Interview Ideas Brainstorm

Objective

Students will collaboratively brainstorm a list of potential interview subjects from their school community and develop relevant questions to learn about the school's history. They will demonstrate the ability to organize ideas and apply inquiry skills.

Standards Alignment

Common Core State Standards – English Language Arts:

• CCSS.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.

• CCSS.ELA-LITERACY.SL.1.3
  Ask and answer questions about what a speaker says to clarify understanding.

• CCSS.ELA-LITERACY.W.1.7
  Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

Materials Needed

• Large chart paper or whiteboard
• Markers
• Graphic organizer templates for interview questions (dyslexia-friendly: simple layout, clear font like Comic Sans, line spacing)
• Pictures/icons representing school community roles (teacher, principal, custodian, librarian, etc.)
• Sentence stems on cards (e.g., “I want to ask _____ about…” / “My question is…”)

Class Size

15 students

Duration

30 minutes

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Lesson Sequence

1. Introduction & Activation (5 minutes)

• I can… explain why we want to talk to people about our school’s history.
• Teacher briefly reminds students about the unit "Exploring Our School's History."
• Discuss what an interview is—in simple terms: asking questions to learn something new.
• Prompt with questions: "Who at our school can tell us stories about our school?" "What kind of questions do we ask to learn about the past?"

2. Small Group Brainstorm (10 minutes)

• Split class into 3 groups of 5 students each.
• Each group uses pictures/icons of school people as visual prompts to brainstorm who they could interview (e.g., principal, librarian, janitor, a long-time teacher, cafeteria worker).
• Groups fill out a large group graphic organizer or chart listing at least three interview subjects.
• Provide sentence stems to scaffold their thinking. Use graphic organizers with spaces for “Who?” and “Why?”

3. Developing Interview Questions (10 minutes)

• Still in groups, students brainstorm together to create at least three questions to ask their chosen interviewees about the school’s history.
• Use the dyslexia-friendly graphic organizer to guide structure: one question per box, with an optional drawing space to illustrate the question if helpful.
• Encourage use of words like “When,” “How,” “Why,” to form questions.
• Circulate and assist groups, modeling question formulation as needed.

4. Sharing & Reflection (5 minutes)

• Each group shares their list of three interview subjects and three questions aloud.
• Teacher records key ideas on chart paper visible to all students.
• Class reflects with “I can…” statement review:
  • I can name people in our school who know about its history.
  • I can create questions to ask them.
• Confirm students have met success criteria: 3 interview subjects + 3 questions.

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Success Criteria

• Generate a group list of at least three potential interview subjects from the school community.
• Create at least three clear questions to learn about the school's history.

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Differentiation Strategies

• For diverse learners: Use picture cards and sentence stems to scaffold brainstorming and question formation.
• For students with dyslexia: Provide graphic organizers with clear fonts and spacing. Allow drawing to support verbal expression of questions.
• For English Language Learners: Pair with supportive peers, use visuals, and model sentence starters aloud.

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Extension Activities

• Advanced learners research one chosen interviewee (with adult support) by looking at school newsletters, yearbooks, or talking briefly with the person before the interview.
• Students prepare one additional question to add to their list based on the research.

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Notes for Teachers

• Keep the environment encouraging and supportive—young students benefit from repeated modeling and positive reinforcement.
• Maintain a calm, structured pace given the 30-minute time limit and age group.
• Use engaging visuals to maintain attention and aid understanding.
• Consider audio-recording student questions for review or reflection.

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This detailed plan ensures students meet Common Core Communication and Inquiry skills, provides flexible scaffolds for diverse learners, and makes social studies relevant through authentic inquiry into their own school community.