8th Grade  Project 10 weeks

Mockumentary Magic: Laughs in the Lens

Rutherford M
Updated
8.10.3
8.9.3
9-12.IC.29
6.6.8
8.10.1
+ 9 more
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Purpose

The overall purpose of this project is to engage 8th-grade students in a creative exploration of comedy through the lens of mockumentary-style TV shows, allowing them to transform real-world and historical topics into engaging narratives. By immersing students in hands-on activities such as scriptwriting, directing, filming, and editing, the project aims to develop their critical thinking, collaboration, and communication skills. Students will deepen their understanding of the mockumentary genre while addressing Californian educational standards, ultimately sharing their completed work with a community audience to celebrate their learning journey.

Learning goals

Students will use mockumentary storytelling to create engaging narratives by understanding satire and humor, developing strong character profiles, and integrating scriptwriting skills. They will learn to differentiate between traditional and mockumentary TV styles through analysis and practical application of filming and editing techniques. Additionally, students will enhance communication, collaboration, and critical reflection by participating in peer assessments, receiving feedback, and showcasing their work to real and virtual audiences.

Standards
  • [California] 8.10.3 - Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.
  • [California] 8.9.3 - Describe the significance of the Northwest Ordinance in education and in the banning of slavery in new states north of the Ohio River.
  • [California] 9-12.IC.29 - Explain the privacy concerns related to the collection and generation of data through automated processes.
  • [California] 6.6.8 - Describe the diffusion of Buddhism northward to China during the Han Dynasty.
  • [California] 8.10.1 - Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun.
  • [California] 6.6.5 - List the policies and achievements of the emperor Shi Huangdi in unifying northern China under the Qin Dynasty.
  • [California] 6.6.7 - Cite the significance of the trans-Eurasian "silk roads" in the period of the Han Dynasty and Roman Empire and their locations.
  • [California] 6.6.2 - Explain the geographic features of China that made governance and the spread of ideas and goods difficult and served to isolate the country from the rest of the world.
Competencies
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.

Products

Throughout the project, students will create comedic scripts, character profiles, and edited video footage showcasing their mockumentary episodes. By the end of the project, they will have completed mockumentary episodes that exhibit their understanding of comedic storytelling and use of satire. These episodes will be featured in a class-wide viewing, 'Mockumentary Festival', and showcased on a secure online platform to connect with a larger audience. Students will also maintain personalized video journals documenting their creative processes and evolution of skills throughout the project.

Launch

Kick off the project with a 'Mockumentary Theater Day', where students dive into clips from iconic mockumentary shows like 'The Office' or 'Parks and Recreation'. This interactive viewing experience encourages students to identify and discuss comedic elements, character dynamics, and unconventional filming techniques. Follow this by organizing a 'Script & Improv Challenge', allowing students to draft and perform impromptu comedic skits, fostering a playful and creative atmosphere that sets the stage for their upcoming mockumentary creations.

Exhibition

To celebrate and share students' mockumentary episodes, host a 'Premiere Night' event with a red carpet, where students screen their episodes on large displays and participate in a live Q&A with an audience of parents, peers, and community members. Enhance engagement by organizing a 'Virtual Screening Day', allowing a global audience to view and provide feedback on the episodes through a secure online platform. Additionally, invite a local TV station or media arts center to feature the episodes, offering students a taste of real-world media presentation and critique. End the event with a 'Mockumentary Festival', complete with awards in categories like 'Best Character Development' and 'Best Script', to acknowledge outstanding student work and effort.