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Jessica Haney Telling Someone’s Story: Interviewing and Writing a Profile 1

Teacher Name: Jessica Haney School: T.C. Williams High School Subject Area: English Grade/level: English 10: World Literature

Adventures of the American Mind Northern VirginiaAlexandria Summer Curriculum Writing 2004

Lesson Plan

Title of Lesson Telling Someone’s Story: Interviewing and Writing a Profile

Unit Topic Subject Writing

Enduring Understanding As a result of this lesson, students will understand:• the range of experiences and contributions of various recent immigrants to the

U.S.• the value and uniqueness of their own experience and the value of living in a

diverse society• the complexity of our global society• the power of language and the written word to enrich our understandings of the

world• their own ability to engage with others in an interview setting and by publishing

their writing for others to readContent Knowledge As a result of this lesson, students will know:

• specific social, political and cultural information about a country other than theU.S.

• good interviewing strategies• qualities of a strong expository essay – a profile on a person

Skills As a result of this lesson, students will be able to:• create interview questions and conduct a meaningful interview• conduct basic research to identify relevant background information on another

country• plan and organize ideas for writing• use their own interview notes, observations, research and critical thinking skills to

create an interesting, engaging, descriptive piece of writing that introduces aprofile subject and creates a dominant impression

SOLs addressed 10.1 The student will participate in and report on small-group learning activities.10.4 The student will read and interpret informational materials.10.7 The student will develop a variety of writing, with an emphasis on exposition.10.8 The student will edit writing for correct grammar, capitalization, punctuation,

spelling, sentence structure, and paragraphing.10.9 The student will critique professional and peer writing.10.10 The student will use writing to interpret, analyze, and evaluate ideas.10.11 The student will collect, evaluate, organize, and present information.

Length of Lesson Approximately eight weeks overall duration including a significant portion of fifteen 90-minute class periods. This subject writing lesson is designed to be integrated with thestudy of a novel, memoir or series of essays dealing with one or more of the followingtopics: immigration/moving; family traditions; themes of: alienation/isolation, honoring thehistorical past, tolerance of the atypical or struggle with self; and archetypes of the lonelyorphan looking for a home, the misfit, outsider/outcast (as noted in Virginia Standards ofLearning Teacher Resource Guide http://www-test.pen.k12.va.us/VDOE/Instruction/Grades9_12.doc ).

Overview of lesson This lesson introduces students to the concept of documenting ordinary life in detailthrough observation and interview. After reading several interviews and conductingpractice interviews, students will interview a recent immigrant to the United States. Theywill conduct background research of their subject’s home country to enhance theircontextual understanding. Students will use their research and interview notes and peerreview to write and revise a profile of their interview subject. Students will submit theirprofile to the Library of Congress Interview with Today’s Immigrants site to share theirknowledge with others.


review to write and revise a profile of their interview subject. Students will submit theirprofile to the Library of Congress Interview with Today’s Immigrants site to share theirknowledge with others.

Prior Knowledge Students will need to have experience writing essays and organizing ideas for writing.Students will need to have sufficient oral language and note-taking skills to conduct aninterview. Students will need reading skills sufficient to read assigned material.

Resources needed Library of Congress Resources:Interviews with Today’s Immigrantshttp://memory.loc.gov/ammem/ndlpedu/features/immig/interv/index.html

Grandparent-Elder Projecthttp://lcweb2.loc.gov/learn/lessons/98/grand/unit2.html

American Life Histories: Manuscripts from the Federal Writers’ Project 1936-1940http://memory.loc.gov/ammem/wpaintro/wpahome.html

Portals to the World http://www.loc.gov/rr/international/portals.html

Map Collections http://memory.loc.gov/ammem/gmdhtml/gmdhome.html

Other resources:

Handouts:Video Interview AnalysisAnalysis of Muili T InterviewSee Commonly Asked Interview QuestionsGrandparent/Elder InterviewExploring the Federal Writers’ ProjectPlaces LivedLocal LegaciesHome TraditionsInterview and Profile AssignmentAnalysis of Teacher-Conducted InterviewPeer Review and RubricSelf-Evaluation

Helpful Texts:Writers Inc: A Student Handbook for Writing and Learning, especially “Subject Writing”section pp. 156-167Pursuing the Past – student and teacher’s guide by Eugene F. Provenzo, Jr. and AsterieBaker ProvenzoFree Falling and Other Student Essays edited by Paul SladkyNew Kids on the Block: Oral Histories of Immigrant Teens by Janet BodeRemix: Conversations with Immigrant Teenagers by Marina Tamar BudhosAnnushka's Voyage by Edith TarbescuWhen Jessie Came Across the Sea by Amy HestDreaming of America: An Ellis Island Story by Eve BuntingThe Memory Coat by Elvira WoodruffIf Your Name Was Changed at Ellis Island by Ellen LevineI Was Dreaming to Come to America: Memories from the Ellis Island Oral HistoryProject by Veronica LawlorImmigrant Kids by Russell FreedmanWhen I Was Puerto Rican by Esmeralda SantiagoThe House on Mango Street by Sandra CisnerosSelections from World Literature Textbook (included on English 10 reading list)“By Any Other Name” by Santha Rama Rau, excerpt from Night by Elie Wiesel, excerptfrom Annie John by Jamaica Kincaid, excerpt from Kaffir Boy by Mark Mathabane.


from Annie John by Jamaica Kincaid, excerpt from Kaffir Boy by Mark Mathabane.

Video series:Multicultural Peoples of North America by Schlessinger Video Productions

Feature Films for extension activities:Almost a WomanReal Women Have CurvesIn AmericaSmoke SignalsWhale Rider

Process of lesson Because of time required in between classes for conducting interviews and writing andrevising, there may need to be several days in between days of the Writing Lesson that maybe used for other instruction, such as reading a novel, memoir or series of essays. Days arepresented here as a suggested sequence for the Writing portion only; additionally, theWriting portion may not take up the entire class period on each day.

Day 11. Warm-UpWrite about a time you first met someone you now know well or a time when you did notknow anyone. Think of being in a new environment or meeting someone who was new toyour environment. What thoughts went on inside your head? What did you notice about theperson or the environment? (15 min. including sharing)2. Analyze a video for descriptive detail.Students will watch a short video of an interview paying close attention to setting. Studentswill be guided to imagine and write about other sensory cues such as the smell and feel ofthe setting. See Resources for video suggestions. See Video Interview Analysis Handout.3. Peer interviewsStudents will draw questions out of a hat and ask two of a partner. See Commonly AskedInterview Questions. They will then write a short paragraph about their partner’s answers.They will then be asked to take notes on how the partner looks, sounds and moves. Theywill then rewrite the paragraph with this descriptive detail and some students will sharewith the class. (45 min.)

Day 21. Read and analyze a profile based on an interviewThe teacher will lead the class through reading the interview with Muili T. from Nigeriaand taking notes on several aspects of the writing (45 min.). [ Choose “West Africa” fromhttp://memory.loc.gov/ammem/ndlpedu/features/immig/interv/index.html ]See Analysis of Muili T InterviewHomework: Find a profile in a contemporary magazine or newspaper

2. Introduction of homework interviewStudents will conduct an interview with a grandparent or elder using the questions from theGrandparent-Elder Projecthttp://lcweb2.loc.gov/learn/lessons/98/grand/question.html(Homework with 20 min. to introduce)See Grandparent/Elder Interview Handout

Day 31. Warm-Up – What do you think life was like for someone living in the U.S. 100 yearsago?2. Analyzing an interview from the Federal Writers’ ProjectAfter a short modeling by the teacher, students will be invited to search through AmericanLife Histories: Manuscripts from the Federal Writers’ Project 1936-1940[ http://memory.loc.gov/ammem/wpaintro/wpahome.html ] for examples of profiles andinterviews. They will answer questions about the interviews of their choice. (60 min. ormore). See Exploring the Federal Writers Project, 1936-40 Handout


Day 4Working with the Grandparent/Elder Interview1. Students will write a paragraph introducing their interview subject including their age,place of birth, past and present occupation(s) and a description of the setting of theinterview (10 min.)2. Students will pair up, read each others descriptions and ask additional questions aboutthe partner’s the interview subject (10 min.)3. Students will rewrite the partner’s paragraph adding descriptive detail using all fivesenses. (20 min.)4. After the rewrites are completed, students will discuss the rewrites and then share theirparagraphs with the class. (30 min.)

Day 5Thinking About Immigration1. Warm-Up Why do you think the United States is called a "nation of immigrants?" and/orDescribe what you know about your family’s immigration to the United States.2. Make a list of all the places you have lived in your life. Add details about each place(visual, spatial, tactile, auditory, olfactory, emotional) See Places Lived Handout3. Introduction of homework to explore family members’ places lived. See Places LivedHandout

This day may also include another reading activity

Day 6Thinking about Traditions1. Warm Up: Describe a tradition followed by your family. Think of holidays, birthdays,religious celebrations, weddings, funerals, special times of the year or special foods.2. Students will read and complete a summary worksheet for two of Local Legacies fromCommunity Roots: Selections from the Local Legacies Project[http://www.loc.gov/folklife/roots/]. See Local Legacies Handout. Students will sharetheir lists with the class to ensure broad coverage. After scanning several of the LocalLegacies more broadly, and discussing what they have learned, they will make a list ofcategories of traditions about which to ask interview subjects. (60 min.)3. Introduction of Homework: Students will write 2-3 paragraphs describing a hometradition See Home Traditions Handout.

Day 71. Warm Up – What did you learn doing your “tradition” homework?2. Share homework3. Discuss interview assignment See Interview and Profile Assignment.Planning the InterviewStudents will choose an interview subject who came to the United States after the age ofeight. Students must verify age of immigration and home country/ies with the subjectbefore coming to class on Day Eight. (Students in class who fit this description will beasked if they are willing to be a subject. The number of recent immigrants in the targetschool student and faculty population are large enough that no other special arrangementsneed to be made by this teacher. See “Accommodations” section for additional suggestionsin more homogenous areas. Interview subjects will be asked to sign a consent formindicating their understanding that the details shared may be published.)

Day 81. Warm Up – Who have you chosen to interview and why?2. Having chosen and contacted their interview subjects, students will first conduct researchon the home country of the subject in preparation for developing their interview questionsusing Portals to the World [ http://www.loc.gov/rr/international/portals.html ] and MapCollections [http://memory.loc.gov/ammem/gmdhtml/gmdhome.html ] (45 min.)3. Students will develop 25 interview questions based on their research and the previousactivities. (Finish for homework)


Day 9Watch interview conducted by teacher1. Students will each be assigned to take notes on one particular area of topics covered inthe interview with two or three students for each topic such as: where the subject has lived,the subject’s impressions of the U.S. at different times, what the subject misses abouthis/her home country, traditions and customs discussed by the subject. See Analysis ofTeacher-Conducted Interview Handout-All students will be expected to take notes on the physical environment, mannerisms, etc.-All students will be expected to note what interview techniques worked well or did notwork well2. Students with same assigned topic discuss and present findings3. Fill in all areas of chart as a class4. Groups practice writing a paragraph on their topic and several sentences on environmentand personality.5. Students share their paragraphs orally, on overhead or on laptop and class discusses howto put them together into a coherent essay as a model. More time could be spent on this asa class or the teacher could combine outside of class and discuss the following class period.

Day 101. Warm Up – Reflect on interview questions2. Peer Feedback on questions3. Rewrite questions to turn in to teacher

Day 111. After receiving teacher feedback on the proposed interview questions, students willrevise the questions as needed and schedule and conduct the interview, taking copiousnotes as modeled in previous activities. (10-20 min. whole class review discussion)Reading this day

Day 12Preparing to Write the Profile1. Students will first revisit Muili T. profile and create an outline/web of the interview inpairs and as a class. (20 min.)2. Students will read another short profile from a contemporary magazine or newspaper andcreate an outline/web of this profile on their own then in pairs. (20 min.)3. Teacher will model methods for grouping information from notes to put into paragraphform using different colored highlighters (20 min.)4. Students will be given a short set of made-up interview notes or a simple set of details ona topic to group into sub-topics. (20 min.)5. Students will brainstorm ways to organize their interview (some class time with peer andteacher discussion to be finished for homework along with a worksheet that will askguiding questions such as what is the dominant impression you wish to create, what sensorydetails will you use, etc. [to be created])6. After getting peer and teacher feedback, students will write a draft of their profile.

Day 131. Peer Review See Peer Review – Rubric Handout2. Rewrite and turn in

Day 14Get back draft with teacher feedback and conference with teacher. Rewrite for homework

Day 15Turn in revised profile and complete self-evaluation See Self-Evaluation HandoutWrite thank-you notes-Read examples of thank-you note in Writers Inc p. 306 and discuss components-Use self-evaluation commentary for ideas to include in thank-you note


HW: Rewrite thank-you note and/or type. Include web address for Interviews with Today’sImmigrants athttp://memory.loc.gov/ammem/ndlpedu/features/immig/interv/index.html.Proofread!

Post-ScriptAfter profiles have been handed back to students, students will have the option of revisingfor a higher grade. Using their laptops, students will post their profiles on the LOCpagehttp://memory.loc.gov/ammem/ndlpedu/features/immig/interv/index.html

Evaluation Criteria for ProfileSee Peer Review – Rubric Handout350-500 words (at least five paragraphs)Intro, body, conclusionFocus made clear in thesis statementTopic sentences for each paragraphTransitionsGood use of sensory detailActive verbsMention of: current and past living situations, family, cultural practices, economicconditions past & present, home country information, hopes/goalsDominant impression

Extension Activities • Encourage students to submit their writing to the school literary magazine andnewspaper and to local, regional and national publication and contest outlets. Seehttp://www.ncte.org/parents/students/108196.htm for resources on publishing studentwriting.

• Have students create a poster and/or PowerPoint presentation that includes photos ofthe interview subject, country map, etc.

• Have students present their profile to the class.• Invite subjects to the class for extended Q & A, meet and greet or a party, perhaps with

foods from their countries.• Invite subjects to speak to the school in an assembly or to be present for a career day

panel.• Encourage students to read their profiles at Diversity Night or other cultural events at

school or in the community.• Have students compare and contrast the experience of their subject and that of

characters in a novel or memoir.• Have students compare and contrast the experience of their subject and that of

characters in a film with similar issues (see Resources).• Have students write a narrative essay about the process of conducting the interview,

learning about another country, reflecting on their own experience.• Have students write a narrative essay about their own experience moving from one

place to another.Possibilities forDifferentiation

For students with limited English proficiency and/or difficulty processing oral directions:• Supply hard copies for all activities conducted orally or via Internet, i.e. print out all

questions with space for writing instead of requiring notes.• Encourage the use of a recorder for all interviewing.• Enlist the help of a study buddy for note-taking during interviews, live or taped.• Allow students to work together in pairs, alternating interviewing and taking notes.

Allow students to share their notes.• Allow students who worked together to write together if desired.• Provide a skeleton of an essay with transitional phrases, clearly indicated location

of thesis and other important elements, and paragraph topics in margins. Includelines for students to fill in details.

• Allow students to interview subjects that are familiar to them or to use theGrandparent/Elder Interview for the Immigrant Interview (more focus on onesubject).

For students needing additional challenge:


• Do not provide graphic organizers and/or require students to create their own.• Do less discussion as a class and rely more on student discussion in small groups

with group presentations to the class, perhaps to be evaluated.• Require students to fully document all sources used as in a research project.• Increase length of written product.• Require more sophisticated writing including minimal use of passive voice.• Discuss clichés and empty words like “nice” and “good;” limit use in written

product.

Accommodations In areas without large numbers of recent immigrants, the teacher may need to make initialcontacts with community centers, elder homes, religious associations, etc. to elicitparticipants. Students could perform a group interview with several students interviewingone subject and writing separate (or collaborative) profiles.

Video Interview Analysis

As you watch the video, take notes on what you see and hear.

Setting ®Visual Details (Things you see Ν )

What kind of room or place is it?Describe the place’sLighting Furniture Colors Style Objects, appliances,

other items

Olfactory Details (Smells) ⇓Imagine how this place would smell. Use the details above to give you ideas, and make comparisonsto other places or situations. Write 1-3 sentences.

Auditory Details (Things you hear Ο)What background noises were in the video (in addition to the voices of the interviewer and the subject)?

Interview Subject �Visual Details (Things you see Ν )

How is the person sitting or moving?

Describe the person’s hair including length, color and any other details.

Describe the person’s skin including color, texture and any other details.

Describe the person’s clothing including color, style, length.

Describe any jewelry the person is wearing.

Describe any hand movements or body language the person uses.

Auditory Details (Things you hear Ο)Describe the voice of the subject (the person being interviewed)

Pitch (low or high) Pace (slow, fast,variable)

Tone – (happy, sad,reflective, humorous,sarcastic, etc.)

Texture –(smooth, rough,gravelly, etc.)

Make note of any details about the subject’s accent or choice of words.

Make note of any other sounds like laughter, crying or singing.

Dominant Impression ≤1. What are some personality traits of the interview subject? How can you tell?

2. What do you think is the most interesting detail about this person’s life?

3. Create at least two additional questions that you would have asked the subject if you were theinterviewer.

4. What would be your focus if you were going to write a profile of this person? What would be yourmain point?

5. What would be the most interesting visual and auditory details you would include if you weregoing to write a profile of this person?

6. Create an opening sentence about this person that would be a good beginning for a profile essay.

Analysis of Muili T Interview

1. What adjectives are used to describe Muili’s new life in the United States?

2. In the first two paragraphs, what does the author want you to know about Muili?

3. What roles does Muili play with respect to his culture and family?

4. What country is Muili from, and what does he miss about this country?

5. In this essay, some things about Muili’s life are presented in a positive way while others are presentedin a negative way. Make a brief listing of both.Positive (good things) Negative (bad things)

6. Compare and contrast life in Nigeria with life in the United States.Nigeria only Both U.S. and Nigeria United States only

7. What impression does the writer want us to have of Muili at the end of the essay?

Analyze the interviewer’s strategy8. Imagine what questions this person asked Muili T. Think of at least five questions.

9. What information did this person have to know about Muili’s home country and customs in order towrite this article?

10. Who do you think is the intended audience? That is, whom does the author want to read this article?

11. What is the intended purpose of this article? What is this article trying to accomplish? Why is theauthor sharing this information?

12. What information did the author leave out that you would like to see added to this article?

Homework: Find a profile of a person in a recent magazine or newspaper. Bring it or a copy of it to class(you will not get it back) and answer the following questions on a separate sheet of paper.

1. How does the author describe the setting of the interview? (if applicable)2. What adjectives are used to describe the person?3. What is the main focus of the article?4. What is the dominant impression the author wants to create?5. What are some of the questions the author must have asked the subject?6. What sensory details did the author use?7. What is left out of this interview that you would like to see?8. Would you like to meet this person – the interview subject? Why or why not?9. If you did meet the interview subject, what additional questions would you ask him/her?10. How do you think the interview subject feels about this article that was written about him/her?

Explain.

Commonly Asked Interview Questions

1. What are your strengths and weaknesses?

2. List three of your most important/proudest accomplishments.

3. What kind of work environment do you prefer?

4. What motivates you?

5. How would you rate your communication skills?

6. What have you read lately, and what are you reading now?

7. How do you work in groups, and what experience have you had working ingroups?

8. What do you see yourself doing five or ten years from now?

9. What experience have you had using the Internet?

10. Do you plan to continue your education?

11. What kind of people do you like to work with?

12. What kind of people do you find it most difficult to work with? What do youdo to improve the situation?

13. Do you prefer working alone or in groups?

14. What are some things you would like to avoid in a job? Why?

15. What are some of the things on your jobs or at school that you feel you havedone particularly well?

16. What does success mean to you? How do you judge it?

17. Which of your traits or qualities do you feel could be strengthened orimproved?

18. What motivates you to put forth your best effort?

19. What kinds of things do you feel most confident in doing? Somewhat lessconfident in doing?

20. Tell me about a time when you had work/school problems or stresses thatwere difficult for you.

21. Describe a time when you were under pressure to make a decision. Did youreact immediately or take time in deciding what to do?

22. What types of things make you angry? How do you react?

23. How do you react when you see people you know disagreeing? Do youbecome involved or hold back?

24. Do you prefer to have a job in which you have well laid out tasks andresponsibilities, or one in which your work changes on a frequent basis?

25. Describe a problem person you have had to deal with. What did you say ordo?

26. What have been your experiences in dealing with the general public?

27. When have people really tried your patience?

28. What important goals have you set in the past, and how successful have youbeen in working toward their accomplishment?

29. Do you do personal planning? If so, what are your goals?

30. What things give you the greatest satisfaction?

31. How would you describe yourself?

32. What two or three accomplishments have given you the most satisfaction?Why?

33. Describe your most rewarding experience.

34. In what kind of work environment are you most comfortable?

35. What would your parents or guardians tell me are your two weakest areas?

36. What would your former teachers tell me are your two weakest areas?

37. What would your friends tell me are your two weakest areas?

38. How do you feel about your ability to write, spell, and communicate? Whatkind of feedback have you received about your writing ability?

39. Some people get to know strangers quickly, while others prefer to take theirtime letting people get to know them. Describe how you enteredrelationships when you were "new" somewhere.

40. Some people have the ability to "step into another's shoes." When has thisskill been required of you?

41. Describe how you schedule your time on an unusually hectic day. Give aspecific example.

42. Are you a person who likes to "try new things," or "stay with regularroutines"? Give an example.

Grandparent/Elder Interview

Assignment:Conduct a scheduled interview with someone who is at least 30 years older than you are.

What you will turn in on ________________ (date)1) Your notes, as described below2) At least two sentences of summary of the subject’s answer to each question.

If you do not have enough information to write two sentences on each question,you did not take good enough notes or did not conduct a good interview. Go backand ask again!

For the questions to ask, follow the directions athttp://lcweb2.loc.gov/learn/lessons/98/grand/question.html

Take notes using the category and number of each question. You may tape the interviewif you have a tape recorder, and then you can take notes later from the tape. If you do nottape the interview, be sure to go slowly through the interview and write down anythingyou did not know before conducting the interview. Ask for clarification if you don’tunderstand something and ask the subject to slow down if necessary for you to keep upwith your notes.

If you have trouble finding someone who is at least 30 years older than you, see yourteacher for a list of area retirement homes and community centers.

Exploring the Federal Writers’ Project, 1936-40

After the teacher has introduced you to this site (part of the Library of Congress), you will look through severalinterviews on your own. For questions #1-3, take notes about what you notice about the interviews from lookingthrough several of them. For questions #4-11, focus on one interview that seems especially interesting to you.

Note: The person who was interviewed might be called the “Informant” or the “Subject”

Information from Several Interviews1. Were the subjects interviewed just once or many times? Explain what you find.

2. What are some words or phrases that seem old-fashioned to you?

3. List information about at least four (4) different subjects (people interviewed).

Name of Subject Name of Worker (writer) City and State Occupation of Subject Date of report

Analysis of One Interview

Name of Subject Name of Worker (writer) City and State Occupation of Subject Date of report

Title of Interview (if applicable): _______________________________________________________________

________________________________________________________________

4. Why is this interview interesting to you?

5. What kind of person was the subject?

6. What information is given about the setting of the interview?

7. What is the focus of this interview? Does the interview focus mostly on the subject’s family, his/her job,his/her hobbies, the community, religion, social issues or something else?

8. What is the dominant impression the author tries to create about the subject?

9. What questions do you imagine the interviewer asked?

10. What were some interesting details that surprised you?

11. If the interview is a third-person description of the subject using “he” or “she” to describe the subject), didthe interviewer use quotations said by the subject? If so, how long were the quotations? Did the quotationschange how you felt about the subject?

12. What did you learn about history from this interview?

13. What else would you like to ask this person if he/she were alive today?

Places Lived

Make a list or chart of all the places you have lived in your life and include details about each place(visual, spatial, tactile, auditory, olfactory, and emotional). You may make a list of each place separatelyor you might want to make a chart if you only have a few places.

1A. AddressStreetCity, Country

1B. When did you live there?

2. What type and size of building was it?

3. Visual details3A. Describe how the outside of the building looked

3B. Describe how the inside of your home looked – the colors of the walls and furniture, the carpet, thedecorations, etc.

4. What are some smells associated with this place?

5. What were some foods you often ate in this place? Describe the tastes of this place

6. What were some textures in this place? What were some physical feelings of this place?

7. What were sounds you heard in this place?

8. What were some important events that happened when you lived here?

9. What are some emotions or feelings associated with this place?

10. What word – only one word – describes this place or sticks out in your mind when you think of thisplace?

HomeworkAsk two (2) older family members – parents, guardians, aunts, uncles, grandparents or a neighbor ifnecessary – the following questions. Take notes on a separate sheet using the numbers of the questions.1. Where were you born?2. Where else have you lived?

A) Specific locations and dates (years) of all placesB) One interesting detail, feeling or memory from each place

3. Why did you move each time? Were you involved in the decision to move? If so, how did you decidewhere to move?

Local Legacies

Explore the Community Roots: Local Legacies web site at http://www.loc.gov/folklife/roots/. Look through anumber of local traditions until you find two that you think are very interesting and use them to answer thefollowing questions. Choose two “Local Legacy” articles that are each at least two paragraphs long and haveat least one photo or illustration. Answer the questions below.

Legacy #11. What is the title of this Local Legacy? _______________________________________________________________________________________________________________________________________________

2. From what state or territory does this Local Legacy originate? ____________________________________

3. How long is this article? __________ paragraphs

Approximately ___________ sentences in each paragraph

4. Describe the photo or one of the photos that goes along with this article.

Now read the article in its entirety.5. What is your first reaction when you read about this tradition?

6. Write a short summary of this tradition. Who does it, when, why, where, and how?

7. How long has this tradition been practiced? _________________________________________________

8. How does this tradition relate to your life? Do you do anything like it? Have you heard of anything like it?How does it compare to something you do?

9. Would you like to participate in this tradition? Why or why not?

10. What do you think is the most interesting aspect of this tradition?

#2 on back

Legacy #21. What is the title of this Local Legacy? _______________________________________________________________________________________________________________________________________________

2. From what state or territory does this Local Legacy originate? ____________________________________

3. How long is this article? __________ paragraphs

Approximately ___________ sentences in each paragraph

4. Describe the photo or one of the photos that goes along with this article.

Now read the article in its entirety.5. What is your first reaction when you read about this tradition?

6. Write a short summary this tradition. Who does it, when, why, where, and how?

7. How long has this tradition been practiced? _________________________________________________

8. How does this tradition relate to your life? Do you do anything like it? Have you heard of anything like it?How does it compare to something you do?

9. Would you like to participate in this tradition? Why or why not?

10. What do you think is the most interesting aspect of this tradition?

Home Traditions

Write two-three paragraphs describing a tradition that belongs to your family orcommunity. Each paragraph should have at least four sentences. Write a draft first thenrewrite and proofread what you are going to turn in.

Describe what happens at a holiday, birthdays, a religious celebration, weddings,funerals, special times of the year or how you prepare and enjoy special foods. You mightbegin by rewriting some of what you wrote for your warm-up. Be sure to ask membersof your family/community if you need more information on your topic.

Be sure to cover the following topics:

• When is this tradition used or celebrated?• Who participates in this tradition?• Where does this tradition take place?• Why is this tradition done? What is the purpose of this tradition? Ask your parent or

guardian for more information if you’re not sure.• How long has this tradition been around?• How is this tradition performed or done? Are there any special objects necessary to

go along with this tradition?• What colors are associated with this tradition?• What smells are associated with this tradition?• What tastes are associated with this tradition?• What sounds or kinds of music are associated with this tradition?• What textures are associated with this tradition? (think of fabric, food, objects)

• What emotions are associated with this tradition?• What do you like about this tradition and why?• What do you dislike about this tradition and why?

Interview and Profile Writing Assignment

In this assignment, you will plan and conduct an interview with someone whoimmigrated to the United States after the age of eight. The person you interview (yourinterview subject) must be at least fifteen years old and must have been in the UnitedStates for at least six months. You will use the skills we have been developing in class tocreate questions that will give you interesting information. This unit is designed to helpyou to learn about others and reflect on your own experience.

After your profiles have been written and graded, you will submit them to the Library ofCongress for publication on their Interviews with Recent Immigrants web site.

Requirements:

Length: 350-500 words, at least five (5) paragraphs (including an introduction and conclusion)

Content RequirementsTopics that must be covered fully and clearly explained: The subject’s current and past living situation, including economic situation The subject’s family situation and/or cultural practices Relevant and clear information on the subject’s home country The subject’s hopes and goals

Writing Requirements Essay must have an introduction containing a thesis with a strong focus that

carries through the entire essay. Conclusion must reiterate the thesis and wrap upessay well.

Essay must contain clear topic sentences in each body paragraph. Essay must contain clear transitions between paragraphs. Essay must create a dominant impression. Information presented must be

cohesive and not scattered or contradictory. Sentences are clear with no fragments, run-ons or inaccurate punctuation. Writing must use proper grammar. Writing must use active voice whenever possible. Writing must use vivid description and sensory detail. Writing must demonstrate strong editing and revising. Essay must be proofread with few spelling or typographical errors. Essay must be double-spaced and typed or written legibly in ink. Essay must contain a creative, original title.

Deadlines:Interview Subject must be chosen by First Draft of Interview Questions Due Revised Interview Questions Due Interview must be conducted by First Draft of Profile Due: Final Draft of Profile Due:

Analysis of Teacher-Conducted Interview

Describe the setting of this interview Describe the interview subject1. Where does the interview take place?

2. What does this place look like?

3. Describe the objects in this place.

4. What kind of feeling does this place convey?

5. What do you imagine this place smells like?

6. What time of day does this interview take place? How can you tell?

7. What is the weather like on this day?

8. Gender ___________ 9. Approximate age _________10. Hair color and length

11. Skin color and tone

12. Clothing and jewelry

13. How is the subject sitting or moving?

14. What kinds of hand movements or body language does the subject use?

15. What is the subject’s voice like? How does the subject speak?

16. How does the interviewer begin the interview?

17. What are some good interviewing strategies the interviewer uses?

18. What are some ineffective (not good) strategies the interviewer uses?

19. What are some questions the interviewer asked that did not seem relevant or necessary?

20. What are some questions the interviewer should have asked but did not ask?

Notes on Content of Teacher-Conducted Interview

A. Where the subject has lived and lives now B. The subject’s current and pasteconomic/financial situation

C. Information about the subject’s home countrysuch as politics, geography, and history

D. The subject’s family E. The subject’s cultural practices – traditions andcustoms

F. What the subject misses about his/her homecountry

G. The subject’s impressions of the U.S. atdifferent times

H. How the subject feels about being an immigrantto the U.S.

I. The subject’s hopes and goals

Peer Review of ProfileName of person reading the essay (reviewer) ______________________________________

Name of person who wrote the essay (author) ______________________________________

As you read this profile, write down and questions or comments you have in the margins. After you have readthe essay once, go through it again and evaluate how well the author accomplished the requirements of theassignment. The author must keep this sheet to turn in later. Discuss when you are done with the sheets.

1. Essay meets length requirements of 350-500 words, at least five paragraphs. Yes No

2. Essay has an introduction containing a thesis with a strong focus that carries through the entire essay.Very Good Good Okay Needs Work Missing

3. Conclusion restates thesis and wraps up essay well.Very Good Good Okay Needs Work Missing

4. Essay contains clear topic sentences in each body paragraph.Very Good Good Okay Needs Work Missing

5. Essay contains clear transitions between paragraphs.Very Good Good Okay Needs Work Missing

6. Essay creates a dominant impression. Information presented is cohesive and not scattered orcontradictory.

Very Good Good Okay Needs Work Missing

7. Sentences are clear with no fragments, run-ons or inaccurate punctuation. Proper grammar is used.Very Good Good Okay Needs Work Missing

8. Writing uses active voice whenever possible.Very Good Good Okay Needs Work Missing

9. Writing uses vivid description and sensory detail.Very Good Good Okay Needs Work Missing

10. Writing demonstrates strong editing and revising.Very Good Good Okay Needs Work Missing

11. Essay is proofread with few spelling or typographical errors.Very Good Good Okay Needs Work Missing

12. Essay is double-spaced. Yes No13. Essay is typed or written legibly in ink. Yes No14. Essay contains a creative, original title. Yes No15. Essay includes adequate information on the subject’s home country.

Very Good Good Okay Needs Work Missing16. Essay adequately describes current and past living situation, including economic situation.

Very Good Good Okay Needs Work Missing17. Essay adequately describes family situation and/or cultural practices.

Very Good Good Okay Needs Work Missing18. Essay adequately describes hopes and goals.

Very Good Good Okay Needs Work Missing

19. What is the best part about this essay?

20. How could this essay be improved?

21. What did you learn from this essay?

Grading Rubric for Profile

Writing Tasks

____ / 10 Essay meets length requirements of 350-500 words, at least five paragraphs.

____ / 10 Essay has an introduction containing a thesis with a strong focus that carries through the entireessay. Conclusion reiterates thesis and wraps up essay well.

____ / 5 Essay contains clear topic sentences in each body paragraph.

____ / 5 Essay contains clear transitions between paragraphs.

____ / 10 Essay creates a dominant impression. Information presented is cohesive and not scattered orcontradictory.

_____ / 10 Sentences are clear with no fragments, run-ons or inaccurate punctuation.Proper grammar is used.

_____ / 5 Writing uses active voice whenever possible.

Writing uses vivid description and sensory detail.

Writing demonstrates strong editing and revising.

_____ / 5 Essay is proofread with few spelling or typographical errors.

_____ / 5 Essay is double-spaced and typed or written legibly in ink.Essay contains a creative, original title.

Topics that must be covered fully and clearly explained:

_____ / 10 Current and past living situations, including economic situation

_____ / 10 Information on home country

_____ / 10 Family situation and/or cultural practices

_____ / 5 Hopes and goals

Self-Evaluation for Profile1. What were your thoughts when we first starting doing interview practice and reading profiles?

2. What activity or assignment did you enjoy most before we started writing the profile? Explain why youliked this part of the unit.

3. When your teacher first gave you the actual assignment for the profile, what were your expectations?

4. Describe what it was like to choose your profile subject and conduct the interview. How did you feel as youwere going through the process?

5. What did you learn from conducting the peer review of a draft of the profile?

6. How do you feel about the process of conducting the interview and writing the profile now that the processis (mostly) complete?

7. What would you do differently if you were starting this assignment over today from scratch?

8. What did you learn about the world as a result of the profile assignment?

9. What did you learn about other people as a result of the profile assignment?

10. What did you learn about yourself as a result of the profile assignment?

11. How do you feel about the product you are turning in today?

12. How do you think your interview subject would feel about the profile you wrote?

13. What suggestions do you have for future students doing this unit or for your teacher?

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