Critiquing The Interview And Drafting The Profile
A lesson in which students critique their own work, determine if they need to do follow-ups and begin drafting their profile pieces
This is the fifth in a series of lessons on personality profiles. Students will begin by sharing the information they’ve gathered in their interviews. They will then develop follow-up questions, determine how to continue their interviews (if needed) and begin drafting their profiles.
- Students will critique interviews/reporting and provide constructive feedback.
- Students will illustrate their opinions and explanations with examples from their interviews.
- Students will construct profile drafts demonstrating their understanding of profile structure and content.
Common Core State Standards
|CCSS.ELA-Literacy.W.9-10.2||Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.|
|CCSS.ELA-Literacy.W.9-10.2a||Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.|
|CCSS.ELA-Literacy.W.9-10.2b||Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.|
|CCSS.ELA-Literacy.W.9-10.2c||Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.|
|CCSS.ELA-Literacy.W.9-10.2d||Use precise language and domain-specific vocabulary to manage the complexity of the topic.|
|CCSS.ELA-Literacy.W.9-10.2e||Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.|
|CCSS.ELA-Literacy.W.9-10.2f||Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).|
|CCSS.ELA-Literacy.W.9-10.3||Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.|
Partnership for 21st Century Skills — Student Outcomes
|Critical thinking & problem solving; communication & collaboration; creativity & innovation||Developing questions with peers and refining them for an interview|
|Critical thinking & problem solving; communication & collaboration||Evaluating interview questions with peers|
|Critical thinking & problem solving; communication & collaboration; productivity & accountability; flexibility & adaptability||Conducting interview, critiquing process and providing constructive criticism|
|Creativity & innovation; critical thinking & problem solving; Initiative & self-direction; productivity & accountability||Writing draft of profile|
Students should have interviews and notes ready to begin their drafting
1. Connection — 10 minutes
Teacher asks students to share what they have gathered in their interviews. After each share, teacher asks for a volunteer to develop a follow-up question based on the information the previous student shared. Did the student ask it? If not, the student who shared writes it down for later use.
2. Clarification — 10 minutes
Teacher asks, “Are we ever actually finished with interviewing? Have we asked enough questions at some point? If we’ve bothered our subject enough, where else can we find answers we might need? Please give explanations or examples to clarify your point.” Students provide their opinions and a reason why, perhaps with an anecdote to illustrate their points.
Teacher asks, “So you’re going to have to gather more information. Why is it worth your time to begin drafting your story already?” Students provide answers and reasons.
3. Investigation — 25 minutes
Give students time to draft their profiles in class. Teacher should circulate, looking for good work and/or cautioning against doing something that won’t end up well and/or giving suggestions for what the student might want to do to improve now. While circulating, teacher notes those students who have a particularly great turn of phrase or use of quote to read in the extension portion.
4. Extension and evaluation — 10 minutes
Teacher goes back to noteworthy students and reads those passages aloud. Teacher calls on students to answer, “What makes the passage good?” “Yes. Write that down.” Students write notes to themselves on their drafts to improve the quality of the drafts at home.
Teacher reminds students that follow-up interviews and completed drafts are due the next lesson for peer review. Clarifications on assignment, student questions answered.