Lesson 15: Review
Essential Question: How do I interview someone using the social skills I learned?
Lesson Overview
1. Brain Warmup
2. Read Aloud
3. Modeling Activity
4. Group Activity
6. Brain Cooldown
Purpose:
- This activity requires students to use the social skills learned throughout the lessons. By interviewing an individual, students will be able to apply the skills effectively and carry out the activity with support.
Vocabulary:
- eye contact
- listening
- conversation
- emotions
Additional Book
Hey, That's My Monster by Amanda Noll
- This read aloud is the story that follows 'I Need My Monster'. By including this into the lesson would be a fun way to end the social skills curriculum.
Click the book for the read aloud.
Additional Resources
- This video is an example of a young child asking adults interview questions to learn more about the individuals. The video can be used in this lesson to demonstrate the socials skills used in interviews.
Brain Warmup: Interview Skills
Purpose: This activity helps students brainstorm the skills needed to use when conducting an interview. The brainstorm activity acts as an informal assessment on the skills students remember or need reminders on.
Materials: technology board or poster board
Time: 5 minutes
Procedure:
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Students will sit on the carpet or open floor space facing the front board.
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Ask students, what is an interview? Allow students time to think about the question. If students are struggling, model an interview or provide of picture or video clip of an interview. Record students’ ideas on the technology board or poster board.
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Ask students, what skills do you think you need to use in an interview? Allow students time to think and ask for volunteers to share ideas.
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Identify the main skills needed for an interview: eye contact, listening, conversation, and emotions.
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Eye contact: Explain to students that it is polite and kind to make eye contact with the person you are interviewing. Making eye contact is a way to show someone you are listening.
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Listening: Explain to students to use the SLANT model when conducting an interview. Students will be asking questions, but it is important for students to understand that they will need to listen to the responses of their questions.
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Conversation: Explain to students the use of parts of a conversation in an interview and the importance of personal space.
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Emotions: Explain to students that during an interview, it is important to try to read the emotion of the individual. Remind students to look at their body and facial expressions. Encourage students to practice empathy if the individual they are interviewing becomes sad or shares a sad story.
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Read Aloud: I Need My Monster by Amanda Noll
Before beginning the read aloud, ask the students “how would you interview a monster?” Ask for volunteers to share their answers. Encourage students to share what questions they would ask and what kind of monster they would like.
This read aloud includes the use of interview questions and helps students visualize what interviews are like. After the read aloud, ask the following discussion questions to help guide the read aloud conversation.
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What questions did the child ask?
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Did the child listen to the monsters? How did you know the child was listening?
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Would you interview a monster?
Modeling Activity: Interview Prep
Purpose: This activity helps students write invitations to the individual they would like to interview and guides students in generating interview questions to ask.
Materials: paper, pencil, crayons, markers
Time: 15 to 20 minutes
Procedure:
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Students will sit at their desk or at a table to complete the activity.
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Ask students to think about who they would like to interview. The individual can be someone from the school like another teacher or faculty member, or the individual can be a relative. Students will write the name on a sticky note or piece of paper.
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Students will create an invitation to give to the individual to invite them to the interview. Students can create an invitation in the form of a postcard, a card, or a letter. Explain the requirements of an invitation.
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Requirements: who is the invitation for, what is the invitation for, when will the interview be, where will the interview be, and an RSVP
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Students can be creative with their invitations. When all students have completed, collect the invitations to distribute.
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Begin brainstorming interview questions. Ask students to think about questions that would be appropriate to ask an adult or a teacher. Record students’ ideas on the board and generate interview questions as a class. Type the interview questions and print a copy for all students to use during the interview.
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Once all questions have been created, model how to ask the questions. Role playing can be implemented to help students practice asking and listening to the question responses.
Note: For the invitation date, a specific date and time could be established and invite all teacher and adults to the classroom for that specific time. Or students can complete the interviews independently on various dates.
Group Activity: Interview Time!
Purpose: This activity allows for students to practice the skills learned and reviewed in the interview.
Materials: interview questions
Time: 15 to 20 minutes
Procedure:
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Students will introduce themselves to the individual they are interviewing and being asking interview questions.
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If interviews are all being completed in one room at the same time, circulate around the classroom and assist students who may be struggling.
Brain Cooldown: Sharing Interview
Purpose: During this activity, students will share what they learned during their interview.
Materials: interview questions
Time: 5 minutes
Procedure:
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Students will sit on the carpet or open floor space in a circle.
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Ask students respond to the following questions.
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Who did you interview?
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What skills did you use?
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What did you learn?
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Did you like interviewing someone?
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Allow the students time to respond to the questions and utilize the ‘Turn Pair Share’ method. When students have shared with their partner, ask for volunteers to share with the class.
