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Papa Interviews

Grades: 6-8

Subject: Language Arts/Social Studies/Technology/

Estimated Time of Completion: One-two weeks

I. Summary
II. Objectives
III. Materials Needed
IV. Procedure
V. Classroom Assessment
VI. Extensions and Adaptations
VII. Relevant Standards

I. Summary

Working in teams of two, students will conduct interviews. One student will assume the role of a television news anchor, and the other will play the part of Hemingway, or a Hemingway friend or acquaintance. Students will research their parts, write the interviews, and perform them for the rest of the class.

II. Objectives

* Students will practice informative writing and research skills.
* Students will demonstrate research skills by using the Internet and reference books and magazines to gather information.
* Students will practice the five steps of good writing, paragraph writing, putting things into their own words, and identifying characteristics of Hemingway and his life.
* Students will improve their reading, spelling, and grammar skills
* Students will use the software to verbally communicate thus improving social and communication skills
* Students will utilize hardware and software computer

III. Materials Needed

* A copy of the Michael Palin's Hemingway Adventures, a television, and a VCR
* Computers with Internet access to be used for research
* Reference materials with may include a Hemingway biography, magazines with articles
about or by Hemingway, books by Hemingway, Hemingway websites

IV. Procedure

1. Allow two students to roleplay an interview with a character that both students and the class know and respect. (It could be the principal, teacher, an actor, or a sports person.) Discuss where students might see this process being used and why. Discuss proper behavior, types of questions, and legalities of such. Discuss how media may go beyond reporting news and how it affects people and their lives.

2. Tell students that they will work in pairs. One student will pretend to be a news anchor. (Discuss the role of the anchor.) The other student will be a chosen friend or acquaintance of Hemingway. The other student could possibly be Hemingway. Students could also interview imaginary people that students may imagine have read some of his work, driven the ambulance with Hemingway, a neighbor, or a fan that lives today. It could be suggested that the student interview a bullfighter, a teacher, a neighbor, or someone like Castro. Students will have to stipulate the time period and location. Students will decide which person to
interview by performing research on Hemingway.

3. View video(s). If it is not possible to watch all of the Michael Palin's Hemingway Adventures, then students may want to choose a part that may be of interest to them. A teacher can suggest that they watch interviews and segments of Hemingway in a certain area or time period. The following outline of areas may be helpful to students and teachers.

Useful Clips for this project:
Clips found in Michael Palin's Hemingway Adventures would be useful to students as they become acquainted with Hemingway. Provide students access to this resource. If there is only limited time, students will benefit from viewing at least the following:
Tape 1, 10:00 - Running of the Bulls in Spain
Tape 1, 10:06 - Visiting Valencia and his love of Bullfighting
Tape 1, 10:26 - Hemingway visits Africa with a passion for hunting
Tape 2, 10:00 - His Birthplace
Tape 2, 10:25 - Hemingway goes to Italy
Tape 3, 10:00 - Key West, Florida
Tape 4, 10:00 - Hemingway arrives in Cuba
Tape 4, 10:44 - Hemingway's last home

4. Perform research. Suggested Internet links for students doing research on Hemingway for this project:

A Hemingway Retrospective
American Literature on the Web: Ernest Hemingway (1899-1961)
Ernest Hemingway: The Collection of a Lifetime

5. After performing research, students will develop a plan for the interview and have it approved by the teacher. Students must determine a setting for the interview and reason for conducting it. Students will then work in pairs to develop a question and answer format for the interview.

6. Students perform their interviews for the rest of the class.

7. Emmys could be awarded to news anchors for their interviews.

IV. Classroom Assessment:
Although classroom assessment might differ in each classroom setting, the following should prove useful in grading. Students could use a rubric to grade each other's presentations, and along with the teacher's grade could prove beneficial to teacher and student.

Design of presentation
* Project is unattractive or inappropriate.
* Text is misspelled or grammar is incorrect.
* Backgrounds and graphics are distracting.
* Is missing title page or bibliography.
* Project appears busy or boring.
* Text is incorrect or has many mistakes.
* Backgrounds and graphics are somewhat distracting.
* Has almost to everything, but it may be poorly completed.
* The project may be attractive.
* Text is easy to read.
* The backgrounds are subtle and appropriate; however, it may lack something or has something that could be improved.
* Project is creatively designed with text, graphics, and backgrounds that enhance the page.
* Everything is here and done well.

Accuracy of Information
* Information is poorly written, inaccurate, or incomplete.
* Does not have enough information for the ten expected slides.
* Information is not put into correct format and student has not used own words.
* Some information is provided, but is limited or inaccurate.
* Information could be improved upon. Has not been thoroughly researched.
* Information is either not put into correct format and/or student has not used own words.
* Information is well written and interesting to read. More research could have made it a better presentation.
* Information is put into correct format and student has used own words , but could be improved.
* Information is accurate and complete, is creatively written, and is cleverly presented.
* Information is put into correct format and student has used own words.

* Paragraphing, spelling, usage, mechanics is all poorly done.
* Errors are abundant. Some paragraphing, spelling, and/or, usage, mechanics problems.
* Paragraphing, spelling, usage, mechanics is all appropriate or somewhat appropriate to a middle school paper.
* Errors are limited. Paragraphing, spelling, usage, mechanics is all appropriate to above a middle school paper. No or almost no errors.

* No graphics or pictures.
* Title may be missing.
* No headlines or inappropriate ones.
* Some graphics or pictures. These are inappropriate.
* Title may be missing or poor. No headlines or inappropriate ones.
* Title and headlines are correct, but could be improved with some thought of placement or font.
* Title is correct.
* Titles and headlines are attractive and well written.
* Both titles and headlines add something to the project.
* Graphics chosen wisely.

Following Classroom Guidelines
* Students are often out of their area without permission and are disruptive to the class.
* Students occasionally leave area without permission.
* Students stay in their area and talk quietly to their own partner only.
* Students are always on task, stay in their own area, and work quietly.
* Students followed project directions and classroom directions.

* Students have used one source. This one is cited satisfactorily.
* Students have used two sources. These two sources are cited poorly to satisfactorily.
* Students have used three sources; however, the three sources are cited unsatisfactorily.
* Students have used a minimum of three sources.
* They are excellent sources and they have noted those correctly.

V. Extensions and Adaptations

* Students can read a Hemingway short story and use it as a focal point of discussion during the interview.
* Students can read a Hemingway short story. Some students could assume the roles of characters in the story. These characters could be interviewed on a talk show. A talk show host could facilitate conversation among the characters and solicit questions from the audience/class.

VII. Relevant National Standards

From McREL

Language Arts
* Demonstrates competence in the general skills and strategies of the writing process
* Gathers and uses information for research purposes
* Demonstrates competence in the general skills and strategies of the reading process
* Demonstrates competence in the general skills and strategies for reading a variety of literary texts
* Demonstrates competence in the general skills and strategies for reading a variety of informational texts
* Demonstrates competence in speaking and listening as tools for learning

* Knows the characteristics and uses of computer software programs