Finding the nugget
For: Groups of Two
Difficulty: Beginner
Objective
Upon completion of this lesson, students will demonstrate the ability to conduct short interviews (“conversations”) to glean information, and to formulate a “focus statement” about a single “nugget” from the interview.
Points to emphasize
It’s a conversation, not a grilling.
Listening and asking follow-up questions is essential as you try to identify the nugget.
Equipment: One camera, tripod, microphone, and headphones per group as well as something to take notes with (pad, notebook, cell phone, etc.)
Assignment
Interview one other person in class for five minutes and write a focus statement about some aspect of their life or their character that would be the NUGGET of a feature story you could do about them. Share that focus statement with the entire class by reading it aloud at the end of the exercise.
NOTE: This is an excellent assignment for the first week of school.
BONUS: Award extra credit to the reporter who finds the most surprising, compelling nugget. Maybe let the class vote. This establishes the importance of going beyond the obvious, which is crucial for good reporting.
Tips for the Reporter:
You are looking for a nugget, something to pin a possible story on. It could be something about a traumatic life experience or a particularly amusing adventure they had. It could be information about their passion for sports or music or volunteering. Watch for that passion as they answer your questions.
A great last question, suggested by Les Rose of CBS News: “If I knew you better, what should I have asked you?” This gives them the opportunity to tell you something they feel is important, something you did not cover during the short conversation.
Suggestion for Teachers:
Pair students together who are not close friends or acquaintances for this exercise. This helps the interviewing process feel more real as students learn about someone they did not previously know much about.
Possible Related Assignment:
This is a nice ice-breaker and subtly introduces the idea of having a conversation, taking notes, thinking about a compelling angle for a story (nugget) and actively listening. There is another process you can add to this assignment—have the students create a shot list of the visuals they would need to tell the story of their nugget. While it’s early in the year and they may not fully understand visual storytelling, this is still valuable because it reminds the class that in broadcast journalism, you have to think about the pictures - the visual presentation of the story - at all times.
Relevant Lessons:
Video Coach Volume 2, Bonus Chapter