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Lesson Plan

Introducing Each Other: Interviews, Memoirs, Photos, and Internet Research

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Introducing Each Other: Interviews, Memoirs, Photos, and Internet Research

Grades 6 – 8
Lesson Plan Type Unit
Estimated Time Sixteen 45-minute sessions
Lesson Author

Karen Sinning

Karen Sinning

Pittsburgh, Pennsylvania

Publisher

National Council of Teachers of English

 

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

In this unit, paired students read background information about each other, plan and conduct initial and follow-up interviews, and write articles about each other. Partners also write and exchange personal memoirs. Partners plan, propose, and take digital photographs that reveal each other’s personality and interests. Then they research the Internet for facts, lists, and illustrations that demonstrate their partners’ interests. All of this information is placed creatively on a poster, and each student presents his or her partner to the class.

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FEATURED RESOURCES

The Interview: This student reproducible offers extensive guidance and tips for conducting successful interviews.

Introduce Yourself: Students can use these completed questionnaires about their partners as a starting point for drafting interview questions.

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FROM THEORY TO PRACTICE

In her article advocating for active learning in the college classroon, Nancy Lawson Remler states: "I believe that active learning not only helps students meet course objectives and grasp important concepts; it also helps students "become aware of strategies for learning and problem solving" (McKeachie, Pintrich, Lin, and Smith 1). Moreover, active learning facilitates enthusiasm in the classroom, enthusiasm that possibly reaps other, long-term benefits:" (76) By having students actively engaged in interviewing, researching, photographing, and other active learning tasks, this lesson invites students' enthusiasm and demands higher level strategies for learning, helping to create an engaged community of learners. The varied nature of the tasks associated with this project allow students to read and write in mulitple modalities, which, according to the NCTE Position Statement on Multimodal Literacies, "can enhance or transform the meaning of the work beyond illustration or decoration." 

Further Reading

Remler, Nancy Lawson. "The More Active the Better: Engaging College English Students with Active Learning Strategies." Teaching English in the Two-Year College 30.1 (September 2002): 76-81

 

NCTE Executive Committee. 2005. Position Statement on Multimodal Literacies. Web. November 2009. http://www.ncte.org/positions/statements/multimodalliteracies.

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