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Pre-Production

Lesson 21: Introduction to Interviewing

Pre Production/ Lesson 21

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Self-Awareness

Self-Management

Social-Awareness

Relationship Skills

Responsible Decision-Making

CASEL 5 Competencies

SOCIAL-EMOTIONAL LEARNING (SEL) FOCUS

Remember to access and practice your SEL Competencies as you film and edit your stories!

Pre Production/ Lesson 21

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Essential Questions

What do you think are the most important skills necessary to conduct a successful interview?

What are the elements of social awareness as an SEL competency? How can we strengthen our social awareness as a group?

Pre Production/ Lesson 21

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Inclusive Opener

Coles and Darion explain Introduction to Interviewing

Episode 4

Pre Production/ Lesson 21

VIEW:

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Engaging Strategies

Making Our Plan: Section III

Access your Making Our Plan Worksheet and Film Guidelines
As a group, work together to complete section III on interviewing.
Finalize the names of the Interviewees first, then go back and write the questions

Pre Production/ Lesson 21

Making Our Plan Worksheet: https://s3.amazonaws.com/cwktv.content/HATC/HATC_Year_2/HATC+Making+a+Plan+HATC.pdf

Film Guidelines: https://s3.amazonaws.com/cwktv.content/HATC/HATC_Year_2/HATC+FILMING+GUIDELINES.pdf

T: Now that you have learned more about how to tell an effective story, it’s time to turn our attention back to the Making a Plan Worksheet.

T: Please access Making a Plan Sheet and your Film Guidelines sheet in the workbook to ensure you follow the guidelines given.

[Briefly review/show the Interview guidelines in the Film Guidelines document - 2-4 interview subjects and related details. Students must use minimum 2 questions from the lists provided for each interview.]

T: Keep the Guidelines handy so you can refer back to the requirements and the list of questions. Now look at the Making a Plan Sheet. Look at Section 3. List the names of 2-4 people you will interview. List a brief phrase or short sentence on why you are including this person. For example, if I am filming a story on the cafeteria, I may list the cafeteria manager (insert name) and my rationale would be because she/he manages all breakfasts and lunches at our school. Ok?

T: Questions I may ask the cafeteria manager will be 3 of my own that I write down (but of course as you have interview someone, you likely will have other questions that come up as you listen and explore further, but also you must choose at least 2 from the list in the film guidelines. And they should fit the topic your are covering. So thinking of my example of interviewing the cafeteria manager, if my film is about lack of time to get through the lunch line and solutions to fix the issue, 2 questions I may choose from the list for the manager would be: 1. How does (social time during lunch) help make the school better? 2. What efforts have been made so far to address (the long lunch line at our school)? How effective have they been?

T: You want to think through the questions, you must customize where it says (insert) with the situation or topic you are covering and I recommend you start with getting the people you interview with something that puts a positive spin on the situation - such as my question 1. That gets your subject to think of the topic, especially if it is an issue or concern, in a different way and puts the person at ease. Also notice my question 1 related to relationship skills and social awareness, a direct tie into the SEL competencies. See the connection?

T: Let’s go, you have 15 minutes to to get started - we will finish these up in an upcoming class, but this is your beginning draft. I’ll walk around and give guidance as needed.

(15 minutes)

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Self-Awareness

Self-Management

Social-Awareness

Relationship Skills

Responsible Decision-Making

CASEL 5 Competencies

SOCIAL-EMOTIONAL LEARNING (SEL) FOCUS

Social Awareness - Involves the ability to understand and empathize with others, including those from diverse backgrounds and cultures. Social awareness encompasses several key elements.

Key elements for social awareness include empathy, respect for others, recognizing social norms, and recognizing family, school, and community resources.

Pre Production/ Lesson 21

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Engaging Strategies

Perspective Circle

Objective - Enhance perspective- taking and listening skills through a structured discussion.

Notice the talking piece - only the person holding the talking piece can speak and everyone else should listen attentively

After the topic is shared, we will pass around the talking piece for people to share about their experience

Pre Production/ Lesson 21

Materials: Talking Piece

[Arrange chairs in a circle and explain the rules that the only person holding the talking piece can speak, and everyone else must listen attentively].

T: Let’s take a moment to think about dealing with peer pressure. I am going to pass the talking piece around the circle, and allow each of you to share your thoughts and experiences related to peer pressure. Have you been affected by it and perhaps give an example - do not use names please. Did you give into peer pressure or resist it? How did it make you feel? How prevalent is it in our school and among your friends? What works for you to resist peer pressure that is negative? Are there ever any instances where peer pressure is positive (i.e., everyone is studying but you don’t want to) These are guiding questions only to make you think through your own thoughts and experiences. You will have 1 minute to share out so we can ensure everyone gets a turn.

[Teacher should start this circle activity and share her/his own example of peer pressure.]

Example below if needed:

When I was in college, I once invited to a weekend getaway with some friends. Everyone was excited about the trip, but as the plans unfolded, I realized that some in the group were planning to engage in activities I wasn't comfortable with, such as excessive drinking. Despite the pressure to fit in and be part of the group, I felt uneasy about participating. I felt anxious and conflicted. I wanted to be part of the group and didn't want to be seen as the "boring" one. However, my own values were being compromised. The internal struggle between wanting to belong and staying true to me was stressful!

After much thought, I decided to speak up. I declined the invitation and gave my reasons why. To my surprise, a few in the group even reconsidered their own plans. I ended up having a great weekend and felt good about myself in the process.

T: Allright, passing to the left…

T: When done, tell students that in order to resist peer pressure, SEL skills come into play, such as self awareness. You have to recognize who you are and what is important to you.

[*If you wish to extend this lesson and focus on more on the topic of peer pressure, then feel free to discuss tips to resisting negative peer pressure. See below.]

1. Trust Your Instincts: If something feels wrong, it probably is. Listen to your gut feelings.

2. Be Honest: Politely and honestly communicate your feelings and boundaries.

3. Find Support: Seek out friends or colleagues who share your values. There is often strength in numbers.

4. Suggest Alternatives: Propose different activities that align with your comfort zone.

5. Stay Confident: Confidence in your decisions can often deter others from pressuring you further.

6. Reflect on Consequences: Consider the long-term effects of giving in to peer pressure and whether it aligns with your goals and values.

(20 minutes)

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Reflective Closure

Pre Production/ Lesson 21

Consider the perspectives that were shared today.

What have you learned from listening to others?