Interviewing and Journalism: How to

Write a Story That is Not Your Own

Grade: 9

By: Courtney Salmela

DESCRIPTION AND RATIONALE

This unit targets several writing and communication skills that speak particularly to the
development of students in ninth grade. Its purpose is to spark interest in the world of journalism
where the student will be responsible for telling another persons story. This unit will have
students preparing and asking important questions, writing objectively, and organizing detail. At
the ninth grade level students have had experience communicating ideas with their peers, the
teacher, and other audiences. Students will be responsible for communicating ideas and
knowledge that derives from a source other than themselves and their own experiences.
I had to plan this unit with careful consideration that the intended students are in ninth
grade. Students endure significant changes at this age such as learning how to drive, getting
jobs, and transitioning into high school where they are given more academic and non-academic
responsibilities. This unit, in practice, has followed a coming of age novel unit, so I transitioned by
having students write their own coming of age story following a specific checklist. This activity has
students revisit the basic components of telling a story that is their own before being asked to
write one that isnt. This writing lesson provides a smooth transition into the unit; however, there
are many writing lessons that could be adapted from several preceding unit themes. An important
component of the unit is to give students the opportunity to generate an ongoing and unique
definition for journalism based on their experience. Students reflect and record their initial
thoughts in journal entries throughout the unit. There are three total journal entries that are
intended to track major components of student thinking and learning.
By the end of this unit, students will have created an online news article that articulates
and illustrates their knowledge of online article composition, interviewing techniques, editing, and
specific writing conventions. Students will have practiced several rounds of interviews and
drafting before independently interviewing an individual of their choice outside of class. The
purpose of this unit is not to have students create a flawless designed web article, but rather to
experiment with the potentials of communicating information in person and then translating it
online. What are the differences between reading a story online and being told a story in person?
This unit pushes students to potentially step outside of their comfort zone by providing several
opportunities for collaboration, reflection, self initiative, and creation. There is room for selfexpression and design while students work towards creating their final assessment even though
they are following a concise list of expectations. The creation of the online article should
encapsulate the students attention to detail, content, and audience. Overall, this unit forces
students to learn through communication and illustrate their understanding of information/content
in within the conventions of a specific genre of writing.

ESSENTIAL QUESTIONS AND STANDARDS

EQs and EUs Assessed

MN ELA Standards
Assessed

EQ: How is writing structured to communicate various ideas?

9.11.1.1

EUs: Different forms of writing are used to communicate various messages.

The structure for different types of writing can change the message or
purpose of the text.
News articles are structured for an online audience they have a form that
has specific information come first and last as well as the content that is

9.14.4.4.
9.14.5.5.

included.
EQ: What is a personal profile?

9.14.6.6.

EUs: A personal profile shares information, insight, and perspective about an

individual. Personal profiles can be used to recognize accomplishments,

9.9.4.4.

share experiences, and create understanding

EQ: What makes a true story?

9.9.5.5

EUs: A reporter must interpret and portray information as they perceive the
authors words, intent, purpose, or message, and supporting that
interpretation with evidence.
A reporter stays unbiased of the information given to them and articulate
findings in order to portray the most honest story

9.9.2.2.
9.7.2.2.

EQ: What does it mean to write for an audience?

EUs: When you are writing for an online audience it is important that your
writing is concise and cohesive throughout the article.
Effective communication relies on the purposeful use of information in a
format appropriate to the task and the audience.

9.7.6.6..

UNIT OVERVIEW
Monday

Tuesday

Wednesday

Thursday

Friday

Week 1

Journal entry #1.

Brainstorm and
generate questions
relating to coming of
age theme.

Put together a story

of their own coming of
age experience.
Review basic writing
format. Draw
illustration that depicts
story.

Peer group- pair and

share stories. Assign
identities for lesson
Interview role play

After producing a
coherent story with
a small group
students will
interview each other
to decode the
details of each
scenario.

Graphic organizer.
Uncover true
scenarios- compare
and contrast.
Discuss objectivity.

Week 2

Popsicle stick
interview lesson.
Personal
communication
assessment. Exit
half sheet and
discussion/participati
on

Lesson on close and

open ended
questions. Compare
and contrast
important questions.

Composing and
conducting a real
interview. Models of
recording information
and documenting.

Conduct an
interview with a
partner. Follow up
questions for
discussion on
Friday.

Reflection- what
questions are
important to
include. Draft
partner interview
for practice. Look at
article examples.

Week 3

News Jargon. Terms

concepts and
themes in the news.

Debrief and give

students an
opportunity to
generate components
on partially completed
articles.

Investigating the
details. Content vs.
questions. Half
sheet- begin thinking
about who student
want to interview

Brainstorm
questions. Class
graphic organizer
with suggestions for
important questions.
Students start to
reach out to
interviewee. Media
Mini Lesson.

Interviewee is
selected, interview
questions are being
generated,
examples and
organizer are
available. Interview
over the weekend

Week 4

Instruction on
website begins. Start
drafting news article.

Drafting news article.

Journal entry #2
during the process.
Instruction on
website.

Student/teacher
conference and
check-ins. Draft
outline and content
completion.

First 2 journal entry

check.
Student/Teacher
conferences
continue.

Revision begins/
Adding media and
photos to online
link.

Week 5

Send interviewee the

text and receive
confirmation.
Revision check in.

Peer editing and peer

review. Class
checklist and hard
copy of articles.

Performance
assessment online.
All components of
assignment. Journal
entry #3

Online articles will

be posted. Last day
to address
formatting or textual
implications

Due date of article.

Class presentation
of who, what,
when, where, why,
and how

Week 1

Summary: Week 1 of this unit will include introductory components, activities that
warm students up to interviewing, and composing stories. Students transition into
the unit by writing their own story where they know the facts and details before
they will be asked to start piecing together facts of someone elses story. There
will be a total of three journal prompts that are spread out throughout the unit.
The purpose of these entries is to have students thinking about what they know
and dont know, what theyve learned, and how their skills can be applicable in
the future. The journal prompts are timed to fall after a milestone in the unit in
order for students to have substantial knowledge to reflect on. The first journal
prompt asks students to think about interviewing and communicating with
someone new for the first time. The first interview activity will ask students to
work collaboratively in an Interview Role Play adapted from
http://www.schooljournalism.org/1376-2/ , compose a story based on information that
they piece together, and then reflect and debrief. Overall, the first weeks
objective is to have students inquiring about the facts of a story and how they
record that information.

Week 1

Monday

Tuesday

Wednesday

Thursday

Friday

Journal entry #1.

Brainstorm and
generate questions
relating to coming of
age theme. Draft
key facts on plot
diagram in
preparation for
Tuesdays writing
assignment.

Put together a story

of their own coming
of age experience.
Review basic writing
format. Draw
illustration that
depicts story.

Peer group- pair and

share stories. Assign
identities for lesson
Interview Role play

After producing a
coherent story with a
small group students
will interview each
other to decode the
details of each
scenario.

Graphic organizer.
Uncover true
scenarios- compare
and contrast.
Discuss objectivityvideo and
discussion.

Formative and Summative Assessments:

Journal Entry #1: We have all gotten to know an individual on a personal level.
There are questions that we ask that aid in the process of getting to know one
another. I would like you to think back to when you were first introduced to
someone/ met someone for the first time. In your reflection, I want you to explain
how you felt when you first met this person (use details to support your
reflection). Try to remember where you were and what the environment was like,
describe and illustrate these details. Summarize the memorable and important
components (what topics you talked about, where you were, what time of day it
was) of your first conversation with this person. Compare what it is like talking to
someone you know very well versus talking to someone that you first met. Using
evidence from your description about your conversation with a person you just
met, evaluate the similarities and differences of conversations you have with
people that you know.
Interview Role Play: See link above

Key Handouts:
1) Coming of Age Writing Assignment
2) Objectivity Handout
3) Graphic Organizer

Materials and Resources:

1) Objectivity video excerpt
2) Objectivity article

Week 2
Summary: During week 2 students will be composing their own interview
questions and exploring what information is important to include while writing a
story. There is a lesson on open and closed ended questions to help students
formulate interview questions to ask their peers. To start the week, students
complete a popsicle stick interview prompt that warms them up to sitting one on
one with an individual, interviewing them, and recording their answers. Students
will look at real article examples online and have time to read, take notes, and
ask questions about what they find. *Take note of direct and indirect quotation.*
After Fridays exploratory lesson, students will be given a formal lesson on news
article jargon and content.

Week
2

Monday

Tuesday

Wednesday

Thursday

Friday

Popsicle stick
interview lesson.
Personal
communication
assessment. Exit half
sheet and
discussion/participatio
n

Lesson on close
and open ended
questions. Compare
and contrast
important questions.

Composing and
conducting a real
interview. Models of
recording information
and documenting.

Conduct an
interview with a
partner. Follow up
questions for
discussion on
Friday.

Reflection- what
questions are
important to include.
Draft partner
interview for practice.
Look at article
examples.

Formative and Summative Assessments: Exit half sheet from popsicle stick
interview / Composing and conducting a real interview- See link in Wednesdays
lesson for rubric and details
Key Handouts: Open and closed ended questions
Materials and Resources: Article examples

Week 3

Summary: This is where students begin to dive into the true journalism
components of the unit. There is a lesson that addresses news jargon and an
activity that has them go on a hunt for specific parts of a news article. Students
will create and interact with news articles while they start thinking about who they
might want to interview. The final assessment expectations are introduced this
week as students begin to plan their articles. Students will be expected to write a
complete story, post it online, and use a multimedia source.

Week 3

Monday

Tuesday

Wednesday

Thursday

Friday

News Jargon. Terms

concepts and
themes in the news.

Debrief and give

students an
opportunity to
generate
components on
partially completed
articles.

Investigating the
details. Content vs.
questions. Half
sheet- begin thinking
about who student
want to interview.
Directions for final
assessment.

Brainstorm questions.
Class graphic
organizer with
suggestions for
important questions.
Students start to
reach out to
interviewee. Media
Mini Lesson.

Interviewee is
selected, interview
questions are
being generated,
examples and
organizer are
available. Interview
over the weekend

Formative and Summative Assessments: Half sheet for content and questions/
Key Handouts: Media mini lesson direction sheet/ Directions for final assessment
Materials and Resources: Media mini lesson PowerPoint

Week 4
Summary: Students will begin to draft their articles after conducting their
interview. There will be time allowed for peer review, teach conferences, and
editing during class time. Students should have interviewed the individual and
collected a photo or resource over the weekend in preparation for Monday and
Tuesdays lessons. The second journal entry is to be completed as a formative
assessment during week four. Both journal entries will be checked on Thursday
of this week.

Week
4

Monday

Tuesday

Wednesday

Thursday

Friday

Instruction on
website begins.
Guided instruction
and basic instruction
handout. Start
drafting news article
on Google Docs.

Drafting news article.

Journal entry #2
during the process.
Instruction on
website. Revisit
expectations and
rubric for final
assessment.

Student/teacher
conference and
check-ins. Draft
outline and content
completion. Student
adds comments or
questions directly to
document.

First 2 journal entry

check.
Student/Teacher
conferences
continue. *Work
time*

Revision begins/
Adding media and
photos to online link.

Formative and Summative Assessments:

Journal Prompt 2:
1) Now that we have had some practice asking our peers and other individuals
formal and informal questions I want you to formulate a list of questions that
would be important to ask a stranger. Based on what we have discovered in
class about communication and profiling I want you to infer several components
of information that is important to record when meeting an individual for the first
time. Compose a list of at least eight questions that you would ask a stranger
whom you were profiling. Think about how you would create context for an
audience who does not know this individual. What information do we need to
know about an individual when we profile them? Think about illustrating details
that serve as evidence and facts that support an idea or image of a
person/character/individual.
Key Handouts: Website instruction sheet. Student/teacher conference checklist
Materials and Resources:

WEEK 5:
Summary: Students will be expected to complete their online article by the end of
the week. The third and final journal prompt will also be a part of their final
assessment.

Week
5

Monday

Tuesday

Wednesday

Thursday

Friday

Send interviewee the

text and receive
confirmation.
Revision check in.

Peer editing and

peer review. Class
checklist and hard
copy of articles. Exit
Peer editing slip.

Performance
assessment online.
All components of
assignment. Are
completed. Journal
entry #3

Online articles will

be posted. Last day
to address
formatting or textual
implications

Due date of article.

Class presentation of
who, what, when,
where, why, and how

Formative and Summative Assessments:

Journal Entry 3:
1)
Please re-read what you wrote in journal entries one and two.
Outline the process you had interviewing a stranger. Summarize what it
was like to meet and communicate with this individual for the first time. Did
you have a full list of questions? Did you follow-up on the interview? Use
specific examples to support your reflection. Did you feel the same way
communicating with a stranger during this unit as you did at the time you
described in journal one? Explain how you feel about talking to strangers
now and what are some strategies you can use to learn about an
individual.
2) Class presentations (5 min)- who, what, when, where, why, how

3) Final assessment due- refer to rubric in link on Tuesday- Week 4 or

Wednesday- Week 3
Key Handouts: Peer editing notes as an exit slip
Notes:
This unit provides students with several opportunities to compose stories,
interview, and edit their writing before they are expected to create their final assessment. I
chose to use journal entries as a way to assess student progress and growth throughout
the unit. At the end of the unit the final journal entry could be graded on the final
assessment rubric, even though I did not include it. I think it is important that students
were formatively assessed throughout the unit on their developing skills as interviewers
and communicators in the classroom. The formative assessments I required during the
unit made student conversations visible and tracked specific interviewing skills. The more
technical components of the unit like the online article composition did not have any
assessments; this is because I was not measuring students on their knowledge about
creating online articles. Students received credit for having an online article regardless of
their prior or developing knowledge on creating it. This unit could be adjusted to define
more components of media literacy; however, my rubrics do not address these skills
directly.