Engaging the Student (Entry Task) 

Checking for Understanding (exit ticket)

1 class period 

• Summarizing the Interview

1. Have students get back into their teams. Give each team a copy of "Summarizing the Interview". Ask teams to work together to write a clear and organized answer to each question, using the information from the interview. Explain that after writing the team response, one student from each team will add the team’s summary for each question to the chart paper posted around the room. 
• Remind students that the summary responses should capture only what their interview subject said—not their own opinions or what they have heard other people say. A good interviewer accurately reports the response given during the interview.
2.  Tape up the chart paper around the room so that students can add their responses to each question. If teams asked additional questions during the interviews, they should write both the question and the response on the chart paper labeled “other questions and responses.” At the end, each chart paper will include answers from each team.
3.  After all the summaries are completed and added to the chart paper, allow five to 10 minutes for students to move around the room and review all the responses. Ask them to look for things that are similar among the responses and for things that are different. Also, ask them to notice if any of the responses from the interviewees are different from what the students wrote themselves in Lesson 1-1 "What do I know about diabetes?" (You may want students to briefly review what they wrote earlier).
4.  As students are moving around reading the various responses, read them yourself. Try to notice discrepancies among answers so that you can discuss them in the next step.
5. Hold a class discussion about students’ observations of the summaries. Ask students what they noticed while reading the summaries on the chart paper. 
• Students’ observations will differ depending on the interviews. However, it is likely that students will notice some similarities and some differences among the interviewees’ responses. Students may also notice similarities and differences between the interviewees’ responses and their own responses. 
• In the unlikely event that all answers are in agreement, you can bring up a misconception about diabetes that differs from what came up in the interviews. One common misconception is that diabetes is contagious. If this idea has not been raised previously, you may wish to discuss it with the class at this time.

This Lesson in part has been provided by the Diabetes Education in Tribal Schools (DETS)Curriculum, collaboratively developed by: The Centers for Disease Control and Prevention (CDC), Indian Health Service (IHS), Tribal Colleges and Universities (TCU), and the Tribal Leaders Diabetes Committee. 

• chart paper (approximately 7–8 pieces)
• markers for chart paper
• masking tape

Conclude the lesson by asking students:

1. How can we be sure what information about diabetes is correct?
2. Should we find out more about type 2 diabetes?

• Students should recognize that not all answers are the same and that the discrepancies emphasize the need to learn more about type 2 diabetes. You can prepare students for the upcoming lessons by explaining that they will find out more about diabetes during the next several lessons.