Beacon Lesson Plan Library
Fabulously Famous ABC'S
Charlotte County Schools
Surf the Internet, library or even a textbook to find famous individual for a talk show at your school. Write script for an imaginary two-minute radio interview with this famous (past/present) individual.
The student asks pertinent questions during activities such as interviews and discussions.
-Handouts-one per student
-Pencil/pen-one per student
-Two taped interviews
-video and/or tape recorder optional (1)
-library or reference material (encyclopedias, periodicals, magazines)
-computer with internet access
1. Collect and tape excerpts of a couple interviews to compare and contrast for students.
2. Create two or three poor interview questions that students could embellish.
3. Print out handouts and awards.
4. Cut out 26 small pieces of paper and put one letter on each piece. If you have more students, repeat some of the letters.
1.Show the two interviews. Sample: Carson Daly of MTV vs. Barbara Walters of ABC or even comparing local news with national.
2.Discussion topics-(May be done in small group or full class.)
a. What makes some interviews (and interviewers) better than others? Ask students’ opinions.
b. How does a radio/TV talk show host conduct an interview within a limited time frame.
c. Who can tell me one of the five W’s of basic research and what it reminds you to do?
(Who, What, When, Where, Why and How)
d. What makes a good question?
Write a poor question on the board. Sample: Interviewer: "Mr. Lincoln, what do you do?"
Ask students for ways to embellish the question to make it better.
1.Before class, cut out 26 small pieces of paper and put one letter on each piece. If you have more students, repeat some of the letters.
2.As students enter the classroom or library, have them draw a letter out of a container representing the type of people they are going to research. (i.e. if you are researching scientists, you could draw letters out of a beaker.)
3.Each student will have one class period to locate and research a specific person whose first/last name begins with the letter (or some other crazy link to the alphabet letter chosen) they drew from container.
4.The student will find out all they can, including prior knowledge, about the person they’ve selected to be interviewed and fill out their interview sheets.
5.Students will write up their questions and answers for the interview and make two copies.
1.Decide student group size before class.
2.Strategically place students together that will benefit each. ie. creative, low level readers/antsy type
3.Working in groups of two or more, students will practice their interview with another. One student reads the questions and the other reads the answers. The team of students will do this interview process with each others work.
4.Each pair of students will then decide which interview, out of their group, they will perform for the class. (Do not tell them this beforehand).
5.Collect other interview from group.
6.Have them embellish/enhance the quality of the interview and then time it for the two minutes. Students could think about dressing the part of the person being interviewed/interviewer and even making up cue cards if they have trouble remembering their parts.
7.Print up ribbon certificates and Interview Critique Sheets for tomorrow.
1.Handout Interview Critique Sheets to student.
2. Explain point system to students for the interview process.
3.Discuss etiquette with students. ie. no talking during interviews, etc.
4.Select a student timer.
5.As the interviews progress, have students fill in information on the critique sheets that denote how successful they felt the group was with the interview.
1.Complete any groups not done.
2.Students compile critique information to decide top five interviews.
3.Award each top group with ribbon certificates.
Interview Critique Sheets
Have students select the top three interviews and tape them for the school morning television show.
Research Guide for Interview.
File Extension: pdf