J)+Lesson+6

 Community |||| ** Lesson Topic: Developing interview questions ** || ** Stage: Stage 2, Year 4  ** 25 Students || Creative Arts || ** Learning Area(s): ** English, HSIE || -gathers information about one of the 5 major world religions (Buddhism, Christianity, Hinduism, Islam, Judaism) -examines the key features/elements of one of the 5 major world religions in groups (eg key teachings/beliefs, celebrations, food, history)
 * ** Unit Topic: World Religions In Our **
 * ** Lesson Number: 6 of 10 ** |||| ** Curriculum Links: **
 * ** Unit Aim: ** ||
 * To support students’ development of the skills and knowledge required to successfully create a multi-modal text which explores one specific religion. Skills and knowledge are developed in conjunction with learning about key text types, namely information reports, explanations, procedures, as wequestioning techniques to support interview skill development. The students will develop background knowledge on one specific religion; develop an understanding of visual literacy; specific written literacy related to the key text types, as well as practical skills required to create a video using computer software. ||
 * ** Prior Learning: ** ||
 * The students have had little to no experience in conducting interviews. This lesson is designed to prepare them for interviewing a community member in lesson seven. Following this lesson students will have been given practice in designing questions appropriate for interviews, as well as a scaffolded list of questions to ask the community member. This will be useful in creating their multi-modal texts because students will need to have the skills to ask questions that will provide them with the responses they desire for creating their text. ||
 * ** Lesson Outcomes: ** ||
 * ** // HSIE: // **** CUS2.4: ** Describes different viewpoints, ways of living, languages and belief systems in a variety of communities (FOCUS OUTCOME)

** // English: // **** TS2.1: **Communicates in informal and formal classroom activities in school and social situations  for an increasing range of purposes on a variety of topics across the curriculum. -participates in games and discussion based activities to develop the ability to ask open-ended questions. -formulates a series of appropriate interview questions. -records interview questions.

** // Other KLA: // ** ** Creative Arts: DRAS2.1 **// : // takes on and sustains roles in a variety of drama forms to express meaning in a wide range of real or imagined situations. -participates in the present game. || <span style="margin-bottom: 0cm; margin-left: 37.65pt; margin-right: -34.35pt; margin-top: 0cm; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l2 level1 lfo5; mso-pagination: none; tab-stops: list 19.65pt left 30.0pt 58.35pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -18.0pt;"> × <span style="font-family: Arial; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Helvetica; mso-bidi-font-size: 12.0pt; mso-font-kerning: .5pt;">Bell. <span style="margin-bottom: 0cm; margin-left: 37.65pt; margin-right: -34.35pt; margin-top: 0cm; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l2 level1 lfo5; mso-pagination: none; tab-stops: list 19.65pt left 30.0pt 58.35pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -18.0pt;"> × <span style="font-family: Arial; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Helvetica; mso-bidi-font-size: 12.0pt; mso-font-kerning: .5pt;">SMART board. <span style="margin-bottom: 0cm; margin-left: 37.65pt; margin-right: -34.35pt; margin-top: 0cm; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l2 level1 lfo5; mso-pagination: none; tab-stops: list 19.65pt left 30.0pt 58.35pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -18.0pt;"> × <span style="font-family: Arial; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Helvetica; mso-bidi-font-size: 12.0pt; mso-font-kerning: .5pt;">YouTube clip. <span style="font-family: Arial; mso-ansi-language: EN-US; mso-bidi-font-family: Helvetica; mso-font-kerning: .5pt;">[] <span style="font-family: Arial; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Helvetica; mso-bidi-font-size: 12.0pt; mso-font-kerning: .5pt;"> (Interview with Justin Bieber). <span style="margin-bottom: 0cm; margin-left: 37.65pt; margin-right: -34.35pt; margin-top: 0cm; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l2 level1 lfo5; mso-pagination: none; tab-stops: list 19.65pt left 30.0pt 58.35pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -18.0pt;"> × <span style="font-family: Arial; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Helvetica; mso-bidi-font-size: 12.0pt; mso-font-kerning: .5pt;">Recording worksheet (Appendix Seven) ||
 * ** Resources: ** // (List what you will need to have on hand for your lesson and organisational matters) // ||
 * <span style="margin-bottom: 0cm; margin-left: 37.65pt; margin-right: -34.35pt; margin-top: 0cm; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l2 level1 lfo5; mso-pagination: none; tab-stops: list 19.65pt left 30.0pt 58.35pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -18.0pt;"> × <span style="font-family: Arial; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Helvetica; mso-bidi-font-size: 12.0pt; mso-font-kerning: .5pt;">Floor space for drama game.
 * ** Students will … ** |||| ** Teacher will… ** ||
 * ** Introduction: 15 minutes ** ||
 * ** // Activity 1: Present Game // **

Students will commence the activity by moving around the space as if they are holding something precious in their hands.

At the ringing of a bell they are to pair off with another student. One student says to another “I’ve got a present for you” at which point they must pass their precious ‘object’ to the other student. The student replies “Oh, thank you for the _.” Students must think of an object that they could have been given. This is repeated two-three times.

Now students must use descriptive language in order to give their peer verbal clues as to what the present could be, for example “I’ve got a squirming, furry present for you;” “Oh, thank you for the puppy!” This process is again repeated two-three times.

The final variation of the game is that the responder must now ask questions about the present based on the verbal clues they have been given. Following on from the example above, the student’s reply might be “How am I going to look after a puppy?” Students should be encouraged to ask open-ended questions that will elicit more than a yes or no answer from their peer. |||| Ensure that there is adequate floor space and that the spatial boundaries have been made clear to students.

Issue signals and instructions to students throughout the game.

The aim of the game is to show students the power of giving the appropriate verbal cues to allow someone to respond with the information they desire to know. It is with this knowledge that they may start designing interview questions. ||
 * ** Body: 40 minutes ** ||
 * ** // Activity 2: Youtube clip of an inerview. (5 minutes) // **

Students watch the youtube clip of an interview in order to build on the discoveries about questioning that they have made in the introductory activity.

** // Activity 3: Brainstorm (10 minutes) // **

As a class, brainstorm the information that might be appropriate to ask the community members that are coming in the following lesson. Each group will have a member from a different religious group coming to share information about their religion. Brainstorming what students want to know is a key part of developing the appropriate questions to ask.

Students should brainstorm based on general categories. Reflecting on the earlier lessons in the sequence will assist them in realising what type of information they want to ask about- for example key religious celebrations within the religion, places of worship, types of food associated with the religion etc.

** // Activity 4: formulating questions (15-20 minutes) // **

Students move into their groups based on the religion they have been focussing on in previous lessons.

As a group, students discuss how to formulate the broad subject areas from their brainstorm into appropriate questions. This should include at least ten questions that will give the person they are interviewing the scope to discuss a number of aspects of their religion.

Students record their questions on their interview scaffold sheet. Each student retains a copy of this for the next lesson so that students will be able to take it in turns to ask the community member questions. |||| Set up SMART board with the interview []

Ask students questions pertaining to the interviewer’s use of questioning skills.

Brief class on the community members coming in their next lesson to assist them with information for the creation of their multi-modal text.

Record students brainstorming points as they suggest them. This visual reminder will be useful for the next acitivty.

Instruct students to move into their groups.

Move between groups observing students and assisting when required. ||
 * ** Concluding activity: 10 minutes ** ||
 * ** // Activity 4: Interview practice // **

Students are paired off with another student who is not part of their original group. Pairs of students practice their interview questions on each other. This will allow students to ensure that their questions make sense and sequence well, as well as checking that they are open ended and asking for the type of information needed to create their mutli-modal text. |||| Students self-regulate this activity.

This time is for them to make sure they have a list of appropriate, sequenced, open-ended questions for the next lesson. ||
 * <span style="margin-left: 1.7pt; margin-right: 1.65pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">** Assessment: ** ||
 * ** Observation- ** of students’ participation in the initial brainstorming activity, as well as their ability to work collaboratively with their group members throughout the lesson.

** Interview scaffold- ** each group should show the teacher a copy of their scaffolded questions for final approval. ||
 * ** Special considerations or contingency plans: ** ||
 * -If SMART board is not working youtube clip cannot be used. This is only a small part of the lesson, so it should not have too much impact on the rest of the activities.

-Student with ADHD who may require ‘time out’ to relax and be able to complete task with group members; reduce task demands for this student if required || <span style="margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 1.65pt; margin-top: 0cm; mso-list: l4 level1 lfo7; tab-stops: list 18.0pt; text-indent: -18.0pt;"> × Was the drama game and youtube clip a sufficient introduction to the type of questioning skills students needed to develop? <span style="margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 1.65pt; margin-top: 0cm; mso-list: l4 level1 lfo7; tab-stops: list 18.0pt; text-indent: -18.0pt;"> × Were time constraints appropriate? <span style="margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 1.65pt; margin-top: 0cm; mso-list: l4 level1 lfo7; tab-stops: list 18.0pt; text-indent: -18.0pt;"> × Was the provision of resources appropriate? ||
 * ** Reflection questions ** ||
 * <span style="margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 1.65pt; margin-top: 0cm; mso-list: l4 level1 lfo7; tab-stops: list 18.0pt; text-indent: -18.0pt;"> × Were students able to write and sequence a series of open-ended questions?