This two day lesson will instruct students to present ideas and information appropriately in two

different settings, which perfectly aligns with outcome CC 20.3. Verbal and visual processing is an
instructional strategy that will be used in the beginning of the lesson, which will also be the informal
setting for students to share their ideas. The Students will participate in partner and class discussions
in order to share their ideas regarding the strengths and weaknesses of several interview clips viewed
on YouTube. Students will also be instructed to work with a partner to construct an interview script.
This will provide the opportunity for students to contribute ideas to co-create a script and presentation
in a collaborative manner. Another opportunity for collaborative work will take the form of the peer-
assessment activity. Students will present their first draft of their script and presentation to another
partner group in the class. Students will work together to present helpful feedback in order to help
their peers develop and improve upon their presentation. The students will also be able to present
ideas and information in a formal setting. Again, this will take the form of the peer-assessment activity.
Students will have to share their interview presentation to another partner group in their class. This
will help students show their peers what they understand about their chosen poet or speaker so that
their peers can assess them and provide feedback.

Outcome CC 20.2 also connects to this two day lesson since students will be instructed to
create a presentation. Outcome CC 20.2 declares that students will be expected to create a visual or
multimedia presentation. Students will be asked to create a visual interview presentation that needs to
be presented to the class; however, there will also be an option for students to show their
understanding and creativity by creating a multimedia presentation if wanted. This two day lesson
connects to Outcome CC 20.2 because the assignment asks for students to present a created interview
of a literary character. The literary character will be chosen from several poems studied throughout the
unit. Students will also be given the choice to choose the author of a particular poem to explore, which
Outcome CC 20.2 approves of since the interview can also be of an “author or historical or
contemporary person” (Saskatchewan Curriculum). Students will be able to choose from any poem
that was studied during the unit, and some of the poems that will be studied will include poems from
Indigenous poets. This means students can explore FNIM material and perspectives while still achieving
Outcome CC 20.2.

Students will be given the self-assessment checklist and interview presentation rubric at the
beginning of the unit in order to help the students become familiar with the rubric and what is
expected from them by the time of their final presentation date. The second day of the lesson will be
the first out of three class days given to the students to prepare for their final presentation date. The
students will use the self-assessment checklist for the first time in order to monitor their own learning
before they present to a pairing of their peers. Students will also use the interview presentation rubric
for the first time as well. The summative assessment that will be completed at the end of the unit will
use the same interview presentation rubric the students will be using to assess their peers on the
second day of the lesson. This will ultimately help the students prepare for their final presentation date
because they will become more familiar with the rubric since they will be using the rubric themselves
to determine if their peers have fully met the criteria of the rubric or not. This way the students will
understand what is expected from them. The second day of the lesson will act as the first step for
students to understand the criteria of the rubric more clearly. The lesson also connects to the
assessment piece because students will be able to explore the rubric, which means there may be some
lingering questions. This will provide an opportunity for students to ask the teacher any questions or
issues regarding the rubric. Here, the teacher can provide helpful answers and even clarify anything the
students have issues with. This will also help the teacher determine what needs to be explained more
clearly in the following lessons.

This particular lesson will ask students to create the first draft of their script and interview
presentation; however, it is essential that students clearly understand each poem before they start
creating a script and presentation. The lessons that will occur before this lesson will include lessons
that will discuss the particular poems that will be studied in this unit. The first couple of lessons of this
unit will focus on certain poetic devices students need to know in order to prepare for their final
project. The fourth lesson will include a poetic device quiz, which will help me to determine if the
students understand the poetic devices discussed in class and are ready to move on. The following
lessons will study several poems. There will be background information provided on each poet before
the full lesson on the poem begins. The background information provided will help the students
understand the poet while also helping to prepare them for their interview presentation project.
Students will ask be asked to keep a reading journal during these prior lessons. This way students can
respond to the poems read using prompts that will ultimately help them generate interview questions
and answers for their interview script and presentation.

Students should have their first draft of their scripts for their interview presentation created by
the end of this lesson. The lessons that will follow this lesson will include two more classes for students
to self-assess, peer-assess, and reflect to set goals to improve. This means two full class days will be
given to students to work on their scripts; complete self and peer-assessments; have group discussions
about one another’s presentations where feedback will be given; and reflect on the strengths and
weaknesses of their own presentation in order to know what needs to be improved upon. There will
also be lessons that will address some of the more difficult components of the interview presentation
rubric. There will be a lesson on creating a strong thesis and how to support one’s thesis by providing
evidence and examples. Another lesson will be provided to students regarding conclusions. There will
be another lesson that goes more in depth of principles of composition. Students will be able to
explore effective principles of composition that will help enhance students’ presentations, which will
help students understand why and how they need to integrate statistics, graphs, images, sound effects,
and music into their presentation. Lastly, there will be a class day dedicated to student-teacher
meetings. I will meet with every partner group in order to discuss their presentations, answer any
questions, and provide feedback. In the meantime, the students who are not meeting with me will be
instructed to work on their presentations and present their presentations to their peers for feedback if
wanted.

There are certain considerations that need to be made during the entirety of my lesson. First,
one of my main concerns is time management within the classroom. It is important that my students
appropriately use the time given to them in class to work on their scripts for their interview
presentation, especially because many acting-out and inappropriate behaviors occur during
unstructured class time. It is also important for my students to understand the amount of time given to
them to work during certain activities planned in the lesson. Constant visual and audible reminders will
be provided for the students during certain activities during the class so they know how much time is
available before the class moves on to the next activity. There will also be constant reminders about
how much time is available during the work periods so students are motivated to stay on track. EAL
students or students with any learning disabilities or behavioral issues will work near the front of the
class near the teacher’s desk when the students are working on their scripts and participating in the
peer-assessment activities so that I can help manage these students and provide guidance when
needed. This will ensure that these students are not getting distracted, but rather working efficiently
similar to that as their peers. This will also ensure that I can reach these students quickly if they show
signs of struggle with any aspects of the presentation, which I can also use to determine if
differentiation or adaptation is needed with these students.

There may be a chance that I am away from school due, and in the case then there will be a
substitute teacher in the classroom. I will be sure to leave a note for the substitute that will discuss the
EAL students or students with different exceptionalities that they need to be aware of. I would also
discuss how to effectively manage these students, such as where each group of students needs to be
placed to work to ensure each student works efficiently. I would also discuss any behavior correction
strategies that have worked for me in the classroom that the substitute can apply if there is any
inappropriate behavior taking place during the lesson. I would be providing this note to the substitute
teacher so that they carry out the similar actions and instructions I would provide my students. This
way the substitute can maintain the classroom constituent to my own ways.
Lesson Plan Title: The Hot Seat
Date: February 23, 2018
Subject: English Language Arts
Grade: 11
Topic: Interviews
Essential Question: What is an interview? What are the components of an interview? Why is feedback
important?

Materials:
 Notebook for notes
 Pencil or Pen
 Lights, Camera, Action
 Important Interview Information
 Poet/Speaker Worksheet
 Build-An-Interview Worksheet
 Self-Assessment Checklist
 Interview Rubric
 Any notes taken on the poems
 The unit’s poems

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do? (goals)

This two day lesson will help students understand that there are two types of questions that can be asked
during an interview; however, students will understand the effect that close-ended questions have on an
interview’s flow. Students will also come to realize that there are certain principles of composition that can be
applied to an interview that can help enhance the interview’s mood or the interviewer’s argument/point.
Students will also be instructed to provide feedback to their peers during the peer-assessment activity. This
activity will help students understand that the feedback that is given to them from their peers will help
improve their overall interview presentation. Lastly, the reflection activity will help students to understand
how crucial setting goals are. Students will understand that setting goals allows students to work together in
order to achieve a similar goal and understand what needs to be improved on before their final presentation
date.

By the end of this lesson students should know that there are close-ended or open-ended questions that can
be asked during an interview. Students will know the definition of both open and closed-ended questions and
will know how to differentiate between the two. Students will also know how and where to apply principles of
composition into their interview presentation. Students will know how effective images, sound effects, music,
etc. can be when they are integrated into an interview. Students will also know why principles of composition,
such as music, images, and sound effects, are used in an interview.

Students will be able to not only generate their own interview questions, but they will also be able to ask
open-ended questions rather than close-ended questions in an interview situation. Students will also be able
to determine how to answer interview questions, especially challenging interview questions. Students will
also be asked to engage in dialogue with their peers in a Think-Pair-Share activity and as a class. These
opportunities will help students be able to discuss their thoughts and opinions regarding the strengths and
weaknesses of an interview viewed on YouTube. Students will also be able to view their peers’ interview
presentation in order to peer-assess their peers’ interview. Students will be able to give effective and helpful
feedback that their peers can use to improve and polish their presentation. Self-assessment and peer-
assessment opportunities during this lesson will also help students be able to determine what components of
their interview are strong and what components of their interview needs to be improved on.

Broad Areas of Learning:

Sense of Self, Community, and Place: Students will gain a positive self of identity through the interactions
they will experience throughout this lesson. Students will engage in partner and class discussions which will
help create an inclusive learning environment for students to feel comfortable and accepted by their peers.
All contributions during the class discussion will be appreciated, accepted, and valued. This positive learning
experience will not only help the students feel important in the classroom, but it will also increase a students’
self-esteem in general. The activities in the lesson that encourage students to interact with one another will
help students understand that their peers make up a community of supporters that will help provide helpful
feedback and guide them to reach an optimal learning goal. The peer-assessment activity will help create a
place for students to present their interview presentation in order to receive helpful feedback. The peer-
assessment activity also creates a place for students to help their peers improve.

Lifelong Learners: There will be several activities that call for students to work with one another or to discuss
their ideas and opinions with one another in this two day lesson. Students will learn that other can possess
individual thoughts and opinions that may differ from their own in class and partner discussions, but it is
important that these students also learn how to listen carefully to their peers’ thoughts and opinions in a
respectful and supportive manner. The interview presentation instructs students to work with a partner,
which means students will learn how to work in a collaborative manner. Students need to become more
desensitized when it comes to receiving critical feedback. The peer-assessment activity will help students
learn how to take critical feedback and apply it to their presentation in order to improve upon it. The
interview project is a project for students to explore the topic of interviews. Interviews are something
students will experience outside of the classroom. The interview presentation helps students learn how to
properly answer interview questions, especially challenging questions. These interview skills the students
learn by doing this project can be applied outside the classroom and in the job force.

Engaged Citizens: The peer-assessment activity will help students become committed to providing critical
feedback in order to help their peers improve upon their interview presentations. The peer-assessment
activity will help benefit all students since students will be providing and receiving feedback that will help
students improve their projects. Students will be able to explore different poets or the speakers within the
poems in order to discover different viewpoints on Canada and Canadian identity. Students will come to
understand that with some of the poets or the speakers they pick may hold negative or positive relationships
with Canada or the peoples of Canada. The interview presentation project will help students recognize the
reasons behind certain viewpoints of Canada and Canadian identity, which will hopefully encourage students
to take a stand in order to make a change within our society in order to strength the relationships that have
been broken within Canada.

Cross-Curricular Competencies:

Developing Thinking: Students will be able to choose the poet of the speaker of a poem to interview in their
interview presentation. Students will therefore be able to explore different experiences and perspectives in
order to frame their interview and the content that will be covered in the interview script. The students will
be encouraged to create interview questions that they will have to ask their interviewee; however, the
students do not know how the poet or the speaker of the poem would answer the question. Thus, students
will have to make educated guesses off the content in the poems they read. The students will have to explore
and analyze the poetical devices in order to generate an answer. Lastly, the peer-assessment activity will
create an opportunity for students to analyze and evaluate their peers’ interview presentations. The students
will have to use the criteria in the interview presentation rubric in order to assess and respond to their peers’
work.

Developing Identity and Interdependence: These two day lesson involves a lot of student to student
interaction. The interactions the students will experience throughout the lesson will help students learn how
to respect, accept, and value their peers and their opinions and thoughts. Students will also come to
understand that some of the thoughts and opinions contributed during discussions may differ from their own.
This will help students understand that others may have different beliefs than their own, but will have to
learn how to accept and respect that. This means students will learn a sense of openmindedness regarding
their peers’ thoughts and opinions, especially during class discussions and partner discussions.

Developing Literacies: There will be multiple opportunities for students to practice and improve on their
literacy skills. Students will be shown several interview clips on YouTube on the first day of the lesson in order
to help students make sense of the different components of an interview. Students will be able to practice
their viewing and listening skills during this activity. Students will also participate in multiple discussions with
their peers. This means students will be practicing both listening and speaking skills in order to express their
understanding of the strengths and weaknesses of the interviews viewed in class. The peer-assessment
activity is crucial for students because they will be providing and receiving helpful feedback. Students will not
only be practicing their viewing and listening skills during this activity, but they will also be able to practice
their speaking skills in front of some of their peers. Students will use the interview presentation project as an
outlet to express their understanding of a poet or speaker and communicate that understanding in an
interview presentation and script.

Developing Social Responsibility: Students may realize that their peers may have different opinions than
themselves, and some students may not agree with differing views. However, these students will learn and
practice how to respect all students and their thoughts. Students will be expected to listen respectfully to
their peers while accepting the different ways their peers may contribute to discussions. Students will engage
in communitarian thinking and dialogue throughout this lesson. The discussion that is expected to follow the
peer-assessment activity with their peers will help students gain enough feedback that will help their
reflection process. Students will receive critical feedback that will be used to set goals for improvement in the
future and before their final presentation date.

Outcome(s):
CC 20.2 – Create visual or multimedia presentations using dramatization or role-play, including a presentation
of an interview of a literary character (or author or historical or contemporary person) from a First Nations,
Métis, Saskatchewan, Canadian, or international text.

CC 20.3 – Speak to present ideas and information appropriately in informal (including discussions and
collaborative work) and formal (including an interview, a dramatic reading, and introducing and thanking a
speaker) situations.

PGP Goals:
  1.1 – The ability to maintain respectful, mutually supportive and equitable professional relationships
with learners, colleagues, families and communities
 2.4 – Ability to use technologies readily, strategically and appropriately
 3.1 – T he ability to utilize meaningful, equitable, and holistic approaches to assessment and
evaluation
 3.2 - The ability to use a wide variety of responsive instructional strategies and methodologies to
accommodate learning styles of individual learners and support their growth as social, intellectual,
physical and spiritual beings

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.

There will be multiple opportunities to assess the students during the learning to help determine next steps
throughout the two day lesson. First, the teacher will assess what the students already know about interviews
and interview components during the Think-Pair-Share activity on the different YouTube clips. The teacher
will be able to discover what the students need to know more about, which will ultimately determine what
information needs to be provided to the students in more detail throughout the lesson.

The second day of the lesson is introduced through a recap activity. The recap activity allows discussion to
occur regarding what the students have learned from the previous day. Here, the teacher can determine what
ideas the students understood and what ideas the students struggled with. From there, the teacher can either
go discuss any muddy ideas in further detail or allow the information provided to them to influence how to
teach the lesson to future classes. The second day of the lesson also involved a peer-assessment activity. The
students will be able to assess and provide feedback to their peers’ presentations in order to help their peers
improve and polish their presentations. The peer assessments will be handed in at the end of the lesson after
the students have reviewed them so that the teacher can go over what the students are doing well with and
what they are not doing well with. This can help determine a new topic for a lesson plan for the students in
order to increase their understanding towards that topic.

The students will also be asked to provide the first draft of their scripts for their interview presentation along
with their filled out self and peer-assessment sheets. The students will be given these papers back, but I will
ask the students to hand this in at the end of the lesson so that I can assess their current understanding of the
components of an interview and their understanding of the rubric. I can assess the students’ strengths and
weaknesses using the drafts, self-assessments, and peer-assessments. I can use my findings in order to
determine what needs to be expanded on further in order to improve the students’ weaknesses. I can use this
information to form new lessons on difficult components of the rubric or I could use this information to
provide clarity on some of the things students seemed to struggle with during the opening of the next lesson
the following day.

Throughout the lesson there will also be a lot of opportunities for the teacher to circulate around the room to
observe the students during the partner work activities. Being able to walk around the room to observe
students working will be a good opportunity to quickly go over what each group has come up with, which will
ultimately help determine the level of understanding the students possess and how clearly they understand
the rubric. Determining the level of understanding the students have will also inform the teacher the next
steps that need to be taken, such as providing more time for students to work on the worksheets or their
scripts to having a quick class discussion to discuss any issues the students are having or just moving along to
the next task of the lesson.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

Students will be given the opportunity to demonstrate their understanding of the presentation rubric along of
the various components of an interview at the end of the lesson on an exit slip. The students’ answers found
on the exit slip will be used as evidence for the teacher to assess and determine the level of student learning
and understanding. The specific questions to generate the answers found on the exit slip will show the level
of understanding of the rubric because the students will show what areas of their presentation they meet and
do not meet using the rubric as reference. For instance, if a student’s strength is responding to the interview
questions in an appropriate manner while staying in character, then the student clearly understands and is
fully meeting the tactful wording criteria of the rubric. The answers found on the exit slip will also show what
components of an interview the students understand and do not understand. For example, the students will
show they do not fully understand principles of composition if the weakness of their presentation was
creating a mood using sound effects.

Stage 3- Learning Plan (2 day lesson – 60 minutes/per lesson)

Motivational/Anticipatory Set (introducing topic while engaging the students)

Activity 1.1 –Who Am I?

This is a Fairy Tale character guessing game. The students will be encouraged to ask the teacher questions in
order to uncover which Fairy Tale character the teacher has wished to portray. This character guessing game
has two goals: to sensitize interviewers to the flow-stopping effect of closed-ended questions and to
encourage interviewers to ask questions based on what they have just heard. This activity should introduce
the students to the topic of interviews while also interesting them in their end of unit project.

Provide the students with this explanation before the game starts:
 This is a guessing game. I will pretend to be a character from a fairy tale and your job is to guess who I
am. You can ask me questions about my life and I will answer them, but there are two special kinds of
questions in this game.
 One special kind of question is the “yes/no” question. These questions can be answered with just one
words, “yes,” or “no.” Every time you ask me one of these questions then I will get one point on the
board. If I get five points, I win the game.
 Another kind of question is the “follow-up” question. A follow-up question asks about something I
just said. Every time someone asks a follow-up question, you get a point on the board. Every time you
get three points, you can make one guess about who I am.

Duration: 5 minutes

Main Procedures/Strategies:

Day 1
Activity 1.2 – Interview Clips

The students will be shown three different YouTube clips of interviews. The first two interview clips are
examples of character interviews created by students. The last interview clip involves Ellen DeGeneres
interviewing Wendy Williams. The links include:

 https://www.youtube.com/watch?v=soSlzFJkiFk&t=59s (4 minutes)
 https://www.youtube.com/watch?v=nUkT_1fKz1g&t=50s (3 minutes)
 https://www.youtube.com/watch?v=6I85z8i9z3o&t=42s (5 minutes)

Write the following questions on the board while the students are viewing the first YouTube clip:

 Is this a good or bad interview? Why or why not?

 What do you think could have been better?
 How did the interviewee respond to difficult questions?
 What type of questions did the interviewer ask? Were they open or closed ended questions?
 Were there any sound effects included? Did that aspect make the interview better or worse?
 How was the interview started? How was the interview ended?

The teacher will take a quick break after each video and instruct the students to answer and discuss the
following questions about the interview in a Think-Pair-Share activity. The students will get 3 minutes to
discuss the questions before the students will be asked to share their thoughts in a class discussion.

Duration: 30 minutes

Activity 1.2 – Sample Interview

A teacher led discussion about the different components of an interview will help the teacher and the
students work together to create a sample interview with the Big Bad Wolf. First, the teacher will discuss
appropriate language that is often used in interviews. The teacher will also discuss how body language can
help convey emotion or attitude in an interview (Example: crossing one’s arm could demonstrate anger or
boredom). Next, the teacher will ask the students to recall any information about the Big Bad Wolf either
from the story The Three Little Pigs or Little Red Riding Hood. The students will be encouraged to provide
examples from the stories to prove their point. Prompts will include:

 How is the Wolf’s temper?

 Is the Wolf a bad or good character?
 What makes the Wolf so mean and scary?
 What type of tone does the Wolf speak with in the Three Little Pigs or Little Red Riding Hood?
 Is the Wolf sneaky or smart?
 What are the Wolf’s motives behind his actions?

Using the information collected from the students, the teacher will now help brainstorm with the students to
create a sample interview with the Big Bad Wolf. For discussion purposes, the teacher will tell the students
that the interviewer wants to prove that the Wolf’s bad temper is the reasoning behind his actions in The
Three Little Pigs. Using this as the thesis, the teacher will ask the students what type of questions the
interviewer should ask the Wolf in order to prove the thesis. Next, the teacher will ask the students how they
believe the Wolf would react to the questions (tone, body language, attitude, etc.). Again, they will be
encouraged to support their idea with an example from the story.
Next, the teacher will discuss the principles of composition that can help develop and enhance an interview;
emphasize a mood; provide evidence to support an idea. Sound effects, images, statistics, and graphs will be
discussed in order to show the students that each principle of composition plays a huge role in an interview.

 Emphasize a mood = sound effect (clapping, booing, crickets, etc.)

 Images, statistics, graphs = provide evidence to support idea

From there, the students will be asked where they would apply principles of composition into the interview
with the Wolf to help enhance the interview, convey a mood, or provide evidence. The students will be given
the following prompts if they seem to be struggling:

 What type of images would you show from the story to prove he has a bad temper? Would you show
the audience an image of a straw house that was recently blown down or an image of the three pigs
dancing?
 What type of sound effect would you play as the interviewer introduced the Wolf to the audience?
Would the audience cheer or boo for him as he walked on to the stage?

**Be sure to write down the students’ ideas on the board throughout the entire discussion**

Duration: 15 minutes

Activity 1.3 – Partner Work

The interview sample activity should have prepared the students for this next activity. The teacher will hand
out the poet/speaker trait worksheet and the Build-An-Interview worksheet to the students. The teacher will
divide the class into groups of two. The students will be given the rest of class to determine their roles for the
interview presentation, decide which poet or a poem’s speaker they wish to interview, and fill out the
poet/speaker trait worksheet. The students will be instructed that the worksheet needs to be completed
either by the end of class or else it is expected to be completed for homework and ready for the next day.

If the students are able to complete the poet/speaker trait worksheet before the end of class then instruct
the students to begin working on their Build-An-Interview worksheet and drafting their interview script.

Duration: 10 minutes

Day 2

Activity 2.1 – Recap and Outline

The teacher will discuss the lesson from the previous day. The following will be touched on:

 The disadvantages of close-ended questions

 The importance of follow-up questions
 Why and how to apply principles of composition in an interview

The teacher will also ask the students if they have any questions on the previous lesson that needs
clarification. The teacher will also ask the students what they enjoyed and what they did not enjoy about the
previous lesson. This will ultimately help the teacher determine what needs to be done in future lessons while
also showing what needs to be handled better during this lesson to increase student learning.
Next, the teacher will outline what today’s class will look like and the overall purpose of today’s class. The
purpose of today’s class is not only for students to create and practice their interview, but to also receive
feedback from their peers in order to reflect and set goals for the improvement of their presentation.

Duration: 10 minutes
Activity 2.2 – Partner Work

The students will be given some time to work on their Build-An-Interview worksheet, construct a draft of their
script for their interview, and practice their interview before they have to engage in a self and peer
assessment of their presentation.

Duration: 15 minutes

Activity 2.3 – Self-Assessment

The students will be asked to take out their self-assessment check-list that was given to the class at the
beginning of the unit. The students will be instructed to fill out the self-assessment to ensure they have each
component of the rubric integrated into their script/presentation. If not, then the students simply know what
needs to be added to their presentation.

Duration: 5 minutes

Activity 2.4 – Peer-Assessment

Two partner groups with be paired together (a total of 4 students). There will be three class time
opportunities of peer-assessment, but this will be the first time the students will present their script and
presentation to the other partner group in order for the partner group to assess them. Partner group A will
present their script and presentation to partner group B to assess using the rubric given to the students at the
beginning of the unit. The groups will then switch, and partner group B will present their script and
presentation to partner group A to assess. The groups will sit down and discuss each other’s presentation
after each partner group has presented. The goal here is for the students to discuss what went well, what did
not go well, what could be improved, and provide any other helpful feedback. The purpose of this activity is
for the students to become familiar of what is expected of them to accomplish using the rubric criteria while
also receiving feedback that is crucial for the improvement of their presentation.

Duration: 15 minutes

Activity 2.4 – Partner Reflection and Changes

The partners will then use the feedback that they got during the peer-assessment on their presentation in
order to reflect. The students will be instructed to discuss the strengths and weaknesses of their
presentations in order to set goals. The goals the students set will help them polish and improve their
presentation for the next round of self and peer assessment, which will ultimately help them create a well-
polished presentation for their final presentation date.

Duration: 10 minutes

Adaptations/Differentiation:
The subtitles will be put on during the YouTube clip viewing in order for students with hearing impairments to
read along with the video. The subtitles on the YouTube clip will be provided in English, which can also help
EAL students who struggle to follow the quick pace of English speakers. EAL students may also struggle with
the English subtitles, so the teacher will provide these students with the links to the videos. The teacher will
encourage the student to watch the video with subtitles they are comfortable with so that they too can
receive a clear understanding of how interviews work, what type of questions are asked, how interviewers
ask follow-up questions, and how interviewees answer challenging questions.

For the students with learning disabilities or the students who struggle with worksheets or any key ideas will
be provided with extra guidance from the teacher. The teacher will participate in side-by-side learning with
the student to provide extra clarification; generate the desired outcomes of the lesson; and create success for
the students to experience similar to that of their peers. Students with speech disorders that enable them
from successfully performing their presentation in front of their peer-assessment group will be allowed to
write a script and present it to their peer-assessment group rather than performing their presentation. This
way their peers can still assess and provide feedback on what components of the criteria are included in the
script and which components need work on.

The students with giftedness may finish the worksheets and construct the draft of their script faster than the
other students. If this happens then the teacher will challenge the students to brainstorm how they can
transfer their thoughts to a more technological sided presentation. Provide time for these students to
research different editing applications they can use to create a video presentation of their interview and
determine how to apply sound effects and music into their presentation. This approach will allow the teacher
to challenge these students while also maintaining their interest and motivation to learn.

The peer-assessment activity provides the opportunity for partners to pair with another partner group in
order to assess one another’s presentation. However, there may be multiple sets of gifted or advanced
students. Therefore, the teacher will use cluster grouping in order to group the gifted students together for
this activity. This will not only allow these students to work at their own pace, but also allows these students
to acquire a unique ownership of their learning.

Closing of lesson:

Activity 2.5 – Exit Slip

The teacher will write four questions on the board for the students to answer on a piece of paper. The
students will be expected to hand in their piece of paper to the teacher before they leave the class. The
students will answer the following questions:

 What were the strengths of your presentation?

 What are the weaknesses of your presentation?
 What do you wish you could practice more?
 What do you wish to learn more about in order to make your presentation better?

Duration: 5 minutes
Name: ___________________ Date: ___________________

Lights, Camera, Action: Interviewing a Poet or a Poem’s Speaker (30%)

Assignment

As part of our Canadian poetry unit, students will get into groups of two and select one poet or a poem’s
speaker from one of the poems we have read in this unit to interview. One student will be the interviewer and
the other student will be the interviewee. Since we can’t actually speak directly to your chosen poet or poem’s
speaker, you will be required to draw on the poetic devices of your chosen poem in order to generate
appropriate interview questions and responses. You may also want to conduct some research about your
chosen poet in order to further your understanding towards their views and attitudes towards Canadian
identity.

Be creative and take some risks! This is a fun project that allows you to explore a different perspective towards
Canadian identity while also challenging your personal views of Canadian identity.

The Plan

1. After picking a poet or a poem’s speaker to interview, draft your interview. Your interview must include
the following:
a. At least 7-8 interview questions.
b. 5-7 minute presentation.
c. Visual and auditory aspects (images, graphs, statistics, music, sound effects).
d. A clear thesis.
e. Evidence to support your thesis (example: evidence from the poem).
f. Valid and justifiable conclusion.
2. Practice your interview presentation.
3. Self-assess your presentation before peer-assessment (there will be three rounds of peer-assessment).
4. Halfway checkpoint meeting with me!
a. Ask me questions!
b. Feedback will be provided!
c. Show me what you have!
5. Self-assess your presentation before final presentation date.
6. Presentation date!

**Note**: You will be able to change, improve, and polish your presentation multiple times before your final
presentation date.

Roles:

Interviewer: Your role is to gather important and unique information through engaging questions. You will
explore multiple aspects of the person you are interviewing in order to inform and engage the audience.

Interviewee: Your role is to stay in character and bring the character to life in the presentation. You will be
expected to respond to challenging questions appropriately and respectfully using the viewpoint of the
character you are representing.
 Important Interview Information
BODY LANGUAGE

How does the interviewer (the one asking the questions) look while talking to the interviewee (the one
answering the questions)?

GOOD

 Makes direct eye contact

 Sits facing the person
 Legs crossed at ankles
 Arms as side or in front
 Shoulders up and back straight

BAD

 Looks away or rolls eyes

 Sits facing away from the person
 Legs crossed at thighs
 Arms crossed
 Shoulders slumped or slouching

SPEAKING

What does the interviewer sound like while talking to the interviewee?

GOOD

 Speaks slowly
 Good articulation of words
 Fluctuates voice (high and low)
 Speaks loudly
 Does not interrupt

BAD

 Speaks very fast

 Words mumbled; not understood
 Uses monotone speech
 Speaks softly or quietly interrupts the interviewee

INTERVIEW QUESTIONS
What type of questions does the interviewer ask the interviewee?

GOOD

 Askes open-ended questions

 Asks questions that relate to the interviewee
 Is ready to ask questions

BAD

 asks questions that require one or two worded Reponses

 Asks questions that do not seem to relate to the interviewee
 Is not ready to ask questions; seems unprepared
Date: ______________ Name: ______________

Who is your Poet/Speaker?

Overview: The purpose of this worksheet if for you and your partner to gain a better understanding of
the poet or speaker you have chosen to interview. The information you gather on this worksheet will
help you determine the mood, tone, and attitude your poet or speaker has regarding Canadian
identity. This worksheet will also help you find examples from a poem that you can use as evidence in
your interview presentation to help justify your main points. Fill out the information below:

Name three traits that the poet or speaker shows in the poem, such as appreciative, angry, happy, or
sad.

When do you see this speaker or poet demonstrate these traits? Use information from the poem to
prove that the poet or speaker has these three traits.
Name: ______________ Date: _____________

BUILD-AN-INTERVIEW
Overview: The purpose of this worksheet is for you and your partner to think of some possible interview
questions and responses. The following questions below are questions that the interviewer could use to
question the interviewee or questions that you could use as inspiration to generate your own questions. Look at
the following question and ask yourself how your poet or speaker would answer the question using the
knowledge you have about your character.

Use this worksheet to draft your script!

Possible questions:

1. Where were they born?

2. Were they wealthy, poor, or comfortable?
3. What was their social class?
4. Were they well educated?
5. What were the most important things that happened to them?
6. Was there major conflict your poet or speaker faced?
7. What is their attitude towards Canada?
8. What do you like most about Canada?
9. What do you like least about Canada?
10. Do you feel safe in Canada?
11. What are you most scared of?
12. What is your greatest source of frustration and joy?
13. If you had one wish, what would it be?

Your questions and responses:

Use the space below to think of your own questions that you could ask the interviewee and to think about how
your interviewee would respond to the question. Use your “Who is your Speaker/Poet?” worksheet to help you
think about how your interviewee would respond to the question