needed)

    Time est: 8 min.

    Students will engage with


    their peers during Think,
    Pair, Share and think
    critically to gain an
    understanding of the
    purpose of an interview.

    Teacher will introduce the Kermit the Frog


    Interview (See video link below). Have a
    student hand out graphic organizers (see
    below) while video is being set up to
    encourage students to take notes.

    Students will help hand


    out the organizer and shut
    off all electronics and put
    away distractions.

    Teacher will show the Kermit interview to


    the kids, while the children take notes in
    the graphic organizer. Teacher must
    maintain proper behaviour and respect
    during viewing.
    After watching the videos: teachers can get
    students to talk in their table groups about
    what the students found interesting about
    the video, and have them discuss what they
    wrote.

    Students will be watching


    the interviews and writing
    down the key
    concepts/questions of the
    specific interviews
    shown.

    Teacher will be walking around with a


    clipboard, observing and listening to the
    students discussions. Teacher can take
    notes on the quality of student discussion.
    Following the table group discussions, the
    teacher will prompt students to share
    individually their findings, among other
    things that they noticed during the videos.
    The purpose of the discussion will be to
    begin differentiating between a thoughtful

    Students will be
    discussing with their table
    groups about the video
    and sharing their
    thoughts.

    Students will share ideas


    with the rest of the class

    3
    interview from a vague and fact filled
    interview.

    about what they have


    talked about in their table
    groups, elaborating on
    relevance to a good
    quality interview.

    Transition
    considerations
    Time est. 2 min

    Teacher will introduce the short interview


    clips with real people in difficult situations:
    1. Holocaust Survivor
    2. Residential School Survivor
    3. POW Survivor
    Teacher will hand out second Graphic
    Organizer (see below)

    Students will prepare


    their pens and paper to
    respond using the graphic
    organizer, and will again
    dispose of all distractions.

    Activity 2
    Time Est: 15
    min

    Teacher will play the second video


    comprised of three clips

    Students will respond to


    the video using the
    graphic organizer.

    (shortened video can be found at this link:


    https://youtu.be/zT8ShQEjbsQ full video
    links posted below)
    Following the video, the teacher will ask
    what questions were commonly used to
    begin the interview, e.g. what is their name?
    where are they from?
    Teacher will prompt the students to discuss
    why gaining background information is
    important.

    Students will respond to


    questions and partake in
    the discussion of how an
    interview is structured.
    Students are actively
    listening and asking
    questions if need be.

    Students will pair up (groups of 2 or 3) and


    ask each other simple background questions.
    (3 min)
    Teacher will walk around and encourage
    students to ask questions that they do not
    know the answers to. Take notes where
    needed.

    Activity 3

    Teacher will call students back together and


    ask them to read off some of their examples
    of other questions that were asked during
    the video.

    Time est. 8 min.

    Teacher will ask students to identify which


    questions were the most engaging and got
    the best answers.

    Conclusion

    Teacher will hand out exit slip and get

    Students will respond


    meaningfully during
    discussion.

    Students will be able to

    4
    -

    How will you


    know if students
    learned what you
    hoped?
    Connections to
    next lesson

    Time est. 2 min

    students to write a thoughtful question that


    they could ask their family relating to
    identity.
    The teacher can take these exit slips and
    review some good examples of deep
    questions in the next class.
    This will help add quality to the questions
    that the students will be creating in the next
    lesson during the family interview activity.

    fill out the exit slip by


    creating a question that
    they could ask a family
    member to gain insight on
    how they view their
    identity.

    Assessment:
    -During the lesson, the teacher will take notes on student participation and use those notes to
    later assess student learning and perhaps find ways to work with struggling students to deepen
    understanding. If student participation is lowered, the teacher can conclude that they may not
    have a good grasp on the material, and can perhaps work with that student or review concepts in
    class.
    -At the end of the lesson, the teacher will hand out an exit slip as a formative assessment asking
    students a good question that they could ask a family member to gain a deeper understanding of
    historical events that could have impacted their families identity. Using these slips, the teacher
    can assess the student's grasp of the meaning of a deep question. The teacher can review
    concepts next class if it seems like they are not well understood.
    Accommodations/Modifications:
    Extension: After this lesson, the teacher could then move onto getting the students to create
    more questions that they could ask their family, which then could lead to a full interview. The
    second lesson will touch on how this relates to Canadian identity and events in Canadian history.
    Kermit Interview (Ellen):
    https://www.youtube.com/watch?v=1_AUn5poOmA
    Residential School Survivor (full)
    https://www.youtube.com/watch?v=PSR1uIyq2rU
    Holocaust Survivor (full):
    https://www.youtube.com/watch?v=cOvOpuSMS-U
    Prisoner of War Survivor (Dresden) (full):
    https://www.youtube.com/watch?v=qxpRNJan_xA

    What did I see in the Kermit Interview?


    What sort of questions were asked?

    How did the interviewer respond to the questions?

    What are some things I would do if I were the interviewer?

    What did I see in the Historical Interviews?


    What sort of questions were asked?
    Holocaust Survivor

    Res. School Survivor

    POW Survivor

    How did the interviewer respond to the questions?


    Holocaust Survivor
    Res. School Survivor

    POW Survivor

    What are some things I would do if I were the interviewer?


    Holocaust Survivor

    Res. School Survivor

    POW Survivor

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