Yolanda U. Trapp
Generational Interviews
Targeted Intelligences: Interpersonal
Supporting Intelligences: Verbal/Linguistic, Visual/Spatial
Thinking Skills: Inquire, analysis
Social Skills: Respect for elders, active listening
Goal: To learn respect for elders
Materials: Note pads, newsprint, markers
Time: 45 min. period
Product: Class Venn comparing intergenerational views
Objective: How to understand and to respect elder's views
Activity:
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1. Use a KWL chart ( What we think we know what we want to know, what we learned ) with the whole class to identify what they think they know about their grandparent's lives, and they want to learn.
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2. Let the class know that they are going to be team reporters interviewing senior citizens about their generation's growing up.
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3. Using the want to know list, make a questionnaire and distribute it to teams of two.
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4. Practice with the teams how to ask the questions with respect and caring.
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5. Arrange for the class to go on a field trip to a senior home. Let the seniors know what will be happening.
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6. If you have a video camera, video tape some of the interviews. Be sure the students use their interview notebook to record their answers.
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7. When the students return to, the classroom, use the L or the KWL chart to guide the discussion. "What did you learn through the interviews".
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8. Makes an all-class Venn on the blackboard to compare and contrast the generation views.
(figure available in print form)
Reflections: Use student journals. Here are possible lead-ins:
• What surprised me about the ideas shared?
• What did I learn about respecting elder's view's?
• How will I be a better person for what I learned?
The Rubric
The Standard: respect for elders
The Criteria
High Performance: Explanation "why it is important to respect elders.
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Indicators: Three to five valid reasons in classroom discussion
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Can give reasons for using three to five behaviors that show respect
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Story example in reflection with detail
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Observed three to five respectful behaviors during interview
Sound Performance: Demonstrates respect during interviews
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Indicators: Showed two to four respectful behaviors during interview
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Gives one or two reasons in classroom discussion
Adequate Performance: Acknowledges importance of showing respect for elders
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Indicators: Used two respectful behaviors in interviews
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States publicly the value of respect for elders
Not Yet: Shows no understanding of the need for respect
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Indicators: Inappropriate behavior during interviews
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Cannot list reasons for respectful behavior to elders
