PART 1: TEACHER RECOMMENDATION (Best Structure) Project Type Recommendation Default = Individual Pairs = Allowed with Teacher Approval No groups of 3+ Why this is best: Individual ensures every student actually learns avoids “one person does all the editing” makes grading easier creates a true personal capstone Pairs (teacher-approved only) Allow pairs when: topic genuinely benefits from collaboration both students have a clear role both can contribute to filming, interviews, and editing both are reliable enough to stay on task Suggested pair rule: If students work in pairs, require: shared topic shared planning both appear in production log both complete an individual reflection both are accountable for final quality My strong recommendation for your class: Individual by default, pairs only by approval. PART 2: PROJECT OVERVIEW (Student-Facing) Final Project: Documentary Capstone Tell a real story. Make it meaningful. Make it yours. Project Description For our final project, you will create a short documentary film about a real person, place, idea, cause, lifestyle, business, community, interest, or experience. Your documentary should inform, explore, and tell a story using strong filming, thoughtful editing, and clear creative choices. This is your chance to finish the year with a project that can be: simple and meaningful creative and personal polished and professional challenging if you want to push yourself You will build this project from the ground up: brainstorm research plan film interview and/or narrate edit revise present This project is designed with a low floor and high ceiling: Everyone can successfully complete it. Students who push themselves can create something truly impressive. PART 3: ESSENTIAL QUESTION Essential Question How can filmmakers use documentary storytelling to help an audience understand a real person, place, idea, or experience? Supporting Questions What makes a documentary interesting—not just informative? How do camera choices help tell a real story? How do interviews, narration, and b-roll work together? How can editing shape tone, emotion, and meaning? How can I make a documentary feel polished and professional? PART 4: FINAL FILM LENGTH Required Length 3–5 minutes recommended Minimum: 2:30 Target: 3–5:00 Maximum without approval: 6:00 This gives: enough time to tell a real story a realistic edit for 8th grade room for strong students to stretch PART 5: WHAT COUNTS AS A DOCUMENTARY? Your documentary should: be about a real topic teach or reveal something have a clear focus show intentional filming include story structure use editing to support meaning, not just style Your documentary is NOT: a TikTok-style montage with music only random clips with no message a vlog with no clear purpose a slideshow with minimal original footage a “funny edit” instead of a documentary a collection of aesthetic shots with no story PART 6: APPROVED DOCUMENTARY TOPIC TYPES These are strong student-friendly categories that still feel real and documentary-based. 1. A Day in the Life / Personal Documentary Examples: a day in the life of a student-athlete balancing school and a hobby a student who takes care of siblings a weekend routine with a purpose a creative person’s process (art, music, gaming setup, etc.) 2. Person / Profile Documentary Examples: a family member with an interesting job a coach a teacher a local artist a friend with a unique skill a student entrepreneur 3. Hobby / Lifestyle Documentary Examples: skate culture sneaker collecting gaming as competition/community dance teams surf/skate/BMX fishing gym/fitness music production cosplay car culture (age-appropriate and safe) 4. Business / Workplace Documentary Examples: local coffee shop barber shop family business small restaurant pet grooming photography business bakery gym repair shop 5. Cause / Issue Documentary Examples: animal rescue beach cleanup school waste/recycling bullying awareness mental wellness habits (not deep diagnosis; keep age-appropriate) screen time and balance healthy habits for teens local homelessness awareness (handled respectfully) 6. Community / Place Documentary Examples: a neighborhood landmark local park/skatepark school club community center farmers market beach culture library youth sports field 7. “How It Works” / Process Documentary Examples: how a team prepares for a game how a dance routine comes together how a business gets ready for the day how a creator edits videos how a hobby becomes a small business 8. Passion / Identity Through Interest Examples: why someone creates art why a student loves photography why a family cooks together why someone trains for a sport how music shapes someone’s life PART 7: GOOD VS. BAD DOCUMENTARY IDEAS This is VERY important and should be built into approval. A GOOD documentary idea is… specific filmable has access has people or action can be explained in 1 sentence has visual variety can include interviews OR meaningful narration can be completed in 6 weeks Good examples: “A day in the life of my older brother who works at a barbershop.” “How my cousin trains for high school wrestling.” “Why our local skatepark matters to the kids who use it.” “How my family’s small food business gets ready for weekend orders.” “What it takes to be a student balancing sports and school.” “How gaming can be more than entertainment when it becomes competition and community.” A WEAK or BAD documentary idea is… too broad mostly opinion with no story impossible to film relies too much on stock footage has no access to the subject becomes just a montage doesn’t have enough content for 3–5 minutes Weak examples: “The history of basketball” “Why music is cool” “Cars” “Dogs” “Why school is stressful” (too broad unless narrowed) “My summer plans” “Just filming random stuff around campus” The Topic Test (Student Approval Tool) Before a topic is approved, it should pass these 5 questions: 1. Can I actually film this? If not, it’s probably not a good topic. 2. Do I have access to the person/place/activity? If not, rethink it. 3. Will I have enough footage variety? If every shot looks the same, it may not work. 4. Can I explain the focus in one sentence? If not, it’s probably too broad. 5. Can I tell a story, not just show clips? If not, it’s probably a montage, not a documentary. PART 8: REQUIRED COMPONENTS (BASELINE) Every documentary must include the following: Required Baseline Elements Title card Clear topic/focus Beginning, middle, and ending Original footage filmed by student(s) B-roll (supporting footage) Interview OR narration/voiceover At least 2–3 different shot types Natural sound and/or music used appropriately Edited with intention Credits Exported and labeled correctly PART 9: LOW FLOOR / HIGH CEILING “LEVEL-UP” SYSTEM This is the heart of Version 2. Level 1: Meets Expectations (Baseline Success) Students complete: 2:30–5:00 documentary clear topic some story structure interview OR narration basic b-roll basic clean editing title + credits understandable audio This can still earn a solid grade if done well. Level 2: Strong / Above Standard Students add: stronger story arc more intentional b-roll coverage smoother pacing stronger audio mixing thoughtful shot variety meaningful transitions purposeful music choices cleaner interview framing stronger opening hook Level 3: Advanced / Capstone Quality Students push further with: multiple interviews layered storytelling cinematic b-roll stronger lighting choices advanced editing rhythm J-cuts / L-cuts motivated camera movement better use of natural sound strong emotional or thematic ending deeper research/context visual symbolism / repeated motifs polished color correction or consistent visual style How this affects grading You can grade the baseline requirements normally, but include an “Artistry / Depth / Craft” category that rewards students who go beyond. This avoids: punishing beginners too hard capping advanced students forcing everyone into the same exact product PART 10: NON-NEGOTIABLE PROFESSIONAL EXPECTATIONS This is where we set the tone around phones, editing, and professionalism. Professional Production Expectations This is your final capstone project. Treat your work time like a real production block. Phone Rules Phones may be used only for: filming approved footage recording interviews capturing b-roll reviewing footage editing (if approved by teacher) Phones may not be used for: texting social media games YouTube unrelated to project random photo/video taking “pretending to work” Suggested teacher language: If a phone is out, it should be actively being used for your documentary. If not, it should be away. Computer / Editing Rules Computers are for: editing planning scriptwriting / voiceover writing research file organization exporting Computers are not for: games unrelated browsing chatting random videos “I’m waiting for it to export” wandering Suggested teacher consequence structure: 1st reminder = warning 2nd = temporary loss of device privilege / move seats 3rd = alternate paper planning task or reduced independent work privilege Professional Editing Reminder This is NOT a TikTok montage. Your documentary should look: intentional clear polished story-driven professional Flashy transitions are allowed only if they help the film. If the editing distracts from the story, it hurts the project. Student-facing phrase: Style should support the story—not replace it. PART 11: 6-WEEK TIMELINE (Teacher-Friendly + Student-Friendly) This is built to keep students moving and prevent last-minute panic. WEEK 1 — Explore, Learn, Brainstorm, Choose Goal: Students understand what makes a documentary and begin choosing a real, filmable topic. Mini-Lessons What is a documentary? Documentary vs. montage vs. vlog Good topics vs. bad topics Story over aesthetics “What can you actually film?” Student Tasks watch short documentary examples/clips brainstorm 5–8 possible topics narrow to top 2–3 complete Topic Pitch Form conference with teacher receive topic approval or revision Deliverable by end of Week 1 Approved topic backup topic rough concept statement Film Challenge(s) Challenge 1: 5-Shot Sequence film a simple action using 5 different shots Challenge 2: Tell a Story Without Talking 20–30 sec mini sequence using only visuals WEEK 2 — Research, Plan, Pre-Production Goal: Build the documentary before filming. Mini-Lessons Story structure for short documentaries Interview basics B-roll planning How to avoid weak footage Audio matters more than students think Student Tasks complete Documentary Proposal write central focus / purpose decide: interview, narration, or both make interview questions (if needed) build shot list / b-roll plan create filming schedule get parent permission if off-campus gather release/approval as needed Deliverable by end of Week 2 Proposal approved shot list interview questions filming plan/calendar Film Challenge(s) Challenge 3: 3 Interview Angles practice framing a subject 3 ways Challenge 4: Audio Test record the same line in 3 locations and compare quality WEEK 3 — Production Week 1 Goal: Begin real filming and gather strong footage early. Mini-Lessons B-roll that actually helps Coverage: wide, medium, close-up Hold shots longer than you think Natural sound collection Getting more than you need Student Tasks begin principal filming record interviews and/or narration tests collect b-roll organize footage daily submit progress log Deliverable by end of Week 3 At least 40–50% of footage captured first footage check-in Film Challenge(s) Challenge 5: 10 B-Roll Shots That Match a Topic Challenge 6: Wide / Medium / Close Coverage capture one subject in all three shot sizes Challenge 7: Natural Sound Clip record 10 seconds of useful ambient sound WEEK 4 — Production Week 2 + Begin Editing Goal: Finish filming and begin building the story. Mini-Lessons Organizing footage Rough cut workflow Selects and best takes Opening hook Using music without overusing it Student Tasks finish filming record voiceover if needed import and organize clips begin rough cut build sequence in order add temp music / temp titles if needed Deliverable by end of Week 4 All filming complete rough cut started 60–75% timeline assembled Film Challenge(s) Challenge 8: Strong Opening Hook create a 10–15 second opening Challenge 9: Match Cut / Motivated Transition create one purposeful transition between related shots WEEK 5 — Editing, Revision, Peer Feedback Goal: Improve quality and move from “done” to “good.” Mini-Lessons Pacing and trimming J-cuts / L-cuts (simple intro version) Audio leveling Titles and credits When transitions help vs. hurt How to make it feel professional Student Tasks complete rough cut peer review with Rough Cut Feedback Form revise based on notes improve audio, pacing, and clarity tighten story add titles / lower thirds if desired Deliverable by end of Week 5 Complete rough cut for critique revision plan Film Challenge(s) Challenge 10: J-Cut or L-Cut Practice Challenge 11: 30 Seconds of “Invisible Editing” make edits feel smooth and not distracting WEEK 6 — Final Polish, Export, Present Goal: Finish strong and reflect like filmmakers. Mini-Lessons Final polish checklist Export settings / file naming Presentation etiquette Reflection: what did you learn as a filmmaker? Student Tasks final revisions final audio check final export submit final film + required documents complete reflection exhibition / screening / showcase Deliverable by end of Week 6 Final documentary self-reflection production paperwork Film Challenge(s) Challenge 12: Final 15-Second Polish Pass improve one section with pacing, sound, or shot order Challenge 13: Best Frame Still choose the strongest frame from your film and explain why PART 12: DAILY / MINI FILM CHALLENGE BANK These are designed to be easy, realistic, and useful for the documentary. You can sprinkle them in as: bell ringers warm-ups mini exit tickets 10–20 minute skill labs Best Challenge Bank for This Project 5-shot sequence Wide / medium / close on one action Record a clean 10-second ambient sound clip Film a subject entering/exiting frame Capture 3 detail shots that reveal personality Film a simple interview setup Use foreground for depth Create a strong opening shot Film one action from 3 angles Record a voiceover test Create a purposeful cut between related shots Hold a shot 5 seconds longer than feels natural Capture movement without shaky camera Film a sequence that shows process Shoot 5 clips that could become b-roll for almost any documentary PART 13: RUBRIC STRUCTURE (Teacher Version) Here’s the rubric framework. If you want, next I can turn this into a full chart-format rubric exactly like your other project rubrics. Suggested Categories (100 points) 1. Topic & Documentary Focus (15 pts) clear, specific, filmable topic documentary has purpose audience understands what it’s about 2. Story Structure & Content (20 pts) beginning / middle / end clear flow enough depth for the topic meaningful information or insight 3. Filming & Shot Quality (20 pts) shot variety stable framing thoughtful composition useful b-roll visual coverage supports story 4. Audio Quality (15 pts) clear interview / narration natural sound and/or music used appropriately audio not distracting levels are understandable 5. Editing & Professionalism (20 pts) pacing clean transitions title / credits polished final export editing supports story does not feel like a montage-only project 6. Process, Planning & Work Habits (10 pts) planning documents complete deadlines met productive use of class time responsible device use feedback applied Bonus / Advanced Craft (Optional +5 or embedded in rubric) You can either: make this bonus points OR build it into the top performance band Examples: multiple interviews strong cinematic b-roll J-cuts/L-cuts excellent pacing emotional impact advanced sound design very strong opening/ending consistent visual style I recommend embedding it into the highest rubric level instead of bonus. That keeps the grade system cleaner. PART 14: REQUIRED STUDENT DELIVERABLES Students must submit: final documentary video topic pitch proposal/planning sheet shot list / interview plan rough cut feedback sheet final reflection File naming suggestion: LastName_FirstName_DocumentaryFinal For pairs: LastName_LastName_DocumentaryFinal PART 15: PRINTABLE FORMS (READY-TO-BUILD CONTENT) Below are the forms in clean teacher-ready wording. You can paste these into a doc, or I can next turn them into polished printable handouts. FORM 1: TOPIC PITCH FORM Documentary Topic Pitch Name: Class Period: Date: 1. What is your documentary topic? (What real person, place, idea, cause, lifestyle, or experience do you want to focus on?) 2. What is your documentary really about in one sentence? (Example: “My documentary shows how my older brother balances work and school while helping our family.”) 3. Why is this topic interesting or meaningful to you? 4. What will you actually be able to film? List at least 5 things: 1. 2. 3. 4. 5. 5. Will you use: Interview(s) Narration / Voiceover Both 6. Who or what do you have access to? (Who can you film, interview, or follow?) 7. What could make this topic difficult? (Be honest—time, access, transportation, permission, etc.) 8. Backup Topic (required): Teacher Approval Approved Revise and Resubmit Not Approved Yet Teacher Notes: FORM 2: DOCUMENTARY PROPOSAL / PRE-PRODUCTION PLAN Documentary Proposal & Planning Sheet Name(s): Class Period: Working Title: 1. Final Topic What is your documentary about? 2. Focus Statement In 1–2 sentences, explain what your audience should understand by the end. 3. Documentary Type Circle one: Personal / Day in the Life Profile / Person Business / Workplace Hobby / Lifestyle Community / Place Cause / Issue Process / “How It Works” Other: __________ 4. Story Structure Plan Beginning: How will you introduce the topic? Middle: What main events, ideas, or scenes will the audience see? Ending: How will you end in a strong way? 5. Interview / Narration Plan Will you use: Interview(s) Narration Both Who will you interview (if applicable)? 6. Top 5 Interview Questions (if applicable) 7. B-Roll Plan List at least 8 shots/scenes you need: 1. 2. 3. 4. 5. 6. 7. 8. 8. Filming Schedule Where and when will you film? 9. What permissions do you need? Parent/guardian Business permission Location approval None Other: _______ 10. What is your biggest challenge? How will you solve it? Teacher Checkpoint Approved to Film Revise Plan Needs Conference FORM 3: SHOT LIST / INTERVIEW PLANNER Documentary Shot List & Interview Planner Name(s): Topic: A. Must-Have Shots Shot Description Wide / Medium / Close Filmed? 1 2 3 4 5 6 7 8 B. B-Roll Ideas List detail shots, action shots, environmental shots, and transitions: 1. 2. 3. 4. 5. 6. C. Interview Planner Who are you interviewing? Where will you record? What background will be visible? How will you keep the audio clear? FORM 4: ROUGH CUT PEER FEEDBACK FORM Rough Cut Feedback Form Reviewer Name: Filmmaker Name: Title of Documentary: 1. What is this documentary about? (If you can explain it clearly, the filmmaker has a strong focus.) 2. What worked well? Check all that apply: Strong opening Clear topic Good pacing Interesting footage Good interview / narration Strong b-roll Good music choices Clean editing Professional feel 3. What was confusing or unclear? 4. Where did the documentary feel strongest? 5. Where did it lose your attention? Why? 6. What is ONE specific change that would improve this film most? 7. Does this feel like a documentary or more like a montage? Explain briefly. FORM 5: FINAL REFLECTION Documentary Final Reflection Name: Title of Documentary: 1. What is your documentary about? 2. What are you most proud of in your final film? 3. What filmmaking skill improved the most during this project? Planning Camera work Interviewing Audio Editing Storytelling Time management Other: _______ 4. What was the hardest part of the project? How did you deal with it? 5. If you had one more week, what would you improve? 6. Did your final film match your original idea? Why or why not? 7. What advice would you give next year’s students about this project? PART 16: TEACHER GUARDRAILS / COMMON PROBLEMS Most common problems to prevent early: 1. Topic too broad Fix: require one-sentence focus statement 2. Students choose something they can’t actually film Fix: “What can you film?” list required in pitch 3. Students make a montage instead of a documentary Fix: explicitly teach difference + require interview or narration 4. Too little footage Fix: require minimum b-roll targets and weekly footage checks 5. Over-editing with flashy transitions Fix: “style supports story” mini lesson + rubric language 6. Off-task phone/computer use Fix: production professionalism expectations + progress logs 7. Weak audio Fix: early audio test challenge + rubric emphasis

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