Grace Benton & Rochelle Davis
https://blogs.commons.georgetown.edu/rochelledavis/refugee-video-project/
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 each other introducing themselves.
Now show the Flip Video Spotlight Shooting Tips video (1:59, Available at
http://www.youtube.com/watch?v=NG1LKJ_ZRrk&list=TL7li1oHwNvY8).
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.
Grace Benton & Rochelle Davis
https://blogs.commons.georgetown.edu/rochelledavis/refugee-video-project/
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
o What I learn from my parents (and grandparents)
 Where I live
o My neighborhood
o My house
o My room
 Where I’m from
o Where are mother / father / grandparents from?
o Traditions / holidays
o Food
o 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?
Grace Benton & Rochelle Davis
https://blogs.commons.georgetown.edu/rochelledavis/refugee-video-project/
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
http://storycorps.org/record-your-story/great-questions/list/).
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.
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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.
Grace Benton & Rochelle Davis
https://blogs.commons.georgetown.edu/rochelledavis/refugee-video-project/
Scene or Shot List
Information about scene
Title of Scene/Shot
Grace Benton & Rochelle Davis
https://blogs.commons.georgetown.edu/rochelledavis/refugee-video-project/
Story Board
Title___________________ Name______________________
Grace Benton & Rochelle Davis
https://blogs.commons.georgetown.edu/rochelledavis/refugee-video-project/
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
setoN____________________________________________________________
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☐ A beautiful view
Notes____________________________________________________________
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☐ A person describing a childhood memory
Notes____________________________________________________________
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☐ A person describing his or her dreams for the future
Notes____________________________________________________________
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Grace Benton & Rochelle Davis
https://blogs.commons.georgetown.edu/rochelledavis/refugee-video-project/
☐ A person reciting a poem
Notes____________________________________________________________
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☐ A tour of your school
Notes____________________________________________________________
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☐ A person singing a traditional song
Notes____________________________________________________________
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☐ A person talking about an average or normal day in their life
Notes____________________________________________________________
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☐ Two friends talking about when they first met
Notes____________________________________________________________
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☐ A person demonstrating a special skill or talent
Notes____________________________________________________________
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