Project Grid - Your Story, My Story

7/30/2019 Project Grid - Your Story, My Story

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APPENDIX A

Community ESL Program

My Story, Your StoryProject Design

Language Learning Goals:

Learners enhance listening skills

Learners become more fluent in producing authentic, meaningful speech and enhance their overallcommunicative competence

Learners build vocabulary through engagement with authentic/natural speech of both native andnon-native speakers

Learner enhance their capacity to tell their own story and to recount the stories of others by usingthe interview formal.

Affective Goals:

Learners gain confidence in their ability to engage in English to achieve specific purposes

Learners recognize that their own stories are important and interesting

Learners gain confidence in their own agency and skill in product creation

Learners experience the value of learning from and with peers

Project Time Frame:

Mid-January through May or early June

Minimum 30 minutes dedicated class time weekly

Introduction and Overview

First Thursday: Students review the story-hearing/story-telling “arc” of the project. (Handout #1 – Overview with outcomes of what students will have accomplished by the end of each part of theproject). This includes a description of the three specific task products, a checklist of what they willaccomplish, and class discussion of how their creation will contribute to learner s’ language learning

goals.Note: This presumes that there was class conversation during the in fall to confirm that this is a project that the learners do, in fact, want to do (and have chosen, among other options provided, todo this Winter/Spring).



PART 1: INTERVIEWS & INTERVIEWING

Timeframe Mid-January through February

Outcomes Students learn about interviews and the interviewing process.

Learners work together to analyze real world interviews both in the L1 and in

English. Using an inductive process that relies on listening skills and note taking, they identify: different types of interviews; distinguish between conversation andinterviews; roles and related behavior/“etiquette” in interview situations; the generalstructure of interviews; specific elements of interviews (including vocabulary andquestion form).

Learners make judgments about quality of interviews and identify specific actionsthat contribute to a good interview in contrast to those that would not.

Learners hone listening skills using authentic speech and practice listening skills (i.e.,listen for main idea, listen for details).Learners increase vocabulary relating to how to do interviews (specifically, adjectivesdescribing characteristics, good and bad) that form the basis for the “rubric” for Part 2

Task product Poster listing (and illustrating) interviewing “do’s” and “don’ts.

Activities/Tasks Actors Input/Resources PurposeWeek 1

About interviews… generally

… in learners’ L-1

What interviews do you watch?Identifying different types of interviewsand preparing for homework (watchinginterviews in L1)Homework: Students watch 2interviews in L-1, begin process of analysis (Task 1)

GroupClass

Individual

Video clips (recent news/ celebrity interview)

Handout #2 – guidedlistening for home viewing

Activation of schemata

Information gathering,classification

analysis, evaluation(L-1 input forms the basis forL-2 production)

Week 2 Groups discuss what was learned frominterviews; begin process of analysis of

interviews

Interview to solicit story:From 11 Million Dreams Campaign – a soninterviews his mother about her dreams

(in Spanish with English subtitles)

Discussion about what new insights thisvideo brings about interviewing to elicit stories. What did the son do toencourage his mother to share her dream? Add to notes

Groupsof 4

throughoutPart 1

Class

Class

Handout #3 – guidedreflection/note-taking

11 Million Dreams Interview:http://www.youtube.com/watch?v=3aZwoggs7AE&feature= youtu.be

Week 3… in English

Introduction of StoryCorps (SC):interviews to elicit stories

Listening to first SC segment:The Icing on the Cake

Blanca Alvarez’ daughter, Connie, asks her

mother about the time when she andConnie’s father immigrated into the U.S. andstruggled to make ends meet. “They hoped toshelter their children from these harsh

realities, but Blanca's daughter Conniereveals how much children can really see of their parents' lives—and the inspiration theydraw from their struggles.”

Class Online introduction to WebSite,or PowerPoint screen saves if

WiFI is not available

StoryCorps Interview 1:http://storycorps.org/animation/the-icing-on-the-cake/

Information gathering,analysis, evaluation

(L-2 input forms the basis forL-2 production)

http://www.youtube.com/watch?v=3aZwoggs7AE&feature


http://storycorps.org/animation/the-icing-on-the-cake/











Listen – (with video/visual support)for major idea, details; follow-up withreading of scriptContinue analysis of good interviewing(with goal of eliciting stories)

Individual

Group

Development of listeningskills (authentic speech, withdifferent accents)

Prioritization, CooperativeGroup Decision-making andProduction

Advice-giving

FluencyPresentation skillsSynthesis

Week 4 Listening to second SC segment A Family Man

Samuel Black is interviewed by his wife Ednaabout what he learned from his father, whoworked 16-hour days to provide for his wife

and eleven children. Audio, with visual support

Continue analysis of good interviewing(with goal of eliciting stories)

Development of two posters in eachgroup: 5 “Do’s” for a Good Interview; 5“Don’ts”

IndividualClass

http://storycorps.org/animation/a-family-man/

Posterboard, markers, etc.

Week 5 Groups present poster to class in

“walking poster -pairs” round robinClass uses group input to develop acomprehensive list of interview “adviceto self” and prioritize importance (whichin part forms the rubric for the next partof the project)

How not to interview or discussion of abad interview (with video from TheColbert Report – his parody of interviewers, who don’t let intervieweesfinish their thought).

Interview advice from StoryCorps

Pair discussion – two main ideas

Class discussion of meaning

Group

Class

Pairs Class

Class

PairsClass

Whiteboard

www.colbertreport.com (current interview – parodyof interviewer who

Handout #4





http://www.colbertreport.com/








PART 2: INTERVIEWING FAMILY & FRIENDS

Timeframe March through mid-April

Outcomes Applying their own advice on how to use an interview to elicit a story, students plan for and carry out two interviews: one with their child and another with another family

member or friend. Learners develop (by groups) question templates that guide group members

interviews with their children (topics and questions).

Learners expand “Interview Do’s and Don’ts” into a more detailed rubric.

Learners individually choose a topic and develop questions for interview withanother family member or friend.Note: planning/questions developed in English for group input; interviews can be inL1

Learners assess interview with group – and tell to group a story from their interview(in English).

Learners write two stories, one from each interview, receiving peer feedback.

As a class, following group input, learners develop the “design parameters” of the oneclass produce (Stories Book ) and organizes its creation (including illustrations,pictures, etc.)

Task product Development of a class Stories Book with contributions of two stories from each student

Activities Actors Input/Resources Purpose

Week 1 Prepare for first interview in groups of 4based on age of child(ren)

Group discusses various areas todiscuss and sample questions,brainstorms additional questions, andchooses at least four questions they

determine will best elicit goodstory/stories from their children.

Group discusses follow-up questionstrategy, possible problems andproblem solves (provides advice toeach other)

Members of group fill out preliminaryinterview sheetHomework: Each learner conducts

interview of her child.

Group

Individual

Handout #5

Preparing for theInterview

Doing the Interview

Reflecting on theInterview (incorporationof Do’s and Don’ts,

above)

Plan for and engage inmeaningful speech andlistening in interview format

Week 2(Longer session)

Storytelling in groups

Taking time to thinkSelf-assessment of interview (using

Handout #5, Part 3)Review notes (using Handout #5,Part 2) and plan to tell story (usingactivated in opening)

General discussion in group of howinterviews went

Each group member tells story togroup and receives feedback(comprehension checks).

IndividualwithinGroup

Group

Handout #5: First

Interview

Utilize pre-planning toreduce cognitive load in oral

production

Repetition of content indifferent modalities toenhance speaking andwriting fluency



Introduction of Rubric

Explanation: Builds on class’sobservation about “Interview Do’sand Don’ts” – provides additional

bases for self-assessment, peer-to-peer assessment, and teacher feedback in categories of preparation,setting up the interview, politeness,follow-up questions, note taking,evaluating the interview, telling thestory, writing the story.

Discussion in small groups: Doesthis make sense? Should items beadded? Dropped?

Agreement about use.

Refresh earlier learnings ondiagramming, outlining, and paragraphwriting.

Apply to storytelling. Inductiveexercise: What parts does a good storyhave? What should be included fromthe interview? (Quotations, facts)

Each member writes a first draft of thestory in paragraph form, using theinformation developed by class (withinput from teacher) about parts of agood story.

Class

Group

Class

Individual

Handout #6: InterviewingRubric

Reference: All-Star 3,Unit 4, Writing Strategy

Whiteboard

Agreement on commongrounds for self-, peer-to-peer, and teacher feedback

Schemata activation

Repetition of content indifferent modalities toenhance speaking andwriting fluency

Week 3 Story-writing

Members review and revise their first

drafts from the previous session. In pairs, learners first read their

revised story to their partner; partnersthen peer edit the written story (usingapproach normally done in the other parts of the class); learner makesfinal revisions in written text.

Reflection

Class discussion what was learned inround 1 of the interviews

Individual

withinGroup

Pairs

Individual

Class

Revision of writing byindividuals and upon receiptof feedback from peers

Week 4 A similar, but less controlled processunfolds for the second interview (withanother family member or friend).

Handouts are adjusted to reflect studentinput.

Overview.

Brainstorming of ideas for interviews,using HO #7 (various “baskets” of possible questions, from StoryCorps).

Formation of groups of 4 personsformed by student choice of area of interest (from StoryCorps categories or

Class

Handout #7 – StoryCorpsQuestionsWhiteboard

Same as for the firstinterview cycle



categories added by students).

Learners in groups discuss ideasrelating to the topics they chose.

Each member writes questionsindividually (unlike round 1, theseinitial questions can be different), and

shares them with group for input andpotential problem solving.Homework: Each learner conducts

interview of an adult relative or

friend.

Groups

Individual

Week 5-6 The same activities/tasks are donerelating to Interview 2 that were donefor Interview 1, above.

Handouts – similar tothose developed for firstinterview, adapted toreflect specific context

Week 7-8 Creation of Stories Book

Groups (randomly chosen) brainstormideas about what a Stories Book mightlook like, using mind-mappingtechniques. Brainstorming continuesin whole class. Ideas are prioritizedand agreement is reached on “designelements” (including information to beincluded in addition to the two storieseach, such as illustrations, pictures,etc.).

Specific tasks are identified.

Agreements are clarified on what eachindividual and group will produce.

Students develop for themselves theway the work will be done and how it will look, with consideration givento access to

materials/computers/computer expertise within the class.

Students bring in necessary items(e.g., photos, etc.) for assembly of book. [This may require a smaller group to complete the actualproduction, possibly using thecomputer facilities of the school – or itcould be a totally “print” version. Thecompilation process can continue asthe final stage of the project iscompleted.]

Group

Class

Group

Class

Examples of differenttypes of books,notebooks, scrap books,etc. brought in (or

provided by teacher) asinput to discussion aboutbook design.

Use of authentic language inorder to complete a giventask (creation of StoriesBook )

Utilization of differentabilities and strengths of students (e.g., illustration,layout, organization)



PART 3: INTERVIEWING EACH OTHER

Timeframe May (possibly into early June)

Outcomes Applying what they have learned about interviewing and how to elicit a story, and usingauthentic and meaningful language, students conduct 5-10 minute interviews of

each other, which are recorded. Each learner:o plans for being interviewed and is interviewed and recorded, producing oral

answers to broad questions negotiated in advance and follow-up questions,arising during the course of the interview.

o Interviews a partner, asking broad and follow-up questions, using the skillsdeveloped throughout this project.

o Selects one story told by the partner to write (following the pattern above).These stories with other stories in the class Stories Book and the interviews arecompiled in a CD and included in this book.Students celebrate their accomplishment, sharing their product with the elementaryschool administration and reading stories during a school “story time” for young

students.Students assess what they have learned.

Task product Development of a CD with learner oral interviews with each other, which along with aselected story from each interview will complete the class Stories Book

Activities Actors Input/Resources Purpose

Week 1 Overview of Peer Interview Task

Listening and Observing Model:Example of Peer Interview #1I remember that night when you called and yousaid … “I need help”

“Gloria Flores, a student at Cesar ChavezPublic Charter Schools in Washington, D.C.,talks to her friend and fellow classmateJoseline Mejicanos, about how she went fromstruggling to learn English to becoming a

straight A student.”

Groups of four are randomly selectedand formed for this task.

Discussion: How is this peer interviewthe same as or different from other interviews the class has observed?What can we learn from this as we doour own peer interviews?

Review of the Various “Baskets” of Interview Questions – pros and cons of different “baskets” Pairs are chosen from within the group

Class

IndividualClass

Gr oup

Group

Handout #8

Part 1: National Day of Listening – Do-It-Yourself Instruction GuidePart 2: StoryCorps:

Suggested Questions for Peer Interviews (p. 15)

StoryCorp Peer Interview #1:http://storycorps.org/listen/gloria-

flores-and-joseline-mejicanos/

Handout #7:StoryCorps QuestionsHandout #8, Part 2: Peer Interview Questions

Practice listening skillsProvide model of what arecorded peer interview islike

Preparation and Pre-

planning for Peer Interview

http://storycorps.org/listen/gloria-flores-and-joseline-mejicanos/







for the peer interviewGroups brainstorm what activities theywill need to do to prepare for the peer interviews:

as interviewer

as interviewee.

Development of common class “to do”list

Class

Week 2 Preparing for being interviewed

Individual reflection about questionslearner might want to be asked, fromeither list or additional questions;conceptual map can be used.

Conversation in pairs – take turns:first student (interviewer role) learnsmore about what the person who willbe interviewed is interested in sharing(with conceptual map assistingcomprehension); interviewer beginsto develop broad questions andoverall approach to interview. Rolesare reversed. Product: Identificationof at least 5 questions for eachinterviewee.

Vocabulary development – inter-group work. Students have chosenthe same or similar questions meet ingroups of 2-3 to brainstorm aboutwhat new vocabulary they might needto express their answers. They makea common list that all can use.

Individual learners think specifically

about each of the 5 questions,making notes about what might besaid.

Trial run: taking turns – interviewer asks questions, and intervieweeresponds. Peer feedback provided.

Looking ahead to recording session(hopes and fears)

Individual

Pairs

Group

Individual

Pairs

Class

All-Star 3, Chapter 4,Writing Strategy

Print and onlinevocabulary tools

Preplanning to reducecognitive load

Fluency (initial output thatwill be repeated in differentsettings)

Vocabulary expansion anduse in authentic speech

Preplanning

Fluency building

Week 3(longer session)

Second run: In Storycorps format,pair members interview of each other in group setting and receive groupfeedback

Recorded run: Pairs do and record

the interview a second time (recordedby other members of their group).The recording time slots are assignedto avoid confusion.

While half of the groups arerecording, the other half is working onthe writing task: each interviewer writes a story she selects from the

Pairs inGroups

Individual

Recording equipment(Olympus handheldrecorders, in quietestcorners of room)

Fluency building

Repetition/reinforcement of story-writing skills (narrativeparagraph(s) as taught in“regular” part of class



interview she did, in a format and withfeedback similar to Part 2, weeks 2-3.Significant addition: review of draftby the interviewee.

Class sharing and reflection onProcess

Group

Pair Class

Week 4 Compilation and illustration of writtenstories (with reference to recording)included into class Stories Book (same process as in Part 2, week 8,plus compilation of all audio files ontoone CD, which will also be included inbook)

Class determines next steps, whichcould include in subsequent weeks:

Presentation of copy of class book toprincipal/elementary schooladministration

Reading of Stories Book to anelementary school class

Class celebration, book signing, storyreading (next week)

Class determines how to explore theseand other options – including thepossibility of a pair(s) of studentsactually doing a real StoryCorpsinterview.

IndividualGroupClass

Class

Material (as above)needed to create book

and/or Possible use of computers, if availableand if students know howto use them for thispurpose

Achievement of taskoutcome

Use of authentic language toutilization product of task

Week 5 Distribution of copy of one book/CD toeach class member Review of where we’ve come

Checking the check-list of outcomes

Reflections abouto what we learnedo how we learned

Celebration (with food and festivities!)

Class

Handout #1 – Overviewwith outcomes

Project Grid - Your Story, My Story

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