Conducting Interviews

Lesson Overview

Students will develop interviewing skills by conducting small group interviews with community members about the history of their school. This hands-on activity builds communication, listening, and collaboration skills while reinforcing learning about their school community's history.

Duration: 30 minutes
Class Size: 15 students
Unit: Exploring Our School’s History (Lesson 4 of 5)

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Learning Objectives

Aligned with Common Core State Standards (CCSS) for English Language Arts and Social Studies:

• CCSS.ELA-LITERACY.SL.1.1
  Participate in collaborative conversations with peers and adults in small groups, building on others’ talk and expressing their own ideas clearly.

• CCSS.ELA-LITERACY.SL.1.3
  Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

• Social Studies (Kindergarten-Grade 2):
  Understand the roles of individuals and groups within communities and how past events shape them.

I can...

• I can ask at least three questions to learn about my school’s history.
• I can work with my group to listen carefully and share information.

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Success Criteria

• Students ask at least three questions during their interviews.
• Students demonstrate active listening by responding appropriately or taking notes/audio recording.
• Students work cooperatively in groups to ensure everyone participates.

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Materials Needed

• Interview question sentence frames (printed)
• Paper & pencils (optional for note-taking)
• Audio recording devices (tablets, phones, or recorders) for dyslexia-friendly option
• Name tags or labels for group members
• Chart with example interview questions displayed

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Lesson Procedure

1. Introduction (5 minutes)

• Activate prior knowledge: Briefly review what students have learned about their school’s history.
• I can statement: Write “I can conduct an interview and gather information about our school’s history” on the board.
• Explain the importance of asking questions to learn more about history.
• Show and read aloud example questions (e.g., "When was the school built?", "What was the school like when you went here?", "Who was the principal a long time ago?")
• Review interview etiquette: polite listening, taking turns talking, and speaking clearly.

2. Modeling and Guided Practice (5 minutes)

• Teacher models 1-2 interview questions with a community member or volunteer (role-play).
• Ask students to listen carefully and notice how questions are asked.
• Highlight how to use sentence frames for students who need help phrasing questions (e.g., “Can you tell me...?”, “What was... like?”, “Why did...?”).

3. Small Group Interviews (15 minutes)

• Divide class into 5 groups of 3 students each.
• Assign each group a community member (teacher, librarian, custodian, parent volunteer) to interview.
• Distribute sentence frames and encourage students to choose at least three questions to ask.
• Allow groups to use audio recorders if students prefer (dyslexia-friendly option).
• Encourage advanced learners to take notes or prepare to summarize key points from the interviews.
• Teacher circulates and supports questioning and listening skills.

4. Reflection and Sharing (5 minutes)

• Gather students back as a full class.
• Ask each group to share one interesting fact they learned.
• For advanced learners, invite them to summarize their group’s information in a few sentences.
• Reinforce success criteria and celebrate student effort.

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Differentiation Strategies

• Sentence frames to support language development and question phrasing.
• Audio recording option for students with dyslexia or handwriting challenges.
• Allow students to work in familiar groups for comfort and confidence.
• Use visuals (question chart) and verbal prompts to support comprehension.

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Extension Activities

• Advanced learners can create a short verbal or visual summary of their interview information to share with the class or create a simple poster with key facts.
• Invite students to think of additional questions that could be asked during future interviews about other school topics.

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Assessment

• Informal observation during group interviews: check if students ask at least 3 questions and listen attentively.
• Review audio or notes (if applicable) to ensure relevant information was gathered.
• Anecdotal notes on participation and collaboration.

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Closing

Reiterate the value of asking questions to learn about history and communities. Preview the next lesson, which will focus on organizing and presenting the information gathered through their interviews.

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This lesson plan effectively integrates CCSS speaking and listening standards with an engaging social studies activity, providing scaffolds and enrichment to meet diverse learners' needs. The hands-on interview process fosters curiosity, social skills, and connection to their school history in a meaningful way.