The

In-Class

Interview

Topic:

Essential Question:

Why is using the writing process so important?

What are the enduring understandings that will come out of this activity?

Facets Related Essential Questions

Explanation Why is the sequence of the steps in the process so important?

Application How can the writing process experienced today work in settings other than this one?

Perspective/

empathy

How might this process enable a writer to understand others’ viewpoints?

Self-knowledge How does the writing process enhance authentic writing?

Research-based effective writing strategies this activity addresses:• Pre-writing

• Explicit instruction of writing strategies

• Specific product goals

• Process writing approach

(fr. Writing Next)

Indiana Standards addressed:

• 9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.

• 9.4.2 Establish a coherent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.

• 9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.

• 9.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.

9.5.1 Write biographical or autobiographical narratives or short stories that: •describe a sequence of events and communicate the significance of the events to the audience. •locate scenes and incidents in specific places.•describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters

Goals/Outcomes… Students will be able to:

• experience the writing process as a writer, reader, speaker and listener

• work in a non-threatening social environment

• tap into prior knowledge• generate ideas for writing• learn strategies for gathering

information

The Personal Word Wall

1. Use a 8.5x11 sheet

2. Fold in half hamburger style, then again, to make 4 columns

3. Open, hold paper landscape style, then fold like a letter into thirds, making 12 boxes

4. Label each box with 2 consecutive letters of the alphabet, moving across starting in upper left box, except for the last box in lower right—it will be labeled “W-X-Y-Z

• Think about the word “BIOGRAPHY.” Fill in as many words as you can– there are NO wrong words!

• Share with a partner & take as many words as you’d like for your own

• Share with whole group, continuing to take words as you want

The Interview

1. 3 index cards

2. Fold 2 in half hamburger style

3. Label each portion of the folded cards with numbers 1, 2, 3 and 4

4. Label the last, unfolded card “5”.

Section 1

About 3 minutes:

Write down 5 questions you want to ask your partner to get to know them better as a learner or as a teacher-- use words from your Word Wall to help & try to formulate the questions so there are no “Yes/No” responses

Section 2

• About 5 minutes:

• Ask your partner your questions. Record the responses in Section 2.

Section 3

• About 3-5 minutes• Look over the answers to your

questions. What appeared on the card that you didn’t expect? What surprised you? Intrigued you? What do you want to know more about?

• List 5 more questions in Section 3 that FOCUS on that one thing.

Section 4

• 5-7 minutes.• Ask your questions and record

your partners answers in Section 4. This time, try also for direct quotes, significant words which show the voice, the uniqueness of the person.

Section 5• 10 minutes• Develop a draft of a piece of

writing which will help a reader get to know the person you are interviewing OR about anything you heard your partner say that you’d like to talk more about. Follow the writing where it takes you.

Section 5

• 2-3 minutes

• Partner responds to what she likes or hears that sticks with her—words, phrases, information—asks any questions and confirms the information or interpretation.

Revise

• 1-3 minutes

• Add, delete, reorganize, clarify

Who will share??

Formative Assessment:

• Teacher observation of student engagement

• Student opinion/feedback

Summative Assessment:

• Student portfolios with charts of improvements in traits of writing

Reference:

• Rief, Linda. (1992). Seeking diversity: Language arts with adolescents. Portsmouth, N.H.: Heinemann.

She had the original activity!