Page 29 - ELA_CA_HighSchool_Sampler_Flipbook

Writing and Presenting an Interview Narrative
EMBEDDED ASSESSMENT 1
ASSIGNMENT
Your assignment is to interview a person who has attended a postsecondary institution (i.e., a two- or four-year college, a training or vocational school, the military) and to write an interview narrative that effectively portrays the voice of the interviewee while revealing how the experience contributed to his or her coming of age.
Planning: Plan and conduct the interview.
Prewriting: Prepare to write the interview narrative.
Drafting: Decide how to structure your interview narrative.
Revising and Editing for Publication: Review and revise to make your work the best it can be.
Reflection
n Have you arranged a time and place to meet with your interviewee?
n Are you satisfied with the list of questions you might ask? If not, revise them. n Have you considered recording the interview? Or will you simply take hand-
written notes, or both? Have you asked permission to record the interview?
n Howwillyousetuptheinterviewasaconversationratherthananinterrogation? n What will you do to remind yourself to ask good follow-up questions rather than
simply sticking to the questions on your list?
n What question(s) will you ask to get your interviewee to describe in depth
at least one specific coming-of-age incident from his or her college or
postsecondary institution experience?
n When you feel that you have adequate information, you can begin to draw
the interview to a close. Remember to take good notes and to thank the interviewee.
n How will you make time to read over your notes and add to, delete, or refine them as the basis for your interview narrative?
n What quotes or descriptions of the person will you use to give a vivid picture and create an authentic voice?
n What will you include in the introduction?
n Have you included information about the person’s experiences in general and
those related to attending college or a postsecondary institution in particular? n Have you used vivid and precise imagery, carefully chosen diction, and a mix of
direct and indirect quotations to convey a sense of the interviewee’s voice?
n Have you carefully transformed your questions and answers into a narrative?
n Have you arranged to share your draft with a partner or with your writing group? n Have you consulted the Scoring Guide and the activities to prepare for revising
your draft?
n Did you use your available resources (e.g., spell check, dictionaries, Writer’s
Checklist) to edit for conventions and prepare your narrative for publication?
Unit 1 • Coming of Age 59
TEACHER
A successful interview can be a rewarding experience for both the interviewer and the interviewee. What did you learn that you did not expect to learn, and how would you evaluate the experience for both you and your interviewee?
TEACHER
9781457304651_TCB_SE_G9_U1_B1.indd 59
COMMON CORE STATE STANDARDS
or other information and examples appropriate to the audience’s knowledge of the topic.
10/6/15 12:38 PM
W.9–10.2c: Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
W.9–10.3a: Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
EMBEDDED ASSESSMENT 1
Suggested Pacing: 3 class periods
1 Planning and Prewriting: Remind students they have already done some preliminary planning for this interview, and should have already either conducted the interview or finalized a subject, a time, and a place for the interview.
2 Suggest that students review the Scoring Guide criteria to be clear on what they need to achieve in the interview. They might also want to review their interview questions to be sure that the questions will lead to good information.
3 Give students a deadline by which to complete their interviews, or, if you have already done so, remind them of the date.
4 Drafting: Urge students to follow the format suggested as they draft the interview narrative.
TO TEACHER
You may want to have students present their final interview drafts to the interviewee for final approval and recognition.
5 Revising and Editing: As students read each other’s drafts, ask them to pay careful attention to the
points listed.
TO TEACHER
You may choose to have students turn in interview questions and notes along with their interview narratives and/or have students annotate
their final drafts to identify specific choices (e.g, descriptive techniques, quote integration, parallel structure, point of view, etc.) to assess their use of the writing process and
their understanding of the various techniques you have been working on in class.
Reflection Thereflectionquestions are intended to help students be metacognitive about the experience of interviewing. Encourage them
to be thoughtful and detailed in their writing.
Focus Standards:
W.9–10.2a: Introduce a topic or thesis statement; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures tables), and multimedia when useful to aiding comprehension. CA
W.9–10.2b: Develop the topic with well- chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations,
Unit 1 • Coming of Age 59
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.