Interview Basics

Grade Level

1st Grade

Duration

30 minutes

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Unit

Exploring Our School’s History
Lesson 2 of 5

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Learning Objectives

CCSS Alignment:

• ELA-Literacy.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
• ELA-Literacy.SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

I can...

• Explain what an interview is.
• Understand why interviews are important to learn about history.
• Identify key parts of a good interview.

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Success Criteria

• Students can list at least three key components of an interview.
• Students participate in paired discussions to share their understanding.

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Materials Needed

• Video clip: Kid President interviewing (3-5 minutes)
• Printed interview process outline with visuals (dyslexia-friendly: large font, clear visuals, simple sentences)
• Chart paper or whiteboard
• Markers
• Interview question prompt cards (for extension activity)

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Lesson Structure

1. Introduction (5 minutes)

• Begin with a simple question: "What do you think an interview is?"
• Explain: "An interview is when one person asks questions and the other person answers. We use interviews to learn stories and facts from people."
• Use the "I can" statement: “I can explain what an interview is.”

2. Watch & Discuss Video (8 minutes)

• Show the Kid President interview video clip demonstrating an interview.
• After watching, ask guided questions:
  • Who was asking questions?
  • Who was answering?
  • What kind of questions did Kid President ask?
• Chart responses on the board or chart paper under headings: “Who,” “What,” and “How.”

3. Key Components of a Good Interview (7 minutes)

• Present the printed interview process outline with visuals to the class.
• Go over components:
  • Asking clear questions
  • Listening carefully
  • Taking turns speaking
  • Learning from the person you interview
• Use simple language and point to visuals for support.
• Check comprehension by asking pairs to discuss: “What parts of an interview are important?”
• Invite pairs to share one component with the class.
• Use the "I can" statement: “I can list the key parts of an interview.”

4. Partner Discussion & Support (5 minutes)

• Pair students randomly, offering more support for students who might need it.
• Ask pairs to practice asking and answering one simple interview question, such as: “What is your favorite thing about school?”
• Teacher circulates to assist with language or prompt ideas.

5. Extension Activity for Advanced Learners (optional, 5 minutes)

• Invite advanced learners to write or verbally share two original interview questions they would ask a classmate.
• Encourage creativity and thoughtful questions related to school history or personal experiences.

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Differentiation

• For Diverse Learners:
  • Pairing supports students who need language or social interaction help.
  • Use of visuals and simple written outlines supports comprehension.
• For Dyslexic Learners:
  • Provide printed materials with dyslexia-friendly font and design (large font, ample spacing, supportive pictures).
  • Oral instructions are paired with visuals and written key terms.
• For Advanced Learners:
  • Creating their own interview questions deepens understanding and encourages critical thinking.

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Assessment

• Informal observation during pair discussions and participation in class sharing.
• Listening for ability to name key interview components verbally.
• Review of questions developed by advanced learners as formative assessment.

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Reflection for Teachers

• Notice if students can use interview vocabulary: question, answer, listen, take turns.
• Reflect on which students may need additional support or more challenge in next lessons.
• Consider incorporating a real interview activity in future lessons as a capstone project.

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This structured and engaging lesson brings the concept of interviews alive for first graders, connecting directly to their living context (school history) and supporting foundational speaking and listening standards from Common Core.