Grace Benton & Rochelle Davis

Sample Lesson Plan: Connecting to Refugees and Making Videos Around the Themes of Home

This lesson plan contains some of the activities Grace did during her workshops with refugees in Jordan. Students will learn how to use hand-held cameras, good filmmaking techniques, strategies for conducting good interviews, and various ways to plan their films in order to tell their story. Students then complete a Video Scavenger Hunt activity in which they utilize the techniques they have learned.

Warm-up: Learning to Use Handheld Cameras

Distribute cameras to students, and have them practice turning the cameras on and off, and then turning the “record” function on and off. Show students how to hold the cameras steady with both hands.

Instruct students to film you on the count of three. Count to three, introduce yourself, then ask students to stop filming and turn off the cameras. Ensure that all students know how to do this before continuing. Then allot 10 – 15 minutes for students to film eachother introducing themselves.

Now show the Flip Video Spotlight Shooting Tips video (1:59, Available at

Ask students what they think the most important considerations are when using the camera. Ask students to comment on:

  • Keeping the camera steady
  • Using the digital zoom
  • Stay focused on the subject
  • Sound (be aware of background noise, the closer you are to the camera, the better the sound)
  • Lighting (light source should always be behind the camera)

Activity: Brainstorming and Planning Films

Now that students can use the cameras, this is a good time to get them thinking about what kind of story they want to tell and how they want to tell it. Ask students to put down the cameras, and tell them that the most important part of filmmaking is planning and brainstorming—anyone can pick up a camera and begin shooting, but true filmmaking requires careful planning.

First ask students what they are some important themes for a film about their lives. Write suggestions on the board.

Example topics:

  • How do you identify yourself (student, American, soccer player, dancer, etc.?)
  • Hobbies / talents
  • Issues in your community that need improving
  • A typical day in your life
  • Interviews with friends and families
  • What I learn from my parents (and grandparents)
  • Where I live
  • My neighborhood
  • My house
  • My room
  • Where I’m from
  • Where are mother / father / grandparents from?
  • Traditions / holidays
  • Food
  • Music / Art / Poetry

Now ask students to translate these themes into shot lists and story boarding. Have a few examples of storyboards and shot lists to show students—A Day in the Life of Student A is a good example.

Next, have students work in partners / groups to complete shot list and storyboard worksheets (Resources A and B, attached).

Activity: Good Interview Techniques

Ask students what they think are good practices when conducting interviews. Refer back to the Shooting Tips video. Discuss the following interview techniques:

  • Conduct the interview in a quiet and preferably private place
  • Make sure your subject is comfortable and that you are sitting at the same level
  • Keep your questions clear and short
  • Always show respect for your subject
  • Allow enough time for the person to answer
  • Keep eye contact with your subject
  • Look relaxed and interested in the interview
  • Ask questions that start with “what, where, when, who, how, please tell me…”

Next, brainstorm with the class about good questions to ask in an interview in order to elicit your subject’s story.

Examples from StoryCorps on family heritage:

  • What is your ethnic background?
  • Where is your mom’s family from? Where is your dad’s family from?
  • Have you ever been there? What was that experience like?
  • What traditions have been passed down in your family?
  • Who were your favorite relatives?
  • Do you remember any of the stories they used to tell you?
  • What are the classic family stories? Jokes? Songs?

(For an extensive list of questions, see StoryCorps Great Questions List, available at

Now, ask students to turn on their cameras again and practice these interview techniques, making sure to utilize the good filmmaking techniques as well. Teachers should move among the groups, correcting camera usage or offer a word of advice about interviews.

Activity: Video Scavenger Hunt

This activity can be done in the context of the classroom, or in a public place. Students in the Jordan workshops did this activity in their neighborhood, and the result was amazing. However, if this is not possible, it also works in the classroom / school, provided that it does not get too noisy.

Divide students into groups of 3 – 5. Give each group a handheld camera and a Video Scavenger Hunt worksheet (Resource C, attached). Ask students to film all of the items on the list, and to take notes on each scene filmed (tell students that professional directors take field notes when filming as to keep track of the details of the events filmed and subjects interviewed). Remind students to be mindful of the audio, lighting, and keeping the cameras steady when filming. There is also the option of assigning each student in the group a role, i.e., director, scribe / secretary, cameraman, etc. Before letting students go to complete the activity, tell them that they must present their favorite item filmed from the scavenger hunt following the activity (maximum 5 minutes of footage) for an in-class critique. Allow students at least 1 hour to complete the video scavenger hunt.

Activity: In-Class Film Critique

Tell students that critiques are a major feature of filmmaking is receiving criticism from your peers. Ensure that students know that criticism must be constructive.

When students complete the Video Scavenger Hunt activity, upload each group’s material, and ask each group to indicate which scene they would like to present. Arrange the videos on a playlist.

Each group will come up and present their material, explaining what they filmed and why they chose this particular subject. Distribute sheets of paper to students after each presentation, and ask them to write at least one thing they liked about the presentation and at least one constructive suggestion.

Scene or Shot List

Information about scene / Title of Scene/Shot

Grace Benton & Rochelle Davis

Story Board Title______Name______

Grace Benton & Rochelle Davis

Scavenger Hunt Video Activity

Group Name______

Group Members______

Instructions: You must find and film the following stories things. Don’t forget the rules of using the camera!!

☐ A person talking about a recipe from their country

Notes______

☐A beautiful view

Notes______

☐A person describing a childhood memory

Notes______

☐A person describing his or her dreams for the future

Notes______

☐A person reciting a poem

Notes______

☐A tour of your school

Notes______

☐A person singing a traditional song

Notes______

☐ A person talking about an average or normal day in their life

Notes______

☐ Two friends talking about when they first met

Notes______

☐A person demonstrating a special skill or talent

Notes______