2009+Radio+Show

Week of 3/23 Finish prep for Villa, go to Villa, do some interviewing stuff -- introduce project and the people, preference sheets Week of 3/30 Villa follow up, interview prep in small groups (learn about people, come up with questions, do a practice interview on Jinny about new school) Week of 4/6 Practice for interviews, have interviews After vacation: Field trip to Lewenberg neighborhood
 * powerpoint / story / introduction to the person
 * come up with questions [|interviewbrainstorm.doc]
 * practicing

Interviewing Synthesis: week of April 11, 2009

interview reflection sheet: [|interviewreflection.doc]

Model: 4 study groups topics, 4 groups (2 per class); each teacher runs 1 some of the work takes place during reading and writing
 * two neighborhoods per class

Brainstorming interview questions: 1. Tell them a little about the person they will be interviewing, just so they have a small idea of their life. 2. Brainstorm questions in the following categories:

Interviews:
 * professional life
 * What questions do you have about this person's profession (job)?
 * personal life
 * What questions do you have about this person's childhood?
 * What questions do you have about this person's education? Think about when he or she was little and also when she or he went to college.
 * What questions do you have about this person's community / family / ethnicity?
 * the issues (activism, history, etc.)
 * What questions do you have about the neighborhood and how it has changed over time?
 * What questions do you have about how this person has worked to make the neighborhood a better place?

What to do at BNC (when not interviewing)

Taking notes on interviews:
 * one index card per question
 * teach how to use bullets for each point
 * put initials, interviewee, and question # on each card
 * teacher models dash facts on chart paper for the group (that way there is a good record of the facts)

Planning Notes (not used)
Model: 4 study group topics, 8 groups (4 per class); each teacher runs 2 meet twice a week during workshop time (once with a teacher, once independently) some of the work takes place during reading and writing

Study groups:
 * new neighborhood, new school: how do people feel about the move, history of the neighborhood, how people in that neighborhood feel about it, history of Lewenberg, how do the students there feel about the change?
 * Do as the intro to the whole show: history of YA; history of the move; public opinion of move
 * Possibly connect to Math: data collection, fractions, graphs of opinions, concerns at Lewenberg and YA
 * affordable housing advocates
 * Mel King
 * Villa Victoria
 * young people creating peaceful neighborhoods
 * mural street crew that did doves in JP
 * young people from JPNDC
 * DSNI
 * Local business owners – supporting them; family-owned; entrepreneurship

Focus on people: Character sketches Portraits Role playing