Stage 5 English - Media: the Interview

ATESOL NSW Professional Development Program 2005

English (ESL)Stage 5 Year 9

Unit: Media- The Interview

Teaching Sequence

ATESOL NSW Professional Development Program 2005

English (ESL)Stage 5 Year 9

Unit: Media - The Interview

This unit of work was developed by Lyn Nguyen and Annie Alex of Cabramatta High School as part of the 2004-5 ATESOL NSW Quality Teacher Programme Project: Programming ESL in English 7-12 within a Quality Teaching framework.

 Commonwealth of Australia 2004

This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for the purposes other than those indicated above requires the written permission of the Department of Education, Science and Training. Requests and enquiries concerning reproduction and copyright should be addressed to the Director, Quality Teaching Section, Schools Group, Department of Education, Science and Training, GPO Box 9880, Canberra, ACT 2601.

Disclaimer

The views expressed herein do not necessarily represent the views of the Australian Government Department of Education, Science and Training.

Acknowledgement

This project was funded by the Australian Government Department of Education, Science and Training as a quality teacher initiative under the Australian Government Quality Teacher Programme.

Stage 5 English - Media: The Interview

Syllabus Outcomes / Syllabus Content / Language to be Taught / Teaching and Learning Sequence plus Assessment / Resources / ESL
Scales / Quality Teaching and Learning
Outcome 4:
A student selects and uses language forms and features and structures of texts according to different purposes, audiences and contexts, and describes and explains their affects on meaning / Students learn about
4.10 the metalanguage for describing, explaining and justifying the composers choices of language forms and features and structures of texts in terms of purpose, audience and context / Metalanguage
eg.
interview
interviewer
interviewee
purpose
audience
inform
entertain / 1. Building Students Knowledge of the Subject Matter
A. Brainstorm
As a class brainstorm what an interview is on the blackboard.
Draw on students prior knowledge to build a mind map.
Leading questions may be used to direct discussion eg.

What is an interview?
Where are interviews found?
What is the purpose?
Who is the intended audience?
How are interviews structured?

Assessment
Class discussion reveals students' understanding of this text type and key terms. / 4.1
Contribute information and ideas in group tasks and classroom discussions / Intellectual quality

Meta- language

Significance

Background knowledge

headline
introduction
questions
answers
columns
font size
type faces
1st, 2nd or 3rd person

/ 2. Reading a written interview and deconstructing the text
A.The teacher asks the class briefly what they know about Jim Carrey, the actor. Students respond orally.
B. Students are given a copy of the interview, "Jim's Masked Madness". The teacher selects two strong readers to take on the role of the interviewer and Jim Carey.
Comprehension is checked orally
C. Issue Handout 1 to students. Explain that they will deconstruct the text as a class. The teacher will guide the class in deconstruction by using an OHP of the grid, while eliciting answers. Students fill in the grid as the discussion progresses. The teacher explains metalanguage as (eg font size, type faces) on the grid.
D. Information gained from the above exercise is used to complete the cloze passage on the structure and layout of written interviews.
E. Notations are made on the Jim Carey interview, while completing exercise 1 and 2.
Assessment: The cloze passage and answers to Activity 10:2 are handed in for marking / "Jim's Masked Madness"
pg 152-154
from

On Track

By Jane Schill,
Heinemann 1998
Handout 1
Deconstructing a written interview

OHP of the grid

Handout 2

Key Words (1)
Handout 3
Cloze exercise
On Track p. 155
Activity 10:2
Q.1 and 2 / 5.5
Reads with understanding a range of texts, including those remote from personal experience, interpreting mainly at a literal level and using the information for other purposes
5.7
interprets texts, cueing into key organisational and language features
5.8
Incorporate new vocabulary from texts into personal vocabulary (specialised terminology) /

Significance

Background knowledge

Intellectual quality

Deep knowledge

Syllabus Outcomes / Syllabus Content / Language to be Taught / Teaching and Learning Sequence plus Assessment / Resources / ESL

Scales

/ Quality Teaching and Learning
Outcome 11
A student uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness / 11.5 Students learn to use individual and group processes to generate, investigate, document, clarify, refine, critically evaluate and present ideas and information drawn from books, the internet and other sources of information. / F. Group deconstruction
Students are divided into groups of 4 to deconstruct two more examples of written interviews. Handout 1 is used to fill in answers.
Once groups are finished students rotate to other groups to share and compare answers.
The teacher asks for group feedback and discussion.
Assessment: Group work is assessed Oral feedback is given. / Handout 1
Deconstructing a written interview / 5.5
Reads with understanding a range of texts, including those remote from personal experience, interpreting mainly at a literal level and using the information for other purposes. / Intellectual
quality

Substantive communicat-on

Quality learning environment

Engagement

Types of questions

open
closed
tags

How?
What?
When?
Where?
Why?
Who? / 3. Constructing a written interview
A. The teacher sets up a scenario and models questioning techniques. A confident student is selected to be interviewed by the teacher at the front of the class.
Scenario 1: The teacher uses only closed questions and allows the student to answer.
Students give feedback on what they heard. The teacher introduces the term "closed questions".
Scenario 2: The teacher again interviews the student using 'open' questions.
B. The teacher leads a discussion on the differences in questioning. Notes are written
C.Students write 8 to 10 questions in preparation for interviewing a classmate. / Handout 4
Sample - Closed questions
Handout 5
Sample - Open questions / 4.3
Responds to spoken English appropriately in predictable situations and adapts available English repertoire to make expanded utterances / Intellectual quality

Deep knowledge

Deconstructing a Written Interview

Handout 1

OHP 1

Who is being interviewed?
Who is the interviewer?
When was it published?
Who is the intended audience?
What is the purpose of this interview?
What is the headline?
How does it attract the readers attention?
What do you notice about the structure and layout of this interview? /

heading/subheading
introduction
questions/answers
conclusion
quotes
font size
font style (type faces)
columns
visuals
other features

What language features are used in this interview?
Give an example for each feature. /

first person
second person
third person
tense
level of language
tone

Stage 5 English - Media: The Interview

Syllabus Outcomes / Syllabus Content / Language to be Taught / Teaching and Learning Sequence plus Assessment / Resources / ESL
Scales / Quality Teaching and Learning
Outcome 4:
A student selects and uses language forms and features and structures of texts according to different purposes, audiences and contexts, and describes and explains their affects on meaning
Outcome 3
A student selects, uses, describes and explains how different technologies affect and shape meaning
Outcome 11
A student uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness / 4.3Students learn to use appropriate language forms and features and structures of texts in their own compositions and describe, explain and justify their choices in terms of purpose, audience and context
3.1Students learn to respond to and compose increasingly complex texts in different technologies considering the effects of the technology including layout and design on meaning.
11.1Students learn to understand the learning purposes, specific requirements and targeted outcomes of tasks.
11.3Students learn to identify, plan and monitor stages of tasks and topics with guidance
11.8Students learn to articulate and discuss the pleasures and difficulties, successes and challenges experienced in investigation, problem solving, independent and collaborative work, and establish improved practices. / audience
purpose
register / C. The teacher sets up the following task by handing out 'Interviewing a Friend'. The task is explained by reading through the steps that need to be followed.
D. Students follow Handout as a guide. While the class works, the teacher moves around monitoring progress and helping individuals.
E. The teacher publishes a class booklet from all collected interviews. One creative student, or fast finishing student can design the front page. All students receive a copy of the booklet.
F. Students individually reflect on the task they have just completed, through a journal entry.
Assessment:
1. Students are assessed on their ability to work systematically on this task. Teacher monitors progress.
2. The published interview is marked. / Handout 6
Interviewing a friend
Handout 7
Feedback to students / 5.1
Communicates in familiar social and classroom situations, extracting relevant information from spoken English and elaborating on some ideas in coherent speech. / Quality learning environment

Student self - regulation

Explicit quality criteria

Intellectual quality

Substantive communica-tion

Quality learning environment

Engagement

Stage 5 English - Media: The Interview

Syllabus Outcomes / Syllabus Content / Language to be Taught / Teaching and Learning Sequence plus Assessment / Resources / ESL
Scales / Quality Teaching and Learning
Outcome 4
A student selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning / 4.12Students learn about the significance of the relationship between purpose, audience and context.
4.10Students learn about the metalanguage for describing, explaining and justifying the composer's choices of language forms and features and structures of texts in terms of purpose, audience and context.
4.11Students learn about: the influence of purpose, audience and context on the use of particular language forms and features and structures of texts / audience
purpose
context
affects
register used
Tone
Modality
Register / 4. Analysing the impact of context, audience and purpose on the written interview
a) Students read through the published booklet as a class.
The teacher questions them on the purpose, audience and context of the task they completed. What language is used? Is it formal or colloquial? Discuss.
The teacher poses the question "If you were interviewing teachers for the school magazine, would the interview be the same?" Discuss concepts of register, modality and tone.
b)Students are presented with the Handout 'Why are interviews sometimes different?'
The teacher models a response for the first interview on Poppy King, after the interview has been read in class. The different features are highlighted, as the teacher models a response.
c)Students work in pairs to analyse a variety of other interviews. The teacher will need to source interviews that are appropriate (2-3 others).
Assessment: Student work is handed in for marking / Handout 8/9
"Why are interviews sometimes different?"

On Target

pg 149-151
O.H.P. of the grid "Why are interviews sometimes different?" / 5.2A student considers how interpersonal and cultural contexts affect communication in English
5.5A student reads with understanding a range of texts, including those remote from personal experience, interpreting mainly at a literal level and using the information for other purposes / Intellectual quality

Higher order thinking

Handout 8

Why Are Interviews Sometimes Different?

The context, audience, purpose and relationship between the interviewer and interviewee affect the overall presentation in interviews.

Task: Look at the following interviews and complete the grid.

Source / Context / Purpose / Audience / Language Features and Examples
Australian Women's Weekly
November 1996 / Interview with Poppy King, a successful business woman, who became famous for her lipsticks / To inform the reader about Poppy King's personal and professional life / Australian Women's Weekly
 a major women's magazine

readers middle aged women / Register-colloquial language
incomplete sentences e.g. 'Narrow-minded and unintelligent.'
contractions e.g. 'Yes, it's wild stuff'
vocabulary 'wild stuff'
Tonechatty, friendly  goes with the colloquial language.

Handout 9

Why Are Interviews Sometimes Different?

The context, audience, purpose and relationship between the interviewer and interviewee affect the overall presentation in interviews.

Task: Look at the following interviews and complete the grid.

Source / Context / Purpose / Audience / Language Features and Examples

ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC

Task: Interviewing a Friend Handout 6

You are required to write a written interview for a class publication.

You will need to follow these steps: / Checklist:
Date and period completed
1. Select the person (interviewee) you wish to interview.
2.Carefully write 8 - 10 questions that you will ask your
interviewee.
3. Edit the questions, making sure that the majority are open-ended questions.
4. Interview your partner and carefully write down his/her
answers. Edit your work.
5. Publish the interview using Microsoft Word. Follow the
structural and layout features of a written interview.
(Refer to Handout 1).
6. Insert a digital picture of your interviewee.
7. Hand in a disc copy, as well as a hard copy for publishing for
the class booklet.

The deadline is

Syllabus Outcomes you will be assessed on:

Outcome 4 A student selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning.

Outcome 3A student selects, uses, describes and explains how different technologies affect and shape meaning.

Outcome 11 A student uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness.

Handout 7

STUDENT FEEDBACK

Syllabus Outcomes

Outcomes:

Outcome 3A student selects, uses, describes and explains how different technologies affect and shape meaning.

Outcome 4A student selects and uses language forms and features, and structures of texts

according to different purposes, audiences and contexts, and describes and explains

their effects on meaning.

Outcome 11A student uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness.

Part 1 (Outcome 11) Working independently and with a partner
You were able to organise yourself and work independently and effectively / Comment
Mark/5
You were able to meet deadlines / Comment
Mark/5
Part 2 (Outcome 3 and 4) Producing a written interview that is published on Microsoft Word.
You were able to write a written interview using the language forms and features, and structures / Comment
Mark /
You were able to use the correct technology to publish the interview / Comment
Mark/

Handout 14

Video Cover - Andrew Denton, Enough Rope

(Available at ABC Shops)

Look at the front cover, and then answer the following questions

A - Written Component:

1. What is the title of this video?

What does the phrase, "Enough Rope" mean?

2. Do you recognise any of the interviewee's names? what are they well known for?

3. What is the rating? Why?

4. Who has produced this video?

B - Visual Component:

1.Who is represented in the text? What is the focal point?

2. What is this person doing?

3. Describe his facial expression.

4. What do you think this reveals about his character?

5. What is the setting? Why is this used?

6. What is shown to the left of the image?

Handout 15

Video Cover - Andrew Denton

Look at the back cover, and then answer the following questions

A - Written Component: (blurb)

1. What do these sentences mean?

'Too much Reality TV, not enough reality.

Too many 'specials', not enough that are.

Too many talk shows, not enough to listen to"

2. What do these colloquial expressions mean?

- 'dog-eared'

- 'a boot up the clacker'

3. How is language used to persuade people to view this video? List the adjectives.

4. When was this video produced?

B - Visual Component

1. What do you notice about the photograph of Andrew Denton?

(consider facial expression, stance, clothing, background, lighting)

2. Comment on the facial expressions of the eight people in the images. What do you think it reveals about the style of interviewing Andrew Denton uses?

Handout 16a

Interviews on Video/DVD - The Visual Component

Who is presented in this interview? interviewer

interviewee

How are they presented? / Describe each feature. (Give examples if appropriate)
What does this reveal about the person?
A. Interviewer

gender
age (approximate)
cultural background
style of clothing
hand/facial gestures
stance/body language

B. Interviewee

gender
age (approximate)
cultural background
style of clothing
hand/facial gestures
stance/body language

Handout 17a

Interviews on Video/DVD - The Visual Component

What is the setting/location/ for this interview? / Describe the setting/location/set design.
How does it affect the tone/mood?

studio with an immediate audience

studio without an immediate audience

private - indoors

outdoors

other

props

How is the visual component of this interview shown? / Describe each feature. Give examples from the interview. What is the impact on the responder?

camera shots

- close-up shot
- medium (mid) shot
- long shot
-
-

camera angle

- high angle shot
- low angle shot

lighting

- full
- spot light

colour - muted

- strong

ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC