TITLE: Exploring Our Town’s Cultural Heritage

Standards:
6.1.4.D.11 - Determine how local and state communities have changed over time, and explain the reasons for changes.
W.2.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
8.1.2.A.5 - Demonstrate the ability to navigate invirtual environments that aredevelopmentally appropriate.

Keywords:
Google Maps, Traditions, Locations, Interview, Blog, Collaborative

Essential Questions:
1. How has Montclair changed and stayed the same over the years?
2. Why did Montclair change over time / what caused Montclair to change over time?

What I want students to learn:
1. Be able to see their hometown from multiple perspectives (e.g. from the Mayors, an Historical Society Member, a Police Officer, a Librarians perspective).
2. How to research and check ‘facts’ from an interview.
3. To use digital media and new literacies to share their knowledge with others, and to learn from more knowledgeable others (pull and push).


Measurable Objectives:
1. Students will be able to compare how tangible (locations) and/or intangible (traditions) have changed in Montclair today over the course of time.
2. Students will create interview questions, conduct interviews, edit interviews for content and publish interviews on a blog about a Montclair tradition or location.
  • Students will write questions which lead to open ended responses (using the words why and how to prompt the interviewee; questions that the interviewee would not be able to simply answer yes or no to)
  • Students will practice asking open ended questions to the teacher during a mock interview.
  • Students will edit interviews cutting out extraneous pieces (i.e. uhms, giggles, long pauses) and inaccurate information as well as adding in music montages at the beginning and end of the interview (similar to a newscast).
  • Students will publish podcast interviews to the blog site: http://ourmhistory.blogspot.com/ after completing the editing process.
  • Students will write an introductory paragraph to the interview on the blog site that introduces the interviewee, what the students had hoped to learn from the interviewee, and a quick synopsis of what they did learn from the interview process.
3. Students will publish a list of at least 6 Fun Facts covering Who, What, Where, When, Why and How for review on a blog page dedicated to a town tradition or historical location.
4. Students will identify the key features of a letter (i.e the date, the person receiving the letters full name and title, the addresses of the person sending and receiving, the salutation and signatures, the body of the letter) and use this knowledge to collaboratively write a letter to those interviewed, the town council, Principal, Mayor, and school board to invite them to review their interviews and the blog site.
5. Students will work collaboratively to write an opinion piece on their blog page answering the question “How has Montclair changed and stayed the same from the past to now?” showing their understanding of what has changed or remained the same. this could include location changes, changes to the tradition (Maybe the Famers Market used to only be for farmers in Montclair, but now it is open to all farmers in NJ).



Assessments:
(Individual) Teacher review of students’ Social Studies journal on Montclair of changes they have noted (tangible or intangible) for understandings of change. Students will have included at least 3 traditions and/or historical locations in their journals noting things that have changed or have not changed. (for example: The location of the Israel Crane house moved in 1965 from Glen Ridge Avenue to Orange Road to save it from being destroyed)


(Individual) Collect T-Chart and check for understanding of which traditions/locations in Montclair are new and which have been around a while (and why that may be – opinion). (For example: Inside the Jazz Note would be in the "new" as it is only 5 years old, Farmers market would be in the "Been around a while" because it has been occurring for 20 years). Students will have annotated their T-Chart for why they put each historical location or tradition in each column.



(Collaborative) – Students will create a list of a minimum of 6 Fun Facts covering the Who, What, Where, When. Why and How’s of the tradition or historical location based on research they have completed. The Fun Facts will then be published to the blog site.


(Collaborative) – Peer Review/Teacher Review of interview questions looking for Why and How, open ended response questions.

(Collaborative) Student blog page will have the following:
1. Audio interview/typed interview/with their person from Montclair.
2. Pictures of the person they interviewed.*as permissible by the person interviewed.
3. A link to where the person they interviewed talked about in Montclair on Google Maps.
4.
Typed opinion piece on their blog page answering the question “How has Montclair changed and stayed the same from the past to now?” This will include things like: Maybe the Famers Market used to only be for farmers in Montclair, but now it is open to all farmers in NJ.

(Individual) Students will respond to at least one other group’s blog page response to the question “How has..”


Unit Description:
The purpose of the unit would be to compile a group of interviews that show ways that Montclair has stayed the same, or how it has changed over the past 100 years; and why. The unit will start with students learning surface information about locations and traditions of Montclair. Surface information is just some basic facts, a little bit to intrigue students but not a deep investigation or research into the tradition/location. From the traditions and locations we have scratched the surface on (or others if students stumble across them) students will choose which they are most interested to learn more about and to ultimately share via classroom blog page with the town/school/world. Students will then spend one to two weeks researching their location/tradition (in groups of four or less).

The purpose of this research is to give students the information to write interview questions to ask a more knowledgeable other regarding their chosen topic. For example, if a student chose to research the Israel Crane House they may choose to interview someone from the Historical Society to find out more information about the family, their lives, why the historical society had to move the house (why was it planned to be demolished). If students wanted to learn more about First Night (when it began, why they have it, the significance of it) they could contact a member of the recreation council. Students may also have family or friends that have lived in Montclair their entire lives and can offer insight into why things happen in the town and may choose to interview them.

The purpose of the interview is to help students discover the ‘human’ element of these locations and traditions. It will also press students to learn to write engaging why and how questions to ask their interviewee. Students will work cooperatively to think critically about what questions they still have or want to hear more about from their research project. After writing and having a peer (and teacher) review of the interview questions, students will then interview a community person about their location or tradition. This can be done with writing, or a digital voice recorder. That choice can be left to the students and interviewees choice. The preferred choice is audio to the blog, but written is acceptable. At a minimum, students would ask to photograph the interviewee for posting to the blog along with their interview.

Model the whole process for the students first--including how to generate good questions and how to prompt for more information. This might include modelling ‘bad’ interview techniques as well as good. Prior to conducting an interview with their chosen interviewee, students will conduct a mock interview of with the teacher (as a class). This will allow students the opportunity to sit as they would for their real interview (chairs across from each other), ask one of their questions, and ultimately to edit the mock interview as a class before beginning the editing process on their own.

If students are utilizing interviewees that the teacher has lined up, interviews can take place in the school building. During the interview, students will ask the interviewee questions they have written (and provided to the interviewee prior to the interview). The interview will be recorded using a digital voice recorder as approved by the interviewee. If the students are interviewing a family member, or family friend they may use their own devices or the parents will be provided an audio recording device with which to capture the interview.

Before beginning the editing process, students will cross check the answers they have received from their interview with facts discovered during their research. Any discrepancies will be discussed with the group, their peers, and the teacher to determine if it is something that should be edited out, left in and explained, or left in without explanation. Once cross checks have been completed, it is time to begin the editing process. The first edit will be done as a class using the teacher mock interview and the smart board/bright links. This will allow the whole class to participate in the editing process. It gives students the opportunity to, as a class view, and use audacity/garageband to edit audio files, increasing their sense of security using the software. Pre Approved additional sounds would be added to a file for student use (i.e. a beginning music montage, ending music montage, soft classical music that might accompany an answer).

Students would next begin the editing process in their small groups for their interview. Students would be expected to edit the interviewees comments (as necessary) as well as add at a minimum the beginning and ending music montage to their interview. When students have completed the interview audio file, they will upload it to a blog page with an introductory paragraph.

A basic pre-designed blog page would be made for each group (as a tab on the top of the blog site). Seehttp://ourmhistory.blogspot.com/ for example template. This will then allow students to post their interview to the blog page, pictures to the blog page, and finally their answers to the question: How has Montclair changed and/or stayed the same over time? (For information on how to set up a blog please see:http://youtu.be/rA4s3wN_vK8)

Each individual blog tab will be linked to a Google map that will show the location of the place or the location where the tradition typically takes place. This step will be done first as a class, and then in small groups. The first link will be the general blog page to the school's location. Subsequent tabs will be linked as stated above. Students will begin responding to other students ideas of how Montclair has changed and stayed the same over time, interviews and photos through the blog comment function. When all of the blog pages are complete and linked, the blog will be made public. At this point as a class, students will compose a letter to the town council, Mayor, Principal, and all interviewees sending them to our Google Map and Blog about the traditions and locations in Montclair.

What the teacher would need to do:
One major part of this project is the interview. This interview can only take place if there are willing interviewees. As the age of the students dictates that they not go out and find the interviewees themselves (unless it is a family member), the teacher would need to line up potential interviewees for each tradition and location introduced. Interviewees would need to be made aware of the projects scope (it will be posted online, we would like a picture to accompany the interview if it is in audio or written format) as well as give permission for this to appear on line.

The teacher would also need to conduct a mock interview with the students where they are the interviewee. This allows students to understand the setting of the interview, how to ask questions, and how to use the equipment. This will also act as a practice classwide editing process.

When students begin to work on editing their interviews and posting them to the blog, parent volunteers will be needed to assist students as this may easily be their first time working in these Medias. A call for assistance should be sent out two weeks prior to needing parents with experience in the audio medium.

Technology:
Google Maps – My Maps
Blogs – Blogger
Audio editing – Garageband, Audacity
Digital Voice Recorder

Resources:
These three websites are all links to Montclair. The historical society focuses on the locations listed above; the other two have information on the traditions listed above.
http://montclairhistorical.org/
http://www.montclairnjusa.org/
http://www.destinationmontclair.com/

This book offers a look at different places, traditions and people from Montclair. It will be a good resource for students to have on hand as they research the history of their location or tradition.
Shepard, E., & Shepard Jr., R. F. (2003). Images of America Montclair. Charleston, SC: Arcadia Publishing.

This is a YouTube video that describes how to make a basic blogger blog page:
http://youtu.be/rA4s3wN_vK8

This is a YouTube video that describes how to make a “my map” on Google Maps:
http://youtu.be/TftFnot5uXw


Potential Traditions/Locations to research:
African American Parade (2012 = 23rd year)
Farmer’s Market (2012 = 20th year)
Annual “Roses to Rock Gardens” tour (unknown)
Inside the Jazz Note (2012 = 5th year)
Israel Crane House
Nathaniel Crane House
Clark House/Library
Charles Schultz House
YMCA
Library


Calendar:
Week 1: Places and Traditions in Montclair
  1. Discuss how we can learn about how places in Montclair have changed from the past to 2012.
  2. Discuss how we can learn about traditions in Montclair in 2012, and traditions in Montclair in the past.
  3. Research books, look at the Montclair Website, search engines, interviews
  4. Begin researching traditions/places in Montclair (see week 2 for more details).
  5. Students will write in their Social Studies journals notes about what they see as having changed or having stayed the same in Montclair.

Week 2: Learning about Montclair
  1. Review as a class traditions and/or places in Montclair (i.e.
  2. Traditions: African American Parade, Farmers Market, First Night etc
  3. Places: YMCA, Library, “houses” (see historical society webpage)
  4. Create a T-Chart of locations/traditions past and present in their Social Studies Journal.
  5. Decide what traditions or places they are most interesting in finding more about.
  6. Explain to students the upcoming interview/blog assignment. Make sure to indicate who audience will be to help guide and motivate their individual research.
Review Social Studies journal for assessment 1 & 2

Week 3: Researching Our Cultural History
  1. Students will research traditions/places they discovered last week using 5W’s and H.
  2. Discuss who we could interview to find out more about historical locations and traditions in Montclair.
  3. Make sure to have lined up some community people as volunteers to be interviewed by students (police officer, teacher, pastor/rabbi, mayor (?), storefront owner, librarian (town), fireman, council members, and historical society members.

Week 4: Our first blog post.
  1. Students will research traditions/places they discovered last week using 5W’s and H.
  2. Students will post “fun facts” about their tradition/location on line to the blog site.

Week 5: How to conduct an interview
  1. Continue to research traditions/places and how they have changed/stayed the same over time.
  2. Upload a photograph of their tradition or historical location to the blog page.
  3. Listen to podcasts of interviews conducted by second graders
  4. Listen interviews conducted by journalists
  5. Read interviews conducted by kids to adults.
  6. Discuss questions the students asked.
  7. Discuss how we would conduct an interview to learn about values, beliefs, and traditions in Montclair.
  8. Write own interview questions for a mock interview.
  9. Students will do a mock interview with the teacher as a class. Introduce students to blog tab as part of classroom blog page. Explain the how-to’s of adding to the blog page. http://ourmhistory.blogspot.com/?zx=186804ecd305a81f. Demonstrate adding photos to the blog page; do this on the home tab, students will be doing this on their group tabs.

Week 6: Conducting an interview / Researching Our History
  1. Review mock interview for good points and things to improve upon (questions, technique, closeness to microphone, etc).
  2. Students will review each other’s interview questions / Teacher will review student’s interview questions.
Review / Teacher Review of interview questions

Week 7: Reviewing our interviews; editing interviews
  1. Students will note who they want to interview and write them a letter requesting the interview (and why).
  2. Students conduct interviews with interviewees
1st review of interview(s) as posted to blog

Week 8: Editing
  1. As a class students and teacher will edit teacher mock interview.
  2. Students conduct interviews with interviewees

Week 9: Creating our Blog Pages
  1. Students conduct interviews with interviewees
  2. Students continue to work on editing their interviews.
  3. Review other blog sites noting how artifacts are introduced with an introductory paragraph.
  4. Working in small groups, students will review interviews conducted with peers and teacher.
  5. Editing of interviews will be completed throughout the week (roll into the next two weeks as needed).
  6. Line up parent support for assistance with editing process.
  7. Working in small groups upload the interviews, photos, etc to the appropriate blog page.
2nd review of interview(s) as posted to blog

Week 10: Adding the final touches to our Blog Pages / linking our Blog Pages to a Google Map.
  1. Students begin to write answers to the question: How have the traditions and historical locations in Montclair changed and stayed the same from the past to now?
  2. If any students are still editing their interviews, work with them extensively to have them completed.
  3. All interviews, photos, should be uploaded to the blog tab.
  4. Students continue to work on answering the question: How has Montclair changed and stayed the same from the past to now?
  5. Introduce students to Google Maps – create a my map
1st review of answering question

Week 11: Writing a letter to the people we interviewed, the board of Education, and the town council inviting them to enjoy our blogs.
  1. Student’s final products should all be uploaded to blog by the end of this week.
  2. One letter will be written as a class to the above mentioned people inviting them to review our interviews.
  3. Students will comment back to at least one other groups blog page tab.
Final review of interview(s) as posted to blog
Final review of answering question

Activities:
Week 1:
Day 1: Read Aloud stories with traditions / historical places. Discuss why traditions/historical places are important.
Day 2: Have a list of traditions and historical places in Montclair on the board. Ask students what we could do to learn more about these traditions or places? (List answers). Tell students they will be historical researchers for the town of Montclair!
Show chart for Questions we ask as researchers:
  • What is the place used for/has it been used for?
  • When is the tradition celebrated? How long as it been celebrated?
  • Why is it important?
  • Why do we have it? Why do we celebrate it?
Pull up historical society webpage – answer questions on one place
Pull up destination Montclair web page – have students work together to answer these questions.
Use Social Studies journals to research these questions for as many of these traditions/historical places as you can using the IPads.
Keep the struggling readers on the carpet to work with me/aide to assist them in reading the content on the web pages as needed.
Day 3: During independent group time, have students work in pairs to continue to research places/traditions on the list; encourage them to research other places they find interesting.

*Review journals. Students should have researched at least 2 places or traditions by the end of this week.

Week 2:
Day 1: re-post list from week 1; add any other students have researched on their own.
Draw a T-Chart on the board. Been around awhile/New (last 10 years). Explain how a T-Chart helps us to show information that is different.
Model using Inside the Jazz Note for "new", Farmers market for "Been around awhile". Show how I number Inside the Jazz Note-1 and put a 1-at the bottom of the page saying WHY I did it.
Ask students to share traditions or places they have researched and where they would put it and why.
Reiterate that students should put the traditions/historical locations working with their reading partners into their T-Charts and make sure to note why.

Day 2: Independent time – students will work with their writing partners to review why they put each historical location/tradition on the T-Charts in the "Been around awhile"/"new" locations. Each partner will ADD their partner’s information onto their T-Charts.

*Check in with students that only have less than three (1-2) locations/traditions researched.

Day 3: List all places students have researched (seen in Journals) Explain how we have learned about these places because they are important to our town's history and culture. Ask class to Turn and Talk to the person next to them about a favorite tradition or place they discovered last week. Call out a few heard during T&T.
Alert students that we are going to become reports on our town’s history and culture. We are going to research, conduct interviews and then we will post our own interviews and pictures to a blog to share with (list).
Who can share what a blog is? Show classroom blog explain post, comments function, pictures etc. Talk about what a blog is.
Link to Our History and Culture blog page – very blank.
“So we have a lot of work to do!”

Ask students to think about what their top three choices to research and interview someone about would be from their research; review your journals and T-Charts. Send them back to desks to write top three on a post it and put that post it on the board when they are done.
*Note which students do not have three – meet with them as a small group and assign them each another place to basic research. Try to determine why they did not meet the minimum criteria.

Alert students that next week we will be spending more time researching deeper on our chosen tradition or location using books, videos, webpage’s, newspapers, etc.

Assessments:
1. Review journals for three places minimum with questions provided on the chart answered.
2. Review T-Charts for accuracy of placement, rationale, and labeling.

Teachers Notes:
Group students based on 1-3 choices into groups of 3’s (no more than 4, at least 2).
Find additional resources for any “add on” locations/traditions

Week 3:
Day 1: Post list of groups to board, have one IPad per group available. Ask students to sit with their groups. Pull up last week’s chart on research. Explain the groups; reiterate the surface research we did last week. Today we’re going to start digging deeper. Discover as much as we can about our topic. Each group has a ‘kit’ for their topic; books and photographs, to learn more about your tradition or topic.
Now we’re looking to find out about: Who, what, where, when, why, how. This session model finding who and what; release groups to research who and what using the books and photographs.

Day 2: Each group uses IPad as teacher models how to locate their tab on the blog site. On Blog site tab are web resources for them to use to discover Where & When and to add to who and what. Model using resources to uncover information on where and when (plus who and what). Students work in groups.

During a morning meeting, or summary meeting – discuss as a class who we could interview to find out more about our tradition or location. List answers on chart paper.

Week 4:
Day 1: Students will be shown different student blogs. We will note as a class the different pieces found in blogs. Using entire kit – books, photographs, web pages, students will complete how and why sections of research as were done last week.

Day 2: Students will work collaboratively to write “fun facts” about their tradition or location with pen and paper as a rough draft for blogging. Ask students to sit with groups with their kit and research social studies journals with them. Give each group a fun facts sheet which is broken up into the 5W’s and H. Explain that the fun facts they list will be published to the web page during Technology class this week and must include the 5W’s and H.
Sit with any group that has not found the 5W’s and H.

Day 3 – Technology Class – Students sit together to type in their Fun Facts to the blog tab.
Students will be shown how to update a blog page with information using the teachers tab (15 minutes prior to going to technology using the smart board in the classroom)
Students will take turns typing in the different fun facts. While one is typing, others will be continuing to research.

Week 5:
Day 1: Students will listen in their groups to podcast interviews conducted by students and professional journalists. They will write down things they have noticed about the interviews (after having one modeled for them as a group) – types of questions asked, music used, sound effects, etc.

Day 2: As a class we will discuss what they noticed from listening to the interviews. Students will come up with one interview question with their group that we will share with the class. Students will be introduced to a digital recording device. They will write questions that they want to ask their teacher. The class will conduct a mock interview of the teacher

Day 3 – Technology Class – students will work to upload photographs of their location to their blog page after it being modeled on the teachers tab (15 minutes prior to technology).

Week 6:
Day 1: Students will review audio recording of teacher mock interview. They will note what was good, and what could be improved on. Students will brainstorm with their groups who they might want to interview about their historical location or tradition (teacher will meet with each group and may supply ideas too). Students will work on interview questions they would use to interview someone knowledgeable about their historical location/tradition.

Day 2: Students will review each other’s interview questions and offer suggestions.

Teachers Note:
Review interview questions from each group. If more time is needed dedicate week 7 to interview questions. If not move forward as below outline states.

Week 7
Day 1: Students will indicate who they feel they want to interview. As a group, they will write a letter to that person that will be emailed from the teachers account, requesting an interview. *note: the teacher should already have lined up different people to be available for this part of the project.* Lesson is focused on writing a letter requesting assistance; format will be given to students.

Day 2: Students will be given time during class when their interviewees are available for an interview in school. This step may continue through weeks 7 & 8 depending on availability.

Week 8:
Day 1: As a class we will edit the teacher mock interview. Groups will have access to IPads to mimic changes done as the teacher does them on the smart board. This will include editing for content, adding introductory music, ending music, and any sound effects. All of these files will be in ONE folder on the PC for ease of acquisition.
Day 2: Students will continue to have time to conduct interviews. During independent time, small groups who have finished their interviews will begin the editing process using classroom computers or IPads (Garageband or Audacity).
Teacher Note: Line up parent volunteers if students are ready to begin the editing process.

Week 9:
Day 1: Students will continue to edit their interviews (using Garageband or Audacity) in small groups with teacher and parent volunteer support.

Day 2: Re-introduce students to the blog page. Show other blog pages noting how there is an introductory paragraph prior to the artifact. Students will write an introduction to their interview stating who they interviewed and why on the blog page. Students will complete editing process, save their interviews as wav files and upload them to the blog page.

Week 10:
This is the final week for editing and uploading – all students should have at a minimum their Fun Facts, a photograph depicting their tradition or Historical Location, an introduction to their interview and their interview on their blog tab by the end of the week.

Day 1: Allow students time to complete all uploads to the blog. Give each group a checklist of what should be on their blog tab to double check. For students that have finished, meet with them independently to discuss working on the question: How have the traditions and historical locations in Montclair changed and stayed the same from the past to now?

Day 2: Introduce rest of students to answering the question: How have the traditions and historical locations in Montclair changed and stayed the same from the past to now?

Day 3 – Technology Class – Introduce class to the Google Map: My Map: Montclair Our History and Culture. Model for students how teacher links blog page to our school's location on the Google map. Have each group link their blog page tab to the location of their tradition / historical location on the Google Map.

Week 11:
Day 1: Allow students time to complete uploads, linking to Google Maps, answering the question.

Day 2: As a class we will write a letter using the same format from week 7 to write a letter inviting town officials, school officials, and the principal to our blog site and Google Map. Student groups will write a letter to the person they interviewed in the same format.

Day 3 – Technology Class – Students will comment back to one another on their blog pages. Comments will be discussed during week 12.



Additional Resources:
Shamburg, C. (2008). English Language Arts: Units for Grades 9-12. Washington, DC: International Society for Technology in Education.
Knobel, M. and Lankshear, C. (eds.) (2010), DIY Media: Sharing, Creating and Learning with New Media.New York: Peter Lang.
DiCesare, K. (n.d.). Teaching blogging to second graders. Retrieved from http://www.choiceliteracy.com/public/1119.cfm
Davis, A., & McGrail, E. (2009). "Proof Revising" with Podcasting: Keeping Readers in Mind as Students Listen to and Rethink Their Writing. The Reading Teacher, 62(6), 522-529.
Davis, A., & McGrail, E. (2009). The Joy of Blogging. Educational Leadership, March, 74-77.
McGrail, E., & Davis, A. (2011). The Influence of Classroom Blogging on Elementary Student Writing. Journal of Research in Childhood Education, 25, 415-437.
Ramaswami, R. (2008). The Prose (and a Few Cons, Too) of Blogging. T.H.E Journal, 35 (11), no page.
Richardson, K. W. (2008). Don't Feed the Trolls: Using Blogs to Teach Civil Discourse. Learning and Leading with Technology, May, 12-15.
Zawilinski, L. (2009). HOT Blogging: A Framework for Blogging to Promote Higher Order Thinking. The Reading Teacher, 51(7), 650-661.
Cairney, T. (2010, March 7). [Web log message]. Retrieved from http://trevorcairney.blogspot.com/2010/03/children-as-bloggers.html



Rubric for Blog Page:


Below Expectation – 1
Meets Expectation - 2
Exceeds Expectation - 3
Fun Facts
No Fun Facts were written / added to blog page
Less than 6 accurate Fun Facts were written / added to blog page (5W’s and H)
More than 6 accurate Fun Facts were written / added to blog page (5W’s and H plus others)
Fun Facts Accuracy
At least 3 Fun Facts are not based on research but rather on opinion
At least 6 Fun Facts are based on research not opinion
More than 6 Fun Facts are based on research not opinion
Photograph of Historical Location or Tradition Upload
Not Uploaded Properly
Uploaded Properly
NA
Photograph of Historical Location or Tradition Accuracy
No photo uploaded
At least one photo is uploaded and is of historical location or tradition
More than one photo is uploaded and are of historical location or tradition
Introductory Paragraph to Interview
No introductory paragraph provided
The introductory paragraph offers the name of the person being interviewed and a sentence on why they were interviewed.
The introductory paragraph offers the name of the person being interviewed and an in-depth reasoning behind why they were interviewed and what the interviewer hoped to learn from interviewing them.
Interview
Not Uploaded Properly
Uploaded Properly

Answered question: How have the traditions and historical locations in Montclair changed and stayed the same from the past to now?
No attempt to answer the question is seen
Question is answered and offers explanations for either why it has stayed the same or why it has changed
Question is answered and offers explanations for both why it has stayed the same or why it has changed

Rubric for Interview:


Below Expectation – 1
Meets Expectation – 2
Exceeds Expectation – 3
Interview Questions
Did not ask why or how questions
Asked at least one why and one how question.
i.e. Why do you think that…. And How do you know that….
Asked more than one why and more than one how question.
Interview Questions
Did not ask the interviewees name
Did ask the interviewees name.
NA
Interview Questions
Not including the interviewees name, Asked less than 4 questions
Not including the interviewees name, Asked 4-6 questions
Not including the interviewees name, Asked 7+ questions
Interview Questions
Were not applicable to the historical location or tradition
Were applicable to the historical location or tradition
NA
Interview Editing
Does not include opening music montage
Does include opening music montage
NA
Interview Editing
Does not include closing music montage
Does include closing music montage

Interview Editing
Leaves in long pauses, uhms, giggles, or other non-essential sounds from the rough interview audio
Removes most long pauses, uhms, giggles or other non-essential sounds from the rough interview audio
Removes all long pauses, uhms, giggles and other non-essential sounds from the rough interview audio
Interview Editing
Only includes audio from rough interview edit
Includes audio from rough interview edit and opening and closing music montage
Includes other appropriate audio (applause for example) along with the rough interview edit and the opening and closing music montage
Interview Editing
Does not include any names
Includes name of interviewee and interviewer
Includes name of whole group (would need to be edited into the piece) as well as the interviewer, and interviewee.
Interview Editing
Has inaccurate information left in the podcast interview
All information is accurate in the podcast interview
NA


Checklist for blog page – Week 10

Does our blog page have Fun Facts about our tradition or historical location?

How many Fun Facts do we have?

Do our Fun Facts cover all 5 W’s and the H from our research?

Do we have a picture of our tradition or historical location on our blog page?

Do we introduce our interview with a paragraph before the link to the interview?

Does our link to the interview work?

Did we answer the question with details: How have the traditions and historical locations in Montclair changed and stayed the same from the past to now?



Format for a Letter – Week 7 & 11:


Address for school:




_

Address for person we are writing to:







Dear _,

Here we write WHY we are writing to them:

_

_



_





Sincerely,
Our Names Go Down Here


Checklist for letter week 11:

Did students include the interviewees full name (Mr./Mrs./Ms.)?
Did the students include the address of the school?
Did the students include the address of the interviewee?
Did the students write why they were writing to the interviewee again?
Did they use a salutation (sincerely)?
Did all students in the group sign the letter?

Total Points ___ / 6