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NORTHSIDE HIGH SCHOOL GRADUATION PROJECT

NORTHSIDE HIGH SCHOOLGRADUATION

PROJECT2019 - 2020

Mission Statement:Close the achievement gap by preparing all students for

college readiness and success in a global society.

Fall 2019 – Spring 2020


North Carolina State Board of EducationMission Statement:

In accordance with Onslow County Board of Education Policy 3460, students must satisfactorily complete a senior project in order to meet local graduation requirements.* The Graduation Project provides the opportunity for students to apply concepts, knowledge and skills necessary for success in post-secondary education and careers in the 21st Century.

*Special consideration will be given to transfer students arriving in the second semester of the senior year.

PURPOSE

The Graduation Project is a multi-disciplinary performance-based assessment completed over time. It provides students the opportunity to connect content knowledge, acquired skills and work habits to real world situations and issues. Through the Graduation Project process, students will demonstrate computer knowledge, employability skills, information retrieval skills, reading/language/writing skills, teamwork and thinking/problem-solving skills.

The Graduation Project is a performance-based exit assessment that provides students with a vehicle to demonstrate what they know and are able to do as they prepare to graduate from high school. Although the project culminates in the senior year, students should already possess and begin to demonstrate specific required skills beginning in the 9th grade year or earlier.

The objective of the junior level research paper is to meet the North Carolina English Language Arts Standards as follows:

CCR Anchor Standard W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Organize information and ideas around a topic to plan and prepare to write.b. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.c. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.d. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the argument presented.



g. Develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Table of Contents

Mission Statement 1 Works Cited Handout 48NC Board of Education Mission Statement 2 Avoiding Plagiarism 51General Information Basic Paper Format 52Requirements for the Graduation Project 5 Parenthetical (in-text) Citations 53Special Products 6 Quotations 55Early Graduates 6 Writing Tips 57Timeline: Project Due Dates 7 Works Cited Instructions 58Statement of Integrity 8 Works Cited Sample 59Getting Started: Forms and Reflections Research Paper 1st Draft Checklist 60Parent/Guardian/Student Consent Form 10 Research Paper Submission Checklist 61Video Release Form for Student 11 Onslow County Research Paper Rubric 62Parental Release/Ethical Commitment Form 12 State Research Paper Rubric 64Advisor Can and Cannot Do 13 PortfolioReflection Guidelines 14 Order and Contents of Portfolio 67Reflection Content 15 Letter of Intent & Sample 68Topic and Product Onslow County Portfolio Rubric 70Choosing a Topic and Product 17 State Portfolio Rubric 71Topic Selection Worksheet 18 PresentationTopic Approval Form 19 Presentation Guidelines 73Sign of Commitment 20 Presentation Attire and Questions to Practice 75Mentor Instruction for the Presentation Visual 76Mentor Description 22 Presentation Planning Worksheet 77Mentor Arrangements 23 Practice Presentation Verification Form &

Presentation Equipment Check78

Mentor Commitment Form 24Mentor Information Letter 25 Onslow County Practice Presentation Rubric 79Mentor Progress Check 26 Onslow County Presentation Rubric 80Product Mentor/Independent Work Log 27 State Presentation Rubric 81Mentor Evaluation of Product 28 AppendixThank-you Letter Format and Sample 29 Special Situations for Products 83Physical Product Checklist 31 Lesson Plan Format 85Onslow County Product Component Rubric 32 Fundraising 87State Product Component Rubric 33 Audience Verification Form 88The Research Paper Application for Use of School Facilities 89Guidelines for The Research Paper 35 Subject Permission for Personal Service 90Creating a Thesis Statement 36 Appeal Form 91The Research Process: Source and Note Cards 40 Appeal Topic Approval Form 92The Research Process: Structured Notes 41The Research Process: Annotated Bibliography 43Interview Resources 44Sample Outline 47



In this section:

Requirements for the Graduation ProjectSpecial ProductsEarly GraduatesTimeline: Project Due DatesStatement of Integrity



Requirements for the Graduation Project PAPER PRODUCT PORTFOLIO PRESENTATION

REQUIRED COMPONENTS

A 5-7-page research paper written on an approved topic of student choice A product related to the paper that requires significant hours of work A portfolio that reflects the Graduation Project process A presentation to a panel of community and faculty members

*HN, AP, and CTE teachers have the discretion to increase these requirements as they see fit for their students. Similarly, if individual students require modifications with proper documentation, teachers have the discretion to make changes as they see fit.

Research Paper: Students will choose an area of interest and a specific topic for research. The selected topic should be approved by a school-based committee. Development of the research paper should follow routine procedures for composing a research paper. The paper should reflect the results of a purposeful, focused, in-depth study on a specific topic of choice.

Product: Students must create a tangible or intangible product related to the research project. The process of production will demonstrate applications of learning, critical thinking skills, problem-solving skills, teamwork and personal employability skills, such as responsibility, persistence and independence. The quality of the product should reflect a minimum of fifteen (15) hours of student work. Students may use job-shadowing, internship or apprenticeship experiences as products. These experiences may result in a physical product, such as a scrapbook or journal.

Portfolio: Students will maintain a learning record of the process and progress through all steps of the Graduation Project. The portfolio should contain a collection of Graduation Project documentation, such as work samples, pictures, work schedules, interview logs and reflections, as a showcase of the student's progress throughout the Graduation Project process.

Presentation: Students will demonstrate public speaking skills in an 5-7-minute oral presentation to a review panel. The focus should be delivery of accurate, credible information on the chosen topic. Students should also be prepared to respond to questions from the Graduation Project panelists.



SPECIAL PRODUCTS

Any student considering products that involve fundraising must refer to the Fundraising Requirements (See Appendix).

Any student producing a product involving the use of school facilities must fill out the Facility Use Form (See Appendix) and have the Graduation Project Coordinators’ approval.

Any student completing a product involving teaching a class must refer to the Teaching a Class Guide for the required criteria (See Appendix).

Any student whose Product involves coaching must refer to the Coaching Guide (See Appendix).

Any student choosing a product involved with a business plan should refer to Creating a Business Plan (See Appendix).

As a junior, you picked your topic and worked on the research paper component with an understanding of refining the paper your senior year. As a senior, you need to choose and complete your product per the deadlines in this manual and the deadlines your English teacher sets. Some of you may have started your mentoring and physical portion over the summer. Be sure to have all forms completed and returned to your advisor for review.

***All FOUR parts of the project are REQUIRED for completion in order to successfully receive a high school diploma in Onslow County (OCSB Policy #3460).

Early Graduates

If you are an early graduate who will complete your senior year in January, you need to see the Graduation Project Coordinator, Ms. Livermore (Rm 316) immediately. You are still required to complete the Graduation Project. Here are a few items to keep in mind:

Just like all other seniors, everything is to be completed in the Fall, and you will present in December. It is simply even more imperative for you to stay focused and complete the project on time.

Work closely with your English teacher, but also the Graduation Project coordinator, Ms. Livermore.

If you do not complete this project during first semester, you will have to return for the second semester to complete the work.



2019-2020 Graduation Project Major DeadlinesYour English teacher will have specific deadlines for each item, and you will receive a grade for each item submitted. Late points will be deducted per your teachers’ deadlines. If you miss the deadlines

below, consequences will be beyond grades. Submit everything to your English teacher. Items with an asterisk (*) were due junior year in English III. If you are a new senior,

On or Before Sept. 13, 2019 The following forms are due to your English teacher:Topic Selection Worksheet Completed and Approved*Parent/Guardian/Student Consent Form SIGNED*Video Release Form for Student SIGNED*Parental Release and Ethical Commitment Form SIGNED*Sign of Commitment*Mentor Commitment Form*

On or Before Oct. 4, 2019 The following forms are due to your English teacher:One Mentor Progress Check #1Draft of the Letter of IntentEvidence of Planning*Finalized Research Paper* Reflection #1 (on the research paper process) *

On or Before Oct. 25, 2019 The following forms are due to your English teacher:Mentor Progress Check #2Thank You Letter to MentorFinal Letter of Intent

On or Before Nov. 15, 2019 The following forms are due to your English teacher:Product Mentor/Independent Work Log completedReflection #2 (on the product and mentor process)Documentation of product (pictures with captions)Presentation Planning Worksheet

Once your portfolio is complete and approved by your English teacher, your teacher will assign you a practice presentation date and time. Once you successfully complete the practice presentation and put the final two documents (below) into your portfolio, your teacher will sign you up for your official presentation date and time.

By Nov. 26, 2019 Complete Practice Presentation Practice Presentation RubricReflection #3 (on the whole senior graduation project)

By Dec. 6, 2019 FINAL day to sign up for official presentation date and time

Dec. 10th and 12th, 2019 Presentation Nights

The Issue of Timeliness and ProcrastinationOne of the real-life skills that the Graduation Project hopes to develop in every student is the ability to meet deadlines. Students are to return all items on time. Printer or technology problems are NOT acceptable reasons for late items. There will be penalties for late items. These may include point



deductions and/or required attendance at the Mandatory Help Sessions after school. Do NOT miss deadlines.



Statement of Integrity

Plagiarism, dishonesty, and cheating are unacceptable and have serious consequences.

I. Plagiarism is the act of presenting someone else’s ideas as your own. It can also mean writing facts or opinions that you got from someone else without identifying your source. Unintentional plagiarism still counts as plagiarism, so be careful.

Plagiarism is:1. copying word for word without quotation marks or acknowledging the author or

the source.2. using some key words or phrases without quotation marks or acknowledging the

author or source.3. paraphrasing and giving no author or source credit.

Know the rules for correct crediting of sources. Your English teacher can help.

II. Forgery of signatures or initials or making up information on the Graduation Project sign-off sheets is dishonest. Be safe and do not take chances!

III. Not completing the work as you have agreed is an ethical issue. Be careful to complete all parts of the project as you plan. If anything changes, complete an appeal to the Graduation Project Advisory Board using the specified form. These are available from the Graduation Project Coordinators/Advisors.

These ethical issues can result in a failing grade on the research paper, an incomplete on the Graduation Project, ISS, or suspension from school.

Each student is to complete and sign the Graduation Project Ethical Commitment form of this packet. Please turn this in with your Parent Release Form.

Appeals Process

If you need to change any part of your Graduation Project, you are required to submit an Appeal Form to the Advisory Board. This form, found in the appendix of this handbook, is to be completed, explaining the nature and reason for your appeal. You must have your parent’s signature on the form. You may get a form from your Advisor and return to the Graduation Project Coordinators for approval.



In this section:

Parent/Guardian/Student Consent FormVideo/Photo/Image Release Form for StudentParental Release and Ethical Commitment FormAdvisor Can and Cannot DoReflection Guidelines



Graduation ProjectParent/Guardian/Student Consent Form

As the parent and/or guardian of (print name) ______________________________ , who is a studentenrolled at Northside High School, I am aware that he/she must complete the Graduation Project in order to fulfill the requirements for Graduation.

My son/daughter has decided/written a research paper on _______________________________.

For the Physical Product, he/she will be _____________________________________________

____________________________________________________________________________.

I understand that shadowing/observing a person is not sufficient to complete the product; there must be an actual product. This physical product and the research paper must be related and represent a learning stretch for my son/daughter.

I understand that a third component of the Graduation Project is the completion of a portfolio, which documents the entire process. My role in this process is to periodically check on my son’s/daughter’s progress so that he/she will successfully meet due dates.

Finally, in completing Graduation Project, I understand that my son/daughter will deliver an oral presentation to a board of judges chosen from the community and NHS staff. In order to best prepare my son/daughter for this aspect of Graduation Project, I am willing to coach him/her.

I understand that my son/daughter will be responsible for meeting with a faculty advisor and mentor(s), who will be signing verification forms for the time spent on the physical product. She/he will also be interviewing an expert on his/her topic during the research process.

As part of this project, the student and the parent or guardian hereby agree to complete all work with the Graduation Project with honor and integrity. We, the undersigned, agree not to plagiarize, falsify documents, use another person’s work, or cheat in any way. We also understand that failure to adhere to these standards will result in the possibility of failure.

Please sign below indicating your agreement and understanding of these terms.

Parent Signature: ___________________________________________ Date: ____________

Student Signature: __________________________________________ Date: ____________



Video/Photo/Image Release Form for Student(In addition to completing this form for NHS use, you also use this form if you are videotaping others.)

Dear Parent/Guardian:During the current school year, your child's image/photograph or work may be included in a classroom or school project in one of the following ways:

used as a demonstration project/activity in education workshops/classes/conferences used as a sample project/activity on CD's/USB’s created by Northside High School for use in education workshops and student classrooms.

posted on the school or OCS web pages on the Internet. submitted as samples to program publishers or as contest entries to sponsors and/or appear on

videotape made during a student presentation of their project, or in broadcasts or videotapes demonstrating computer multimedia in general.

videotaped to appear in a school related program to be used by a local television station or school/county project.

used in a printed publication such as a newspaper or a magazine.

No last name or address will be included with your child's picture when publishing on the Web. There is no monetary compensation for the use of the work, but it will provide other students a good example. Please sign the release form below and return this sheet to your child's Advisor. Your permission grants us approval to publicize without prior notification. Thank you!

Release Form

______I/We do give permission for ____________________________________________’s(Child's full name)

image/photograph or work to be used as described above. We are willing to release this into the public domain and understand that there is no monetary compensation for the use of the materials.

_____l/We do not give permission for ________________________________________'s(Child's full name)

image/photograph or work to be used as described above.

Parent/Guardian's Name(s)________________________________________________________

Parent/Guardian's Signature(s) _____________________________________________________

Address _______________________________________________________________________

City, State, Zip Code _____________________________________________________________

Phone number_______________________________________ Date ______________________

Please return this form to your child's Advisor. Thank you for allowing your child to participate!

Advisor: _________________________________________ Date: _______________________



Northside High School Graduation Project Parental Release and Ethical Commitment Form

Name of Student: _______________________________________Topic of Project: ________________________________________

For Parent/Guardian: I have read and approved the content in my child’s Topic Selection Worksheet pg. 20. I read the statement concerning integrity, plagiarism, cheating, or dishonesty, and understand the

consequences. I understand the consequences if my senior fails to complete all aspects of the Graduation Project. I understand that my senior will be working with a community mentor. I understand that during the Graduation Project, Northside High School is not responsible for

providing transportation. I understand that Northside High School is not responsible for any injury my child may receive

during the course of the Graduation Project fieldwork or product work. I have read the Graduation Project Ethical Statement page. My child and I understand the

consequences of not following these guidelines.

PARENT/GUARDIAN SIGNATURE: ________________________________________________

DATE: _________________________________

For Student: I, and I alone, will complete the research necessary to write the research paper component of the

project. I will not use a paper and/or information gathered by another student. I will not use a template, paper, or parts of a paper from the Internet or any other electronic device or

prepared source. I will accurately document any sources used in my paper to avoid plagiarism. I, and I alone, will complete all of the work necessary for the completion of the product/project that

evolves from the research paper. I will collect accurate verifications on all the work-necessitating signatures. I will not forge any verification documents. I will complete a project. I will not buy or falsify the completion of a project. I will not exaggerate

or misrepresent my project in any way. I will include only work that I have completed in the portfolio. I will not include any work of any type that belongs to another person. The portfolio will reflect the

work and effort that I, and I alone, have exerted through the completion of the Graduation Project. I will complete the project as approved by the Advisory Board. I will complete the Appeals Form for

approval if I want to change my topic after approval. I agree to adhere to the above criteria in completing my Graduation Project. I understand that if I fail

to adhere to these standards and submit work that is not my own creation, it may result in my NOT completing the requirement for graduation. If it is necessary for me to begin the Graduation Project again, I will do so with the possibility of choosing a new topic.

Student Signature: ___________________________________________ Date: _________________



Faculty Advisor (English Teacher)Can and Cannot Do

The role of your advisor is to encourage, listen, give advice, advocate, and act as a role model. The following is a guideline for any NSH staff person who will assist you in the process. Advisors are assigned by homeroom.

An Advisor CAN An Advisor CAN NOTBe committed to helping you overcome difficulties with your Graduation Project.

Do the work involved with your Graduation Project, including but not limited to research, writing, typing, downloading graphics, creating the product, designing the portfolio, making the PowerPoint, crafting the tri-fold board, writing the presentation

Encourage you to push your limits and go beyond previous experience skill levels.

Transport you for any reason.

Read your research paper. Purchase supplies for you.

Verify that the research paper is completed. Excuse you from another class to work on your Graduation Project.

Verify that the product is completed and keep track of your Graduation project requirements.

Meet with you off campus.

Confirm the number of hours you spend working on your product.

Work with you on campus before orafter school.

Be an audience for practice presentations and provide feedback.

Look at your tri-fold board or PowerPoint presentation and make suggestions.

Attend any fundraising projects.



Reflection Guidelines and Content

1. There will be a minimum of 3 journal/reflection entries. One after the research paper

component is complete. One after the mentor/product portion is complete. And one final

reflection of the whole graduation project; after you have completed the practice

presentation and portfolio (before the actual presentation).

2. Type reflections in Times New Roman, 12-point font, double-spaced with 1-inch margins.

3. Include your name, reflection number, and date for each. E.g.:

Jane Doe Reflection #1 November 8, 2018

4. Each entry should be 1 full page of a minimum of 300 and maximum of 500 words.

5. Use the reflection content guide on the next page to help with responses.

6. Use the reflective comments (sample reflection phrases below) throughout each entry.

7. Vary sentence structure in the entries.

8. Be specific about what you have done and how this affected what you have learned about

yourself.

9. All reflections will be returned to your advisor on the required due dates.

Suggested reflection phrases to incorporate into your writing:

* Upon reflection... * This comment tells me that...

* I realized that this activity is... * After observation...

* It is important for me to realize that... * This is significant because...

* This activity prompted me to ... * These events indicate...

* This could be more effective if... * Continuing to reflect on....

* This helped me recognize that... * I focused on...because...

* To promote continued progress, I... * This helped me realize...

* I have greater awareness... * I realized that...

* The impact of this activity... * The evidence of this was...



Refection Content

Reflection #1 (After the research paper phase is complete) What is my goal with this choice of topic for my graduation project? Explain how this research paper related to the product. What was the most difficult phase of the research process? Why? What was the easiest phase of the research process? Why? What is the most significant aspect of the research process learned? Explain. What would you do differently if you were just beginning to research this topic?

Reflection #2 (Complete after the mentor/product phase; must address whole process) Explain how this research topic related to the product. How did you find your Mentor? Explain what went well or poorly in finding your mentor. What were you first impressions when meeting your mentor and being at the product site? What responsibilities did you encountered? What responsibilities of other workers did you

witness? What suggestions has your mentor made? What questions do you have for your mentor? What surprised you about the physical product? What was the most interesting thing you during your session with your mentor? What was the most challenging thing you did during the session with your mentor? Or without? What other materials will you need to complete your physical product? Do you foresee any problems and if so, how will you solve this problem? Did you meet the goals that you made from reflection #1? Give details of your major accomplishments. What do you hope to accomplish the next time you meet with your mentor? What have you learned from your mentor? What will you need and do to prepare for the presentation of your product?

Reflection #3 (After the practice presentation and portfolio are complete) What were the best moments of the entire process? What were the worst moments of the entire

process? How has the Graduation Project affected the way you approach work, dealing with people, or

presenting yourself publicly? What would you change if you could do this again? What advice do you have for next year’s seniors? Which aspect of the Graduation Project process stretched you the most? How did you react to this challenge? How do you feel now that it is over? What talents or attributes have you discovered about yourself this year? Has this experience influenced your future planning, terms of work, education or the development

of personal interests? In what way(s) has Graduation Project changed your concept of yourself? Are you more

confident in your abilities? Are you more focused and directed? Are you more willing to take a risk?

Has it raised more questions than given answers?



Choosing a Topic and ProductTopic Selection WorksheetTopic Approval FormSign of Commitment


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTChoosing a Topic and Product

Is This a Product?

YES NORaising catfish Making a PowerPoint about

catfishProducing a brochure and otherpromotional items aboutJacksonville and distributing itthrough the Chamber of Commerce

Making a brochure aboutJacksonville

Building a generator Making a poster about how to builda generator

Teaching music to children Explaining different kinds of musicto the judges

Learning how to install carspeakers and installing them in afriend’s car

Already knowing how to installspeakers and installing them in afriend’s car.

Creating a brochure to recruit animal shelter volunteersAnd distributed them throughout the community

Creating a brochure listing facts about cats from your research paper

Creating a PowerPoint showing pictures of you teaching reading to children

Creating a PowerPoint on how to teach reading

Creating a website you designed Creating a poster about how to design a web site

Creating a poster with photos of you giving your friends makeovers

Creating a poster with magazine pictures of makeovers

Creating a series of game videos you shot as a service to theathletic department

Using a video of a game shot by the coach’s wife



Northside High School’s Graduation Project

Topic Selection WorksheetAll students regardless of level should write an argumentative research paper.

Printed Student Name: _________________________________________________________

My general topic is...

______________________________________________________________________________

_____________________________________________________________________________

My narrowed topic is...

______________________________________________________________________________

_____________________________________________________________________________

My research question is...

______________________________________________________________________________

______________________________________________________________________________

My stance on this is... (This should be the answer or solution to your research question, and your potential thesis statement.)

______________________________________________________________________________

_____________________________________________________________________________

My product is...

(Please see the acceptable product examples and include a cost estimation.)

______________________________________________________________________________

______________________________________________________________________________

This relates to my research paper...

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTThis requires a learning stretch for me in the following ways...

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

__________________________________________________ __________________

Student Signature Date

__________________________________________________ __________________

Parent/Guardian Signature Date

Research Topic is.... Approved Resubmit

Product is… Approved Resubmit

__________________________________________________ __________________

English Teacher Signature Date

__________________________________________________ __________________

Graduation Project Coordinator Signature Date

Teacher/Coordinator Comments for Resubmission or Modifications:Please be detailed and specific.


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTGraduation Project Sign of Commitment

A Sign of Commitment is a poster that visually illustrates what your Graduation Project is. It should show the connection between your topic and the product. Your sign will be posted in the hallway for all students.

Use the following as guidelines. The size is 8 ½ x 11. Your name should be on the front. Include the subject of your research and a product description. Use a verb phrase to the describe

project. For example:Student’s Name:

Research: Forms of PoetryProduct: Write a book of original poems

It must include pictures, drawings, etc. to describe your project. You can be colorful and creative. Have fun with your Sign of Commitment.

Student’s Name: Jane DoeResearch: Forms of Poetry

Product: Write a book of original poems



In this section:

Mentor DescriptionMentor ArrangementsMentor Commitment FormMentor Information LetterMentor Progress CheckProduct Mentor/Independent Work LogMentor Evaluation of Physical ProductThank-you Letter Format and SamplePhysical Product ChecklistOnslow County Product Component RubricState Product Component Rubric



Mentor DescriptionFinding a Mentor

A mentor is a person who can give you guidance in the completion of your product. They should NOT do the work for you. They do not necessarily have to be an expert on the specific product that you are trying to complete. However, some relevant experience would be very helpful. At minimum, you should choose a knowledgeable adult who can help problem solve, organize, and complete your product on time. They should also be dependable, motivational, and supportive. A mentor’s role is to encourage, listen, give advice, advocate, act as a role model and share information and experience. It is also very helpful if they live in the Jacksonville area.

A Mentor...is selected by you, not assigned.must be at least 21 years oldeasily available to work with you.verifies that the product has been completed and signs off on the mentor log.

confirms the number of hours you spend working on your project.

helps you define the exact product you will do.

To be sure that your mentor meets requirements, complete the following

Your mentor is at least 21. Yes NoYour mentor will be available to you throughout the GP process. Yes NoYour mentor is enthusiastic about helping you during the GP process. Yes NoYour mentor is a local resident. Yes NoYour teacher can easily reach your mentor. Yes No

If the answer to any of these questions is “no,” you need to rethink your choice of mentor.



Mentoring ArrangementsCalling to Arrange a Mentorship

Listed below are some tips to help you, the Graduation Project student, arrange for a mentorship. Space is provided so that you can write out the required information before making a call. Remember to have a pencil and paper ready when you make the call. Practice before calling.

Many people whom you call will not know what mentoring for Graduation Project entails. If you explain who you are and give an explanation of what mentoring is, the person will be more likely to grant your request. Calling can be scary for some of you; breathe deeply and be yourself.

1. Introduce yourself.

2. Explain the reason for your call.

3. Explain mentoring if the person is not familiar with the responsibilities of a Graduation Project mentor.

4. Request a mentorship opportunity.

5. When you get a positive response, arrange a date and a time at his/her convenience and at his/her place of employment or site approved by your parent(s)/guardian(s).

1. If the person cannot accommodate your request for a mentorship, ask if s/he could suggest another person you might contact.

6. Thank the person for his/her time. Let him/her know you are looking forward to meeting with him/her.

****The Day of the Mentorship Meeting****

1. Dress appropriately for the workplace. See Presentation Attire pg. 78.2. Be on time for your appointment.3. Have your list of questions ready and be prepared to ask them.4. Be courteous. Turn off all electronic devices!5. Thank the person for his/her time.6. Ask for a business card so that you know where to send a thank-you note.7. Send the thank-you letter (VERY IMPORTANT). See page 31-32.



Mentor Commitment Form

Each student will need to have a mentor should be at least a 21 year-old adult who resides in the community or in a nearby location; experience in the student’s Graduation Project area is ideal, but more importantly the mentor should be someone trustworthy and committed to guiding the student through the completion of his/her product without actually doing it for them . . .

1. be willing to help the student with his/her product;2. find/give information to the student;3. provide guidance for the student;4. be a resource;5. help the student identify the exact product that he/she plans to complete;6. give support and encouragement to the student;7. help the student stretch to go beyond his/her current skills and attempt something that

he/she has not previously tried; 8. verify that the product has been completed by the student;9. confirm/verify the number of hours spent working on the product.

If you have any questions, please feel free to contact the Graduation Project coordinator, Rachel Livermore at [email protected] or by calling (910) 455-4868.

I ________________________________________________(Print mentor’s name) understand

what will be expected of me as a mentor, and I agree to be a mentor for

___________________________________________ (Print student’s full name) with his/her

Graduation Project of ________________________________________________________

__________________________________________________________________________

Mentor’s Address: __________________________________________________________

Mentor’s Home Phone: ___________________________ Cell: ______________________

Mentor’s Email: ____________________________________________________________

Mentor’s Signature: ___________________________________ Date: _________________

Student’s Signature: ___________________________________ Date: _________________


mailto:[email protected]

NORTHSIDE HIGH SCHOOL GRADUATION PROJECTMentor Information Letter

Dear Mentor:

Thank you for agreeing to be a mentor for_____________________________’s GraduationProject. Below are some guidelines to help clarify your role in this assignment.

Graduation Project is a four-phased assignment completed during a student’s final year in high school. This assignment involves writing a research paper, developing a physical product, compiling a portfolio and delivering an oral presentation before a small group of faculty/staff and community members. Your role will be to assist the student in the second phase of the project: completing a product.

1. The first phase of the Graduation Project is the research paper, which was completed during the junior year with the understanding that it will be refined during the senior year.

2. The second phase of the Graduation Project is the development of a physical product. Product completion date is November 15, 2019 or sooner. Your primary role is to verify that the student has invested a minimum of 15 hours towards the completion of this product. Any advice or assistance you can offer will not only increase the quality of the product but will also enhance the overall learning experience of the student.

Please complete Mentor Progress Check(s) with the student. These forms verify that you have seen the product in various stages of its development and can attest to the student’s involvement. The student will return these forms to his/her English teacher. This phase concludes your role as a mentor in the graduation project.

3. The student will independently compile a portfolio that reflects the journey of the Graduation Project. You may assist the student by taking pictures and/or videos of his/her progress. However, you have no other responsibility in the completion of the portfolio.

4. The final product will be evaluated by the panel of judges on the final presentation night. Presentations will be December 10th and 12th, 2019.

Thank you again for taking time from your busy schedule to share your knowledge and expertise with this student. Please feel free to contact your student’s English teacher or the Graduation Project Coordinator if you have any questions regarding your role as a mentor.

Northside High School: 910-455-4868

Advisor: _____________________________________________

Project Graduation Coordinator: Rachel Livermore



Mentor Progress Check

Students must document their progress on the product with verification by the mentor. You should meet at least twice with your mentor so that they may verify your hours and evaluate the progress you have made on the product.

Student: ________________________________ Date: __________________

Student spent from ________ o’clock to _______ o’clock

Total time today: _______________________

---------------------------------------------------------------------------------------------------Please comment on the following categories:

1. Progress or actual work completed today:

Excellent Average Below Average

2. Did the student use his/her time wisely today?

Yes No Somewhat

3. What are the goals for the next visit?

Mentor Signature: _____________________________________

Student Signature: ____________________________________

*COPY AS NEEDED



Product Mentor and Independent Work LogMentor Must Sign His or Her Full Name (No Initials)

The log should indicate what the student did during the total 15 hours spent on the product. The mentor should verify at least 4 of the hours logged. *Copy this form as needed.

DATE

AMOUNTOF TIME

ININCREMENTS

OF HALFHOURS

SUCH AS1 1/2 HOURS

DESCRIPTION OF TASKS COMPLETED.WRITE LEGIBLY IN MATURE SENTENCES USING

BLACK INK.

SIGNATUREOF MENTOR(NO INITIALS)If you worked

independently, write Independent in this

section.


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTThank-You Letter Format

The words “thank you” are powerful that will take you far in life, especially in the workplace. A verbal thank-you is thoughtful and polite, but a written one is even more thoughtful.

Compose and type a thank-you letter to your mentor and deliver it to them. See the sample letter on next page.

1. Be sincere and prompt (preferably less than a week after the occasion).

2. Avoid sending a form letter that could apply to anything; say exactly what this person did to merit your thanks.

3. The form of a thank-you letter is like that of a business letter, but it is shorter. Type the note with Times New Roman 12 pt. font and 1-inch margins.

4. Proofread, run spell-check, and make corrections. Have a classmate proofread the letter.

5. ASK YOUR ENGLISH TEACHER or ADVISOR TO PROOFREAD IT. Make corrections. Proofread the letter again.

6. When the letter is perfect, sign it in black ink.

7. Address the envelopes correctly and place a stamp on each.

8. Photocopy each signed letter. These photocopies will be included in your portfolio for judges’ review.

10. Follow your teacher’s instructions on mailing the letters.



Thank-You Letter Format Sample

133 Hummingbird Lane HeadingJacksonville, North Carolina 28546 Your Street AddressOctober 7, 2008

Mr. Theodore Pookeepsie Inside Address25 Whatever Lane Person receiving the letterJacksonville, North Carolina 28546

Dear Mr. Pookeepsie, Salutation Body

Your help as my mentor during Graduation Project has been invaluable. I have learned so much under your guidance throughout the process of refinishing my family’s heirloom dining room furniture. Without your expertise, outlining the steps I needed to do, I could not have completed this project. As you know, the finished product is beautiful, and my entire family is pleased with the outcome.

Also, the information you provided during the interview for my research paper added the details I needed for a thorough discussion of my topic, “Refinishing Antiques.” I did well on my paper, and, knowing this background information, I feel confident I can answer the judges’ questions about it.

You have helped me in so many ways. I appreciate the time you took for me during this semester and sharing your knowledge with me. Thank you for your time and assistance.

Sincerely, Closing; press Enter 3 times then type your name

Elmer Buddusky Your hand-written signature in black ink

Elmer Buddusky Your Typed Name



Physical Product ChecklistThe student should do all work on the product. Product selection and any changes must be approved by your English teacher. Documentation throughout the creation of the product is required for the portfolio.

Documentation includes:Yes No Mentor Commitment FormYes No Product Mentor/Independent Work Log/s listing activities and meetings related to

production signed by mentor if applicable.Yes No Mentor Progress Check(s): 2-3 contacts, at least an initial contact and a final

contact in order to verify that the product is complete and that 15 hours of time were spent working on the product.

Yes No Pictures/video documenting the process; make sure you are in your pictures when appropriate.

Yes No Other physical evidence documenting the process (brochures, surveys, recordings, certificates of completion, fundraising forms, lesson plans, etc.).

Yes No ReflectionYes No Completed product for presentationYes No Completed thank-you letter sent to recipient. Yes No Audience Verification Form (if applicable)Yes No DVD/USB of teaching or performing (if applicable)

Be sure that all forms are signed at the time the meetings take place. Do not put your mentor in the position of filling out documentation at the last minute.

___ I HAVE WATCHED ALL OF MY VIDEO/DIGITAL PRESENTATIONS AND REALIZE THAT I AM PERSONALLY RESPONSIBLE FOR ALL OF ITS CONTENT. I REALIZE THAT I CAN BE SUSPENDED/EXPELLED FROM SCHOOL FOR INAPPROPRIATE CONTENT.

Include all items required for those teaching a class, creating a business plan, coaching a team or fundraising.



Onslow County Schools Graduation Project: Product Component Rubric

Please review the explanation of the standards established by the North Carolina Dept. of Public Instruction and the criteria for reaching each standard level. Use those guidelines to evaluate the student’s product.

Student: ________________________________Topic: ___________________________________

Time Exemplary Satisfactory Developing/ Emerging

Resubmission Necessary

Exceeds number of recommended hours.Demonstrates effective time management.Learning Stretch and Depth of KnowledgeChooses a challenging product representing a significant learning stretchDemonstrates a logical and relevant link to research topic.Demonstrates critical analysis of research in producing an original productDemonstrates significant creative thinking, decision-making, reasoning, and/or problem-solvingDemonstrates extensive connection to real-world situationsQuality of Work/EffortExhibits creative and exceptional results using talents, abilities, and varied resourcesDisplays extensive use of detailShows evidence of consistent self-directed actionsDisplays evidence of exceptional technical skillsEthicsConsistently demonstrates ethical standards in product development

Successfully Completed: ________ Not Successfully Completed: ________ Date: ________________Advisor: ____________________________________________________________

Notes:

Students will present their products to be evaluated by the Graduation Project Advisor. Students who fail to meet Satisfactory or above on any of the criteria will have the opportunity to make corrections and re-present the product by the Deadline for Approved Products. Failure to achieve an approved product by the deadline may result in a repeat of the project with a possible new topic next semester unless extenuating circumstances have been documented and given prior approval.

Product Approved: _________________________________________ __________________ Advisor Teacher’s Signature Date


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTState Product Component Rubric

Review the descriptions below to determine the criteria used to evaluate the Graduation Project product. In order to successfully complete this component, students must earn at least satisfactory status on all criteria.

<<<<<<< Successful Completion >>>>>>>> <<<<<<<<<<< Has Not Completed >>>>>>>>

Exemplary Satisfactory Developing/Emerging Resubmission Necessary

Not Submitted

TimeExceeds number of recommended hours.

Meets number of recommended hours.

Does not meet number of recommended hours.

Shows evidence of little to no hours invested.

Fails to submit product

Demonstrates effective time management.

Demonstrates sufficient use of time management.

Demonstrates minimum use of time management.

Demonstrates no use of time management.

Learning Stretch and Depth of KnowledgeChooses a challenging product representing a significant learning stretch

Chooses a product representing a sufficient learning stretch

Chooses a product representing a limited learning stretch

Chooses a product with no learning stretch


Demonstrates a logical and relevant link to research topic.

Demonstrates an adequate and relevant link to research topic.

Demonstrates a minimal link to research topic.

Shows no link to research topic.

Demonstrates critical analysis of research in producing an original product

Demonstrates reasonable evaluation of research in producing an original product

Demonstrates limited understanding of research in producing an original product

Demonstrates no understanding of research in producing an original product

Demonstrates significant creative thinking, decision-making, reasoning, and/or problem-solving

Demonstrates sufficient creative thinking, decision-making, reasoning, and/or problem-solving

Demonstrates limited creative thinking, decision-making, reasoning, and/or problem-solving

Demonstrates no evidence of creative thinking, decision-making, reasoning, and/or problem-solving

Demonstrates extensive connection to real-world situations

Demonstrates sufficient connection to real- world situations

Demonstrates limited connection to real-world situations

Demonstrates no connection to real- world situations

Quality of Work/EffortExhibits creative and exceptional results using talents, abilities, and varied resources

Exhibits adequate results using talents, abilities, and varied resources

Exhibits ineffective results using talents, abilities, and varied resources

Exhibits unacceptable or no results


Displays extensive use of detail

Displays sufficient use of detail

Displays minimum use of detail

Lacks use of detail

Shows evidence of consistent self-directed actions

Shows evidence of requiring some prompting for self-directed actions

Shows evidence of requiring continuous prompting for actions

Shows no evidence of self-directed actions

Displays evidence of exceptional technical skills

Displays evidence of competent technical skills

Displays evidence of minimal technical skills

Displays no evidence of technical skills

EthicsConsistently demonstrates ethical standards in product development

Generally, demonstrates ethical standards in product development

Demonstrates limited understanding and application of ethical standards in product development

Demonstrates unethical standards in product development




In this section:

Guidelines for the Graduation Project PaperCreating a Thesis StatementThe Research ProcessInterview TipsInterview Evaluation FormAfter the InterviewTaking Purposeful Research NotesSample OutlineWorks Cited HandoutAvoiding PlagiarismBasic Paper FormatParenthetical (In-text) CitationsQuotationsWriting TipsWorks Cited InstructionsResearch Paper 1st Draft ChecklistResearch Paper Submission ChecklistOnslow County Research Paper RubricState Research Paper Rubric



Guidelines for the Graduation Project Research Paper

The following are the requirements for the research paper portion of the Graduation Project. This paper will be written as part of the English IV requirements and will count as part of the English grade and as part of the requirements for the entire Graduation Project. The final paper and all its requirements are to be included in the portfolio.

1. The research-based MUST be argumentative.

Note: Academic argument strives to understand multiple perspective s. To be unbiased, you merely have to present multiple viewpoints of a topic. Argument is based on researched FACT. Persuasion tends to rely on OPINION.

*Again, teachers have the discretion to require a certain type of research paper. For instance, most AP teachers require an argumentative research paper.

2. The Research Paper must be 5 to 7 pages. This is a minimum of 4-6 pages of text and a 1-page MLA works cited. OPTIONAL: Students may include ONE half page visual and interview if it enhances their research. Your English teacher will be the judge of this. Please consult your teacher on how to accomplish these tasks should you desire to include them. *Again, HN, AP, and CTE teachers have the discretion to make the visual and interview required elements rather than optional elements.

3. A minimum of 6 sources are required. Of course, more sources may be included.4. Sources must be scholarly. Wikipedia is NOT an acceptable source; do not use it.

Your English teacher will teach you how to evaluate sources.5. Use MLA format. If using Citation Maker/Citation Machine/EasyBib to compile

bibliography entries, double-check them against this packet to make sure you have completed all information correctly. Students must carefully document all research information they cite in their papers, including parenthetical documentations and a list of Works Cited at the end of the paper.

6. Conducting research: The method of research will be determined by your English teacher. She/he may give you choices or require a specific method such as source and note cards or an annotated bibliography. Source and note cards may be done electronically using PowerPoint. If your teacher requires source and note cards, she/he will determine the number of each. However, the minimum requirement is 6 sources and 3-5 note cards per source is standard. Your English teacher will be responsible for checking your work on them, but the final portfolio need not include the source and note cards.

7. Evidence of planning must also be included. Your English teacher will instruct you on different methods such as bubble maps, outlines, etc. This evidence must be included in your portfolio. Everything that goes in your portfolio should look neat and professional.

8. The rough draft must be typed, double-spaced, Times New Roman, 12 pt. font, 1” margins. Submit a hard copy of the rough draft to your English teacher for editing. Save all drafts and the final copy electronically in multiple places. A hard copy of the final research paper as well as the completed rubric must be included in your portfolio.



Creating a Thesis Statement

Using your Topic Selection Worksheet, you will create a workable thesis statement.

This statement tells readers specifically what you plan to put in your paper. It also serves as a guide to keep you on track as you research your subject. A thesis statement is subject to revision as you research your topic.

How to Generate a Thesis Statement if the Topic is Not Assigned

Even if your assignment does not ask a specific question, your thesis statement still needs to answer a question about the issue you would like to explore. In this situation, your job is to figure out what question you would like to write.

A good thesis statement will usually include the following four attributes:

a take on a subject upon which reasonable people could disagree deal with a subject that can be adequately treated given the nature of

the assignment express one main idea assert your conclusions about a subject

How to Tell a Strong Thesis Statement from a Weak One

1. A strong thesis statement takes some sort of stand.

Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements:

There are some negative and positive aspects to the Banana Herb Tea Supplement.

This is a weak thesis statement. First, it fails to take a stand. Second, the phrase negative and positive aspects are vague.

Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.

This is a strong thesis because it takes a stand, and it is specific.



2. A strong thesis statement justifies discussion.

Your thesis should indicate the point of the discussion. If your assignment is to write a paper on kinship systems, using your own family as an example, you might come up with either of these two thesis statements:

My family is an extended family.

This is a weak thesis because it merely states an observation. Your reader will not be able to tell the point of the statement and will probably stop reading.

While most American families would view consanguineal marriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family.

This is a strong thesis because it shows how your experience contradicts a widely accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.

3. A strong thesis statement expresses one main idea.

Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:

Companies need to exploit the marketing potential of the Internet, and Web pages can provide both advertising and customer support.

This is a weak thesis statement because the reader cannot decide whether the paper is about marketing on the Internet or Web pages. To revise the thesis, the relationship between the two ideas needs to become clearer. One way to revise the thesis would be to write:

Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using Web pages that offer both advertising and customer support.

This is a strong thesis because it shows that the two ideas are related. Hint: Many clear and engaging thesis statements contain words like because, since, so, although, unless, and, however.



4. A strong thesis statement is specific.

A thesis statement should show exactly what your paper will be about and help you to keep your paper to a manageable topic. For example, if you are writing a 7 to 10 paper on hunger, you might say:

World hunger has many causes and effects.

This is a weak thesis statement for two major reasons. First, world hunger cannot be discussed thoroughly in seven to ten pages. Second, many causes and effects are vague. You should be able to identify specific causes and effects. A revised thesis might look like this:

Hunger persists in Glandelinia because jobs are scarce and farming in the infertile soil is rarely profitable.

This is a strong thesis statement because it narrows the subject to a more specific and manageable topic, and it identifies the specific causes for the existence of hunger.

Produced by Writing Tutorial Services, Indiana University, Bloomington, IN

1. Equations: Think about the thesis equations as you ask questions and move toward a tentative thesis.

A tentative thesis should look something like this:

Specific topic + Attitude + Angle/Argument = Thesis

What you plan to argue (specific topic) + Why you want to argue (attitude) +

How you plan to argue it (angle/argument) = Thesis

2. Thesis Stems: Consider using these stems to help students move from proficient to advanced thesis statements.

Rank with justification

Most important to least important Least important to most important



Contrasts (of perspectives of sources)

Although newspapers at the time claimed X, the most significant cause/explanation/reason, etc. is

While So and So maintains that ................, more accurately/importantly, etc, # 2's position is the stronger one. (Substitute "most historians" for So and So and the appropriate person or view or source for #2.)

Perception versus reality:

Although Turner himself may have believed X, the real causes were Y and Z.

Good versus bad reasons:

Historians generally list six reasons as the cause for X, but among these are four that are valid and two that are not.

Cause and Effect:

Certainly, X was the cause and Y was its effect, but between the two are two other factors of equal importance.

Separately the causes would have not necessarily led to a rampage; however, together their effect was inevitably murderous.

Although the effects of the rampage were . . ., the causes were understandable/justifiable/inevitable.

The more important effects of Nat Turner's rebellion went beyond those of the local rampage.

Challenge:

Nat Turner's rebellion was not a righteous response to the injustice of slavery; it was motivated purely by disturbing psychological issues.

Developed by Carol Rohrbach and Joyce Valenza, Springfield Township School District

Thesis Checklist:_____ identifies a limited, specific subject_____ focuses on a particular feature or feeling about the subject_____ is stated in a clear, direct sentence_____ can be supported with convincing facts and details_____ meets the requirements of the assignment


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTThe Research Process: Source and Note Cards Method

You will now begin to research based on your research question and/or thesis statement. Both of which can change as you research. Take notes on materials that you feel you can include in your research paper. Once you decide to take notes on the source, you must complete a source card. This can also be completed electronically using Microsoft PowerPoint.

Source Information:Complete a source card for every source that you decide to write notes. Be sure to record all the source information for the works cited page. Use the Works Cited Handout on pg 48 for the correct written format of the source.

Source A

Author(s). Name of Page. Date of Posting/Revision. Name of institution/organization affiliated with the site. Date of Access <electronic address>.

SampleFields, Ricky. Stream Fishing. 30 Nov. 1998. University of Georgia. 20 Nov. 2006 http://www.streamfishing.org/today/again.html.

Where you found the sourceEx: Northside library, JSTOR database Type of source: journal, scholarly article, book etc.

Once you completed your source card, you are now ready to take notes on your note cards.

Note Card format:

Topic/subtopic (main idea of paragraph(s) Source Card Label: A1This is also your outline indicator

Write your notes here: Paraphrase, summary or “quote” from the source.

Page # if available



The Research Process: Structured Notes Sheets

*Your teacher can provide you with electronic and/or blank copies of the structured notes sheets.

The Research Process: Structured Notes Sheets Examples



The Research Process: Annotated Bibliography



INTERVIEW TIPS

The most important aspect of this process is the preparation you do before the actual interview. Being focused and polite will help you get the information you need.

TIPS:1. Select someone to interview who is an expert in the field you are researching. Remember that


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTyou want to gain as much specific information as possible about the topic so that you can incorporate these facts/data/statistics into your paper.

2. Make an appointment with a specific date, time, and location. Make sure you are on time and dressed neatly for this appointment. A good rule of thumb is to arrive at least 10 minutes before the scheduled time. Turn off all electronic devices upon entering the work environment.

3. When arriving, introduce yourself in a professional manner. This means a firm handshake, smile, and eye contact. Remember to speak clearly and loudly enough to be heard easily. Do not sit until to do so.

4. State the purpose of the interview again and thank the person for his or her time.

5. Bring a notepad and pen to take notes. (If you would like to tape the interview, you must ask permission.)

6. During the set-up call, you may want to ask about any pamphlets or other sources that the interviewee can provide for you as additional resources that you can take home with you after the interview.

7. Prepare a list of questions. Look at your working outline and write detailed questions that you hope this person can answer. Be aware that other questions/answers will come up during the interview. This is a good thing! Write down this additional information as well.

8. During the interview, do not be afraid to ask the interviewee to clarify information. While most of the notes will be written in phrases and bulleted, any direct quotes must be written EXACTLY. It is OK to say, “Let me make sure I’ve quoted you correctly. You said....” Then read back the sentence or sentences to him or her.

9. At the end of the interview, thank this person again for his or her time and give them the interview evaluation form and an envelope.

*Remember, you are a representative of Northside High School and your family.Make us proud!



Interview Evaluation Form

This form must be completed and signed by any person you interview during the Graduation Project Research paper or product.

To the Interviewee: Thank you for taking the time to help our senior in the Graduation Project at Northside High School. This interview will help in the process. The interviewer will use this information for the research paper, product, and presentation. We would find it very helpful if you could spend a few minutes completing the following information regarding the interview. This information will help determine how effectively the student used this opportunity. After completing the evaluation, please mail it to the Graduation Project Coordinators, address below. An addressed and stamped envelope should have been provided for your convenience.

Please print:Student: _____________________________________Topic: ____________________________Advisor: _________________________________________________________________Name of Person Interviewed: _______________________________________________________Address: _______________________________________________________________________Phone: __________________________________ Cell: ____________________________Length of interview: ________________________________________

The student ... Excellent Good Poor

was punctual.was neatly dressed.

had prepared a list of appropriate questions.phrased questions well.spoke clearly.was polite.

took notes.

**SIGNATURE of person interviewed: ____________________________________________

Please add written comments:



After the interview:

• Write a thank-you letter to the person. See page 29. • Review your notes as soon after the interview as possible.• Imbed one of the answers to one of your questions into your research paper where appropriate.• Do not forget to create a proper citation on the Works Cited for the interview.• Record direct quotes are accurately. If in doubt about a specific comment, contact the person

again for clarification.• Make a list of additional resources you have uncovered during the interview.


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTSample Outline

You will turn in evidence of planning to your teacher. There are many methods to complete an organizational plan for your paper. Your teacher will provide lessons on how to organize information and may require you to complete a formal outline. If so, it should be typed, double-spaced, Times New Roman, 12 pt. font with 1-inch margins.

I. IntroductionA. Include your hook or opening statement. *Remember that this is a formal research

paper, so you will not use first or second person.B. Thesis statement

II. Body: A. 1st Assertion to support thesis statement

1. Evidence2. Explanation 3. Evidence 4. Explanation

B. 2nd Assertion to support thesis statement1. Evidence2. Explanation3. Evidence 4. Explanation

C. Continue the same format as many times as needed to complete paper

III. ConclusionA. Conclude your paper by restating your thesisB. Use a clincher sentence.


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTWorks Cited Handout

In documenting your sources, you need to include the following basic information: author, title, place of publication, publisher, and date of publication. Follow the examples below for each type of source.

BooksAuthor(s). Title of Book. Place of Publication: Publisher, Year of Publication.

Book with one authorAdams, Henley. The Family Tree. Athens, GA: Booth Publications, 1989.

Book with more than one authorFinlen, Anna and Lori Finstein. Not Far from the Tree. Reidsville, IL: Whirlwind Press, 2005.

If there are more than three authors, you may list only the first author followed by the phrase et al. the abbreviation for the Latin phrase “and others”) in place of the other authors’ names, or you may list all the authors in the order in which they appear on the title page.

Book with no author namedEncyclopedia of Geography. Chicago: Billson, 2004.

Anthology or collectionChin, Beverly Ann, ed. Literature: The Reader’s Choice. Columbus, Ohio: Glencoe, McGraw-

Hill, 2000.

A part of a book (such as an essay in a collection)Author(s). “Title of Article.” Title of Collection. Ed. Editor’s Name(s). Place of Publication:

Publisher, Year. Pages.

Article in a reference book“Kenya.” World Book Encyclopedia. 1999 ed.

The Bible (specific editions)The New Jerusalem Bible. Susan Jones, gen. ed. New York: Doubleday, 1985.

Newspapers and MagazinesAuthor(s). “Title of Article.” Title of Source Day Month Year: pages.

Ponzy, Jeffery. “Giraffes in North Carolina.” North Carolina Today 10 Sept. 2006: 80-81.


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTBasic Forms for Electronic Sources

If no author is given for a web page or electronic source, start with, alphabetize by the title of the piece, and use a shortened version of the title for parenthetical documentation.

A websiteAuthor(s). Name of Page. Date of Posting/Revision. Name of institution/organization affiliated

with the site. Date of Access <electronic address>.

Fields, Ricky. Stream Fishing. 30 Nov. 1998. University of Georgia. 20 Nov. 2006 http://www.streamfishing.org/today/again.html.

An article on a web siteAuthor(s). “Article Title.” Name of web site. Date of posting/revision. Name of

institution/organization affiliated with site. Date of access <electronic address>. Pollock,

Jeff. “The Real Reason.” Now is the Time. 2003. Livingstone Lab. 29 Oct. 2006 http://www.nowtime.com/vol5/research.html.

An article in an online journal or magazineAuthor(s). “Title of Article.” Title of Journal Volume. Issue (Year): Pages/Paragraphs. Date of

Access <electronic address>.

E-mail (or other personal communications)Author. “Title of message (if any)” Email to person’s name. Date of message.

Email to youCassidy, Odette. “Re: Medical Assistance.” E-mail to author. 12 Nov. 2006.

Article in a reference database on CD-ROM“World War II.” Encarta. CD-ROM. Athens, NC: Roseduck, 1999.


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTOther Sources

Government publicationUnited States Dept. of Health and Human Services. Healthy People 2010: Understanding and

Improving Health. Washington: GPO, 2000.

PamphletOffice of the Dean of Students. Resources for Success: Learning Disabilities and Attention

Deficit Disorders. West Lafayette, IN: Purdue University, 2000.

Interview that you conductedO’Neal, Carrie. Personal Interview. 5 Oct. 2006.

A Lecture or SpeechPutty, Daniel. “Beowulf, the Great.” 2005 English Teacher Conference. NCETA. Sheraton

Hotel, Durham, NC. 10-12 Oct. 2005.

AdvertisementDove. Advertisement. Newspeak 20 Jan 2005:15.

Television or radio program“The Blessing Way.” The X-Files. Fox. WCTI, Greenville. 20 June 2004.

Sound recordingThe Beatles. Yellow Submarine. Apple Records, 1973.

FilmThe Usual Suspects. Dir. Bryan Singer. Perf. Kevin Spacey, Gabriel Byrne, Chazz Palminteri,Stephen Baldwin, and Benecio del Toro. Polygram, 1995.

TV AdvertisementStaples. Advertisement. CBS. 3 December 2006.



Avoiding Plagiarism

Plagiarism is…1. Copying word for word without quotation marks or acknowledging the author or the source.2. Using some key words or phrases without quotation marks or acknowledging the author of

the source.3. Paraphrasing and giving no author or source credit.

To avoid plagiarism, you should:• Cite not only direct quotes but also ideas that you borrow from your sources. Basically,

if you did not think of it yourself and it came from one of your sources, you must document it.

• When summarizing or paraphrasing a writer’s idea, credit the author by name and cite the work in which you found the idea.

• Give a new citation when using additional information from a previously cited source.• Remember to use quotation marks around words or phrases taken directly from the

source.• Cite everything that you borrow, unless you are certain it is common knowledge.

Documenting means:• Using parenthetical documentation within your paper.• Listing sources in a list of works cited to give credit to those from whom you borrowed

information.Common knowledge is not documented. Material is common knowledgeif:• reliable authors refer to it without citing the source.• most people knowledgeable in the field accept it as fact.• few experts would dispute it.• it is reported in most introductory textbooks or basic reference books on the subject.

Plagiarism (n.):The presentation of another writer’s ideas or words as if they were your own, without acknowledging the source.

Intellectual Property (n.):Property that results from original creative thought.

Plagiarism is unacceptable and will result in a “0” on the paper.


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTBasic Paper Format

General guidelines: The paper will be 5-7 pages long in its final form. A student-produced visual must be WITHIN the body of the paper. Double-space your entire paper. Use 12 pt. Times New Roman font only. Use 1-inch margins top, bottom, left, and right. Create a header that numbers all pages consecutively in the upper right-hand corner, 1/2

inch from the top and flush with the right margin. Use underlining throughout your essay for highlighting titles of longer works and

providing emphasis.

Formatting the first page of the paper: Provide a double-spaced entry in the top left corner of the first page that lists your name,

your instructor’s name, the course, and the date. Center your title on the line below the header with your name and begin your paper

immediately below the title.

Sample First Page

(1-inch margins: top, bottom, left, and right)

Rosent 1

John Rosent

Mr. Ken Ross

English IV

12 November 2006

A Look at the Future

It is not unusual that one might be willing to look to his future with anxiety and

anticipation. Science Fiction writers have written many books, which show the

desire of mankind to know what is or is not going to happen in the years to

come. Much of this is based on fact and much on fiction.


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTParenthetical (In-Text) Citations

MLA Format follows the author-page method of citation. This means that the author’s last name and the page numbers(s) from which the quotation is taken must appear in the text, and a complete reference should appear in your works cited list.

Works with an Author:The author’s name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence.

ExampleWordsworth stated that Romantic poetry was marked by a “spontaneous overflow of powerful

feelings” (263).

Romantic poetry is characterized by the “spontaneous overflow of powerful feelings”

(Wordsworth 263).

Works with two or more authors:Two authors with the same last name: Use first intial

Although some medical ethicists claim that cloning will lead to designer children (R. Miller 12),

others note that the advantages for medical research outweigh this consideration (A. Miller 46).

Two works by the same author: Use the title of writing piece

Ligthtenor has argued that computers are not useful tools for small children (“Too Soon” 38),

though he has acknowledged that early exposure to computer games does lead to better small

motor skill development in a child’s second and third year (Hand-Eve Development 17).

Many students object to the development of the on-line college transcripts (Richards New

Ways 59). They would rather have paper forms mailed in a timely manner in order to avoid

tampering by unwanted sources (Richards Next Year’s).



Works without an author:If the work you are making reference to has no author, use an abbreviated version of the work’s title or name that begins the entry in the Works Cited page.

For non-print source, such as films, TV series, pictures, or other media, or electronic sources, include the name that begins the entry in the Works Cited page.

ExampleAn anonymous Wordsworth critic once argued that his poems were too emotional (Wordsworth

Is a Crybaby 278).


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTQuotations

When you directly quote the works of others in your paper, you will format quotations differently depending on whether they are long or short quotations. Here are some basic guidelines for incorporating quotations into your paper.

Short QuotationsTo indicate short quotations (fewer than four typed lines of prose or three lines of verse):

• Enclose the quotation within double quotation marks and incorporate it into your text.• Provide the author and specific citation (in the case of verse, provide line numbers) in the text,

and include a complete reference in the works-cited list.• Punctuation marks such as periods, commas, and semicolons should appear after the

parenthetical citation.• Question marks and exclamation points should appear within the quotation marks if they are a

part of the quoted passage but after the parenthetical citation if they are a part of your text.

For example:According to some, dreams express “profound aspects of personality” (Foulkes 184), though

others disagree.

According to Foulkes’s study, dreams may express “profound aspects of personality” (184).

Is it possible that dreams may express “profound aspects of personality” (Foulkes 184)?

Cullen concludes, “Of all the things that happened there/ That’s all I remember” (11-12).

Long Quotations• Place quotations longer than four typed lines in a freestanding block of typewritten lines.• Omit quotation marks.• Start the quotation on a new line, indented one inch from the left margin, and maintain double-

spacing.• Your parenthetical citation should come after the closing punctuation mark. When quoting verse,

maintain original line breaks. (You should maintain double-spacing throughout your essay.)• Avoid long quotes unless necessary.

Block Quotation Example:

Nelly Dean treats Heathcliff poorly and dehumanizes him throughout her narration:

They entirely refused to have it in bed with them, or even in their room, and I had no more

sense, so, I put it on the landing of the stairs, hoping it would be gone on the morrow. By

chance, or else attracted by hearing his voice, it crept to Mr. Earnshaw’s door, and there he

found it on quitting his chamber. (Bronte 78)


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTIndirect Quotation

Sometimes you may have to use an indirect quotation. An indirect quotation is a quotation thatyou found in another source that was quoting from the original. For such indirect quotations, use“qtd. in” to indicate the source.

For example:Ravitch argues that high schools are pressured to act as “social service centers, and they don’t

do that well” (qtd. in Weisman 259).

How to Quote

1. Always introduce your quote, paraphrase, or summary.Ex: John Smith, world-renowned scholar on Mayan culture, elaborates on the influence the ancient civilization has had on today’s world, “We will probably never know to what magnitude the Mayans have truly influenced our everyday lives.”

2. Quote should support ideas.

3. Quote should flow smoothly into the paper.Ex: Do not say:

The following quote is about…. Or on page 32 in the poem the author means…

4. Keep a direct quote as written.

5. If a quote is 4 lines or less:a. integrate it into the paper

Ex: “It was the best of times, it was the worst of times,” wrote Charles Dickens of the eighteenth century.

b. place the period after the citationEx: your quote goes here” (Shaw 32).

6. If a quote is longer than four lines:a. isolate the quote from the textb. introduce the quote with a colon:c. use no quotation marks around itd. place the period at the end of the quotation; hit the space bar twice and write the citatione. double space the text of the quote just like the rest of the paperf. tab twice from the left margin; the right margin remains one inch

Ex: At the conclusion of Lord of the Flies, Ralph and the other boys realize the horror of their actions:

The tears began to flow and sobs shook him. He gave himself up to them now for the first time on the island: great, shuddering spasms of grief that seemed to wrench his whole body. His voice rose under the black smoke before the burning wreckage of the island; and infected by that emotion, the other little boys began to shake and sob too. (Golding 186)

7. Never have back-to-back quotes or over quote.


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTWriting Tips

Introduction:

• Begin with an attention grabber. An attention grabber can be an interesting quote, an example, a case study, or an analogy. Involve the reader and make him or her want to read the paper.

• Write 3-4 sentences that may include some history or just general-specific information about your topic.

• Include the thesis as it is written on the revised outline towards the end of the introduction.

Body Paragraphs:• Write a topic sentence for each paragraph.• Write a sentence to introduce the sub point.• Use information from the note cards to write sentences to explain each section. The note cards

are in the order that you want to use them based on your outline. Transfer the information from each card to the paper.

• Remember to cite the information by using parenthetical citations. • Use at least 2 sources for each sub point.• REMEMBER: You must include at least 2 in-text citations per sub point. Elaborate! Explain!• End each paragraph with a concluding sentence that sums up the main idea for the paragraph or

transitions to the next paragraph.

NOTE: Decide whether you need to create more than one paragraph at the end of each sub point or main idea. This depends on how much information you have. If the paragraphs are very long, you may want to break them up.

Conclusion:• Write 1-2 sentences to summarize each Roman numeral of your outline.• Restate the thesis using different words but focusing on the same main idea.

NOTE: The conclusion is different from the intro in that you gave the readers a taste of what you were going to discuss in the beginning; in the conclusion, you reiterate exactly what you explained.

WRITING TIPS:1. Do not use the pronoun ―you.2. Do not use contractions.3. Use spell check.4. Write in complete sentences.5. Follow standard mechanical and grammatical rules.6. Follow the outline. If you decide you want to change the order as you write, you must

also make this change on the outline.7. Write in-text citations/parenthetical citations AS YOU WRITE THE PAPER. 8. Make sense.9. Use transitional words and phrases.



NOTE• Approximately 70% of your paper will be documented even though most of the paper is

written in your own words. If your paper is simply one quotation after another, you have not done this correctly.

• Approximately 30% of the paper should be your analysis, which evidences critical thinking.• Documentation at the end of the last sentence in a paragraph cannot be for the entire

paragraph.• Remember analysis, your own explanation, should always follow documented information.• It is unusual but possible to combine material from two sources in one sentence (Smith 31)

and thus have documentation twice in the same sentence (Brown 480).

Works Cited Instructions

1. The Works Cited page(s) follows the last page of the research paper.

2. Word Processor setup: Best to use Easy Bib and create a word document.

12 pt. times New Roman and double spacingHanging Indentations and double spacing

3. Center Works Cited and capitalize the “W” and the “C.”

4. Alphabetize your corrected sources (never alphabetize by “a,” “an,” and “the.”

5. Take out source card information if not cited in your research paper.

SAMPLE ON NEXT PAGE



Last name and page #

Works Cited

Amos, Robert. “History.” Pre-67 VW. 22 Aug. 2005

<http://www.pre67vw.co.uk/history/default.asp>.

“The British Years.” Serial Design.com . 2 Sept. 2005

< http://www.serial-design.com/mechanicaldesign/vw4.htm >. Denton, Jackie. Personal

interview. 31 Aug. 2005.

Hannon, Kerry. “Beetle Proves a Bumpy Ride for Volkswagen.” USATODAY.com . 15 Sept.

2005 < http://www.usatoday.com/money/autos/2001/12/10.htm >.

Kelly, Prescott. “Ferdinand Porsche.” Auto History Online. 14 Sept. 2005

< http://www.autohistory/org/feature6.html >.

Lugo, Gabriel. Personal interview. 27 Aug. 2005.

Muir, John. How to Keep Your Volkswagen Alive. Sante Fe: John Muir, 1999. “The Rebirth.”

Serial Design.com . 2 Sept. 2005

< http://www.serial-design.com/mechanical._design/vw5.htm >.

Spiers, Coryn. “From Fuhrer’s Wagen to Fahrvergnugen” Original VW Beetles

Page. 22 Aug. 2005 < http://www.angelfire.com/bc/beetles/fuhrer.html >.

“A Phoenix That Emerged from the Fire of War.” Original VW Beetles Page. 22 Aug. 2005

< http://www.angelfire.com/bc/beetles/phoenix.html >.

“VW History.” VWNetwork.com. 22 Aug. 2005 < http://www.vwnetwork.com/history1.asp >.


http://www.vwnetwork.com/history1.asp

http://VWNetwork.com/

http://www.angelfire.com/bc/beetles/phoenix.html

http://www.angelfire.com/bc/beetles/fuhrer.html

http://www.serial-design.com/mechanical._design/vw5.htm

http://Design.com/

http://www.autohistory/org/feature6.html

http://www.usatoday.com/money/autos/2001/12/10.htm

http://USATODAY.com/

http://www.serial-design.com/mechanicaldesign/vw4.htm

http://Design.com/

NORTHSIDE HIGH SCHOOL GRADUATION PROJECTGraduation Project Research Paper 1st Draft Checklist

Student: ____________________________________________________ Date: ________________

Format:________ 12 pt. font Times New Roman________ 1-inch margins all around________ Double space________ Correct Heading in right hand corner doubled space________ Title is centered and capitalized correctly________ 6 to 8 pages numbered at top right corner________ Last name is at top right-hand corner with pg. #

Notes

Grammar /Mechanics/Spelling:________ Demonstrates meaningful variety in sentence structure________ Limited grammar/mechanic errors________ Limited spelling errors________ Avoided using contractions________ Avoided using second person point of view (you)Introduction:________ Has a good lead________ Identifies the subject________ Provides background information________ Provides a thesis statementBody ________ Topic sentence is provided and well organized________ Effectively and insightfully develops a point of view with

outstanding critical thinking ________ Contains relevant support________ Transitional words/phrases are provided________ Interview is well represented in interviewParenthetical Citations (in-text) ________ Relevant support is cited with in-text citations________ In-text citations are in correct formatGraph/Visual________ Includes a student graph/visual relevant to the topic________ Graph/visual well supported in textConclusion:________ Reaffirms thesis statement________ Leaves reader with final thoughtWorks Cited Page ________ Displayed in MLA format________ Citations match with in-text citations of paper________ Hanging indentions________ Inch margins all around________ In alphabetical order

English Teacher Signature: ___________________________________________________

Date: __________________________



Final Research Paper Submission Checklist

Please initial the following to indicate that they are included:

_______ an outline of the research paper.

_______ a clean copy of the final draft, including the Works Cited page.

_______ the rough draft with teacher comments.

_______ a blank evaluation rubric for the final draft.

I have adhered to the Graduation Project Ethical Commitment and have completed the research and writing of this paper on my own.

Student’s Name________________________________Date___________

Student’s Signature _________________________________________

English Teacher: __________________________________________


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTOnslow County Schools Graduation Project: Paper Component Rubric

Please review the explanation of the standards established by the North Carolina Dept. of Public Instruction and the criteria for reaching each standard level. Use those guidelines to grade the student’s paper.

Student: _________________________________ Topic: ___________________________________

Focus Exemplary Satisfactory Developing/ Emerging


Presents an insightful, focused thesis statement 4 3 2 1Draws strong, clear connections between thesis and significant related ideas

4 3 2 1

OrganizationEffectively provides a logical progression of related ideas and supporting information in body of paper

4 3 2 1

Effectively uses transitions to connect supporting information clearly

4 3 2 1

Arrives at a well-documented, logical conclusion involving critical thinking

4 3 2 1

Support/ElaborationEffectively synthesizes complex ideas from research sources

4 3 2 1

Demonstrates exceptional selection of supporting information clearly relevant to thesis and related ideas

4 3 2 1

Provides a meaningful presentation of multiple perspectives

4 3 2 1

Effectively balances use of quotations and student paraphrasing

4 3 2 1

Skillfully integrates student-generated visual aids (i.e. diagrams, charts, graphs, pictures, graphic organizers) to emphasize important content

4 3 2 1

StyleExhibits skillful use of language, including effective word choice, clarity and consistent voice

4 3 2 1

Demonstrates exceptional fluency through varied sentence structure, paragraphing, flow of ideas and transitions

4 3 2 1

ConventionsDemonstrates a sophisticated use of prescribed format (MLA), including title page, pagination, and citations

4 3 2 1

Consistently uses standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

4 3 2 1

Information LiteracyConscientiously and consistently demonstrates integrity in citing practices

4 3 2 1

Effectively employs an extensive variety of primary and secondary sources, including a significant amount of current information

4 3 2 1

Demonstrates strong evaluation skills in determining resource credibility and reliability

4 3 2 1


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTTotal by Column

Total Score ________________ /68 divided by 17 = ____________

Notes:

English Teacher: ______________________________________ Date: ______________________



State Research Paper Component Rubric

Review the descriptions below to determine the criteria used to grade the Graduation Project research paper. In order to successfully complete this component, students must earn at least satisfactory status on all criteria.

<<<<<<< Successful Completion >>>>>>>> <<<<<<<<<<< Has Not Completed >>>>>>>>

Exemplary Satisfactory Developing/Emerging Resubmission Necessary

Not Submitted

FocusPresents an insightful, focused thesis statement

Presents a thesis statement with adequate insight and focus

Presents a thesis statement with minimal insight and focus

Presents a thesis statement with no insight and focus

Fails to submit paper

Draws strong, clear connections between thesis and significant related ideas

Draws adequate connections between thesis and related ideas

Draws insufficient connections between thesis and related ideas

Shows no understanding of connections between thesis and related ideas

OrganizationEffectively provides a logical progression of related ideas and supporting information in body of paper

Adequately provides a progression of ideas and supporting information in body of paper

Provides a poorly organized progression of ideas and supporting information in the body of the paper

Does not provide a progression of ideas and supporting information in the body of the paper


Effectively uses transitions to connect supporting information clearly

Adequately uses transitions to connect supporting information clearly

Ineffectively uses transitions to connect supporting information clearly

Does not use transitions to connect supporting information clearly

Arrives at a well-documented, logical conclusion involving critical thinking

Arrives at an adequately documented conclusion

Arrives at an insufficiently documented conclusion

Does not arrive at a documented conclusion

Support/ElaborationEffectively synthesizes complex ideas from research sources

Sufficiently synthesizes ideas from research sources

Ineffectively synthesizes ideas from research sources

No evidence of synthesizing ideas from research sources


Demonstrates exceptional selection of supporting information clearly relevant to thesis and related ideas

Demonstrates sufficient selection of supporting information clearly relevant to thesis and related ideas

Demonstrates insufficient selection of supporting information clearly relevant to thesis and related ideas

Lacks supporting information clearly relevant to thesis and related ideas

Provides a meaningful presentation of multiple perspectives

Provides an adequate presentation of multiple perspectives

Provides a limited presentation of multiple perspectives

Does not present multiple perspectives

Effectively balances use of quotations and student paraphrasing

Adequately balances use of quotations and student paraphrasing

Insufficiently balances use of quotations and student paraphrasing

Does not balance use of quotations and student paraphrasing

Skillfully integrates student-generated visual aids (i.e. diagrams, charts, graphs, pictures, graphic organizers) to emphasize important content

Effectively integrates student-generated visual aids (i.e. diagrams, charts, graphs, pictures, graphic organizers) to clarify content

Includes student-generated visual aids (i.e. diagrams, charts, graphs, pictures, graphic organizers) to clarify content

Shows no use of student-generated visual aids (i.e. diagrams, charts, graphs, pictures, graphic organizers) to clarify content

StyleExhibits skillful use of language, including effective word choice,

Exhibits good use of language, including some mastery of word choice,

Exhibits ineffective use of language, including weak word choice, limited clarity and

Exhibits severely flawed use of language, including weak word choice, no



NORTHSIDE HIGH SCHOOL GRADUATION PROJECTclarity and consistent voice

clarity and consistent voice inconsistent voice clarity and no voice

Demonstrates exceptional fluency through varied sentence structure, paragraphing, flow of ideas and transitions

Demonstrates sufficient fluency through sentence structure, paragraphing, flow of ideas and transitions

Demonstrates limited fluency through sentence structure, paragraphing, flow of ideas and transitions

Lacks fluency through sentence structure, paragraphing, flow of ideas and transitions

ConventionsDemonstrates a sophisticated use of prescribed format (MLA), including title page, pagination, and citations

Demonstrates an adequate use of prescribed format (MLA), including title page, pagination, and citations

Demonstrates limited use of prescribed format (MLA), including title page, pagination, and citations

Demonstrates no use of prescribed format (MLA), including title page, pagination, and citations


Consistently uses standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

Generally, uses standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

Minimally uses standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

Does not use standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

Information LiteracyConscientiously and consistently demonstrates integrity in citing practices

Generally, demonstrates integrity in citing practices

Inconsistently demonstrates integrity in citing practices

Does not demonstrate integrity in citing practices


Effectively employs an extensive variety of primary and secondary sources, including a significant amount of current information

Adequately employs a sufficient variety of primary and secondary sources, including a sufficient amount of current information

Employs a limited variety of primary and secondary sources, including an insufficient amount of current information

Does not employ a variety of primary and secondary sources and/or does not include current information

Demonstrates strong evaluation skills in determining resource credibility and reliability

Demonstrates sufficient evaluation skills in determining resource credibility and reliability

Demonstrates limited evaluation skills in determining resource credibility and reliability

Demonstrates no evaluation skills to determine resource credibility and reliability



In this section:

Order and Contents of PortfolioJudge’s Letter Format and SampleOnslow County Portfolio RubricState Portfolio Rubric



Order and Contents of Portfolio

The portfolio should: • Demonstrate depth in academic and personal growth. • Provide insight into how the student has anticipated and dealt with challenges and changes. • Be in a 3-ring binder with dividers. • Have all papers in separate sheet protectors. Neatness counts. • Keep material neat and clean. Type ALL work and complete forms in ink.Reminder: Save copies of all materials turned in.

Appearance: 3-ring binder Title on front w/student’s name or “Sign of Commitment” in front pocket. Be sure that the

student’s name is visible.

Contents:Front Section – Signed Forms

Sign of Commitment (if not in front pocket) Table of Contents Letter of Intent Parent/Guardian/Student Consent Form Video Release Form Parental Release and Ethical Commitment Form Topic Selection Worksheet and Acceptance forms Copies of any appeals and responses

Divider - “Field Work/Product” Mentor Commitment Form Mentor Progress Checks (1-2) Field Work/Mentor Logs (must total at least 15 hours) Explanation and Evidence of Product (pictures, surveys, letter from participants, audience

verification form, receipts, release forms, etc.) Reflections (3, see requirements)

Divider- “Research” Evidence of Planning Research Paper including Works-Cited Page (Each sheet in a separate sheet protector—should be

front to back) Completed rubric Interview form for each person interviewed (if interview was done) Notes from the interview with the mentor or other individuals (if interview was done)

Divider- “Presentation” Presentation Planning Sheet Practice Verification Form



Letter of Intent FormatFirst impressions are lasting impressions. This letter will be the first indicator to the judges of who you are, giving them the background and the understanding necessary to assess more fully your project and presentation. It is essential that the letter is clear and organize. Your final revision should be in correct business format with no grammatical or mechanical errors.

Format:1. Use the form for the business letter found in the sample letter to the judges on the next page.2. Be sure to set the margins (top, bottom, left, and right) to 1 inch.3. Be sure that your text is Times New Roman 12 pt.4. The return address is your home address with the date under it. Do not use any abbreviations.

DO NOT put your name here.

5. The inside address should be - Judges, Graduation Board Complete Name of Your School

Street Address of Your School Jacksonville, North Carolina 28546

6. The salutation is - Dear Judges:7. Limit to one page. (See business letter format for specific spacing within the letter.)

Content:Remember, though certain content is required, the key to a good letter is personal voice, insight, and organization. Write your letter so it reflects you.Paragraph #1 – Write 2 - 3 sentencesIntroduce yourself.Include your goals, future plans, family life, talents, hobbies, and personality traits –Indicate your understanding that this person will be serving as a judge for your Oral Boards.

Paragraph #2 – Write 3 - 6 sentencesDiscuss the subject of the research and the focus of the product. Briefly explain how this topic and product relates to a personal interest you have.

Paragraph #3 – Write 3 - 4 sentencesExplain how the Graduation Project was a learning stretch for you. In addition, you will need to explain what unexpected difficulties you faced and how you overcame them.

Paragraph #4 – Write 3 – 4 sentencesDiscuss how the Graduation Project as a whole has affected you this year. What have you learned about yourself?

Paragraph #5 – Write 1 – 2 sentencesThank the judges for taking their time to help you.


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTLetter of Intent Sample

214 Merit Drive Jacksonville, North Carolina 28546 HeadingNovember 14, 2008 Your Address

Judges, Graduation BoardsNorthside High School Inside Address365 Commons Drive South Person to receive the letterJacksonville, North Carolina 28546

Dear Judges: Salutation Body

All my life I have wanted to become a dental hygienist, so my Graduation Project centered on this career. In order to meet this goal, I originally planned to enroll in a hygienist program in the fall. I have always enjoyed school, but I am looking forward to entering a new phase of my education. I am eager to meet you and present my project to you at Oral Boards.

My research paper explored how changing socioeconomics, diet, and contemporary lifestyle impact the rise in the incidence of tooth decay in children. One idea which interested me was how access to dental hygiene can combat this growing epidemic, especially through various social and government programs. With this knowledge, I was able to complete my physical product. I taught a one-hour lesson on dental hygiene to a class of second graders. My presentation included a demonstration on proper brushing and flossing, a dentist dress-up time, a coloring activity, and a Fun with Fluoride game. The class was awesome! Each child listened carefully and wanted to participate in every aspect of the lesson. They responded so well that I forgot to be nervous, and it seemed I was hugging them good-bye in no time.

As a soon-to-be graduate, I would like to share with you my learning stretch. I was amazed at the reality of how the inability to obtain dental health care makes a lifelong difference to an individual’s health. During my classroom experience, I witnessed this firsthand. On a personal level, I was not sure I would like the Graduation Project, and in the beginning, I did not want to do the work. However, I realize now I have matured and become more responsible since I have had to rely on myself to accomplish this project.

The Graduation Project has changed my life. I still admire the work a dental hygienist does, but I now realize becoming a health care professional is not in my future. Instead, I have discovered that I love teaching! I had never considered education as a possible career. However, after completing this project, I have decided to become an elementary school teacher. When I enter the University of North Carolina at Greensboro in the fall, I will begin working toward this new goal. Who would have thought the Graduation Project would have affected me so dramatically?

Thank you for giving me the opportunity to share such a personal experience with you. I appreciate your effort in participating on the judging panel.

Sincerely, Closing Here Signature in black ink Here Type your full name


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTOnslow County Schools Graduation Project: Portfolio Component Rubric

Please review the explanation of the standards established by the North Carolina Dept. of Public Instruction and the criteria for reaching each standard level. Use those guidelines and the list of required portfolio content to evaluate the student’s portfolio.

Student: ________________________________Topic: ___________________________________

Format/Appearance Exemplary Satisfactory

Developing/ Emerging


Adheres to all guidelines for portfolio appearance.OrganizationExhibits exceptional organizational skills in compilation of portfolioCompletenessMeets all requirements for portfolio contents.Student GrowthDemonstrates exceptional depth in academic and/or personal growthStudent ReflectionReveals exceptional insight into how the student anticipated changes and dealt with contingencies.Information, Technology, and Communications LiteracyEffectively employs technology in construction of portfolio.

Successfully Completed: ______ Not successfully Completed: ________ Date: ________ Advisor: ____________________________________________

Notes:

Students will present their portfolio for evaluation by the Graduation Project Advisory Board. Students who fail to meet Satisfactory or above on any of the criteria will have the opportunity to make corrections and re-present the portfolio by the Deadline for Approved Portfolios. Failure to achieve an approved portfolio by the deadline may result in a repeat of the project with a new topic next semester unless extenuating circumstances have been documented and given prior approval.

Portfolio Approved ______________________________________ ________________________ Advisor Teacher’s Signature Date

Advisory Board Approval: _____________________________________________________________

Date: _____________________________


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTState Portfolio Component Rubric

Review the descriptions below to determine the criteria used to evaluate the Graduation Project portfolio. In order to successfully complete this component, students must earn at least satisfactory status on all criteria.

<<<<<<< Successful Completion >>>>>>>> <<<<<<<<<<< Has Not Completed >>>>>>>>Exemplary Satisfactory Developing/Emerging Resubmission

NecessaryNot Submitted

Format/AppearanceAdheres to all guidelines for portfolio appearance.

Adheres to most guidelines for portfolio appearance.

Adheres to some guidelines for portfolio appearance.

Does not adhere to guidelines for portfolio appearance.

Fails to submit portfolio

OrganizationExhibits exceptional organizational skills in compilation of portfolio

Exhibits sufficient organizational skills in compilation of portfolio

Exhibits minimal organizational skills in compilation of portfolio

Exhibits no organizational skills in compilation of portfolio


CompletenessMeets all requirements for portfolio contents.

Meets most requirements for portfolio contents.

Meets some requirements for portfolio contents.

Does not meet requirements for portfolio contents.


Student GrowthDemonstrates exceptional depth in academic and/or personal growth

Demonstrates sufficient depth in academic and/or personal growth

Demonstrates limited depth in academic and/or personal growth

Does not demonstrate depth in academic and/or personal growth t


Student ReflectionReveals exceptional insight into how the student anticipated changes and dealt with contingencies.

Reveals sufficient insight into how the student anticipated changes and dealt with contingencies.

Reveals limited insight into how the student anticipated changes and dealt with contingencies.

Reveals no insight into how the student anticipated changes and dealt with contingencies.


Information, Technology and Communications LiteracyEffectively employs technology in construction of portfolio.

Sufficiently employs technology in construction of portfolio.

Minimally employs technology in construction of portfolio.

Employs no technology in construction of portfolio.




In this section:

Presentation GuidelinesPresentation Attire and Questions to PracticeInstructions for the Presentation VisualPresentation Planning Worksheet: Advisory LessonPresentation Practice Verification Form and Equipment CheckOnslow County Practice Presentation RubricOnslow County Presentation RubricState Presentation Rubric



Presentation Guidelines

Only students who have successfully completed the Research Paper with their English teacher AND the Portfolio with their advisor can sign-up for presentation dates/times. Students must have practiced their presentations in front of an audience at least one time before the actual presentation with community judges. Students are to complete the Presentation Practice Verification Form on pg. 81 and return it to the advisor.

Completed portfolios MUST be brought to the presentation. Parents/Guardians and Mentors are NOT allowed to be in the room with their students during the presentation. Technical equipment will be available for any presentation if requested in writing to your Graduation Project Advisor at least 10 days in advance.

FORMAT:All presentations must have the following:

• Evidence of the product or documentation of the completed product. This could be the actual product itself, or photos and/or video of the product, or a journal/scrapbook documenting progress, etc.

• Feature your product and your experience. Do not just give a speech, which only relates information from your research paper.

• Oral presentation: a formal speech lasting 5-10 minutes that has been prepared and well rehearsed ahead of time. All students are required to make at least one in-class presentation before the final oral presentation. All oral presentations must have a short question & answer period.

• Appropriate responses to questions from the panel.• Professional attire.

SUGGESTED ORGANIZATION OF THE FINAL SPEECHThese guidelines can help you create a good outline that leads to an organized speech. Remember, the judges want to know what you learned. That means that you should tell successes and failures.

One to two minutesI. Introduce yourself and your project and begin with something that catches your audience’s attention.Three to Five minutesII. How did you develop the idea for your project? What did you set as your ending goal? Remember

that the judges are listening for WHY WAS THIS PROJECT IMPORTANT TO YOU?III. How did you find your mentor? How did that person help you learn or have insights of the product?IV. What research did you do? How did the research connect to your final product?One to Two minutesV. What changes would you to your project and tell of the highlights of your original plan and what you

had to do to modify it as the project developed.VI. Ask if there are any questions?

Note cards: Note cards may be used during the presentation. Do not write the entire speech word for word on the note cards. Since you have practiced your speech repeatedly at home, the cards should contain basic ideas to help you remember what comes next rather than the entire speech.


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTAdditional Suggestions:1. Remember that you will be making a formal presentation. Please dress appropriately. If you are not

sure what constitutes appropriate dress, consult your advisor, English teacher, mentor, or Graduation Project Coordinators. Guidelines are listed on the next page.

2. Wait for the signal from the chief judge before you begin your presentation.3. Introduce yourself to the panel of judges.4. Do not chew gum.5. Be aware of your body language. Avoid gestures that may adversely affect your presentation.6. Maintain eye contact with the judges. Look around and smile occasionally.7. Do not read your presentation.8. Share your letter to the judges with them before you begin your presentation. Have your portfolio

available for their review.9. Practice your presentation several times until you feel comfortable with its format and content. Also,

time your presentation to be sure that you do not exceed the time allowed.10. Make sure any computer application you are using is compatible with the equipment available at

Northside High School or bring your own equipment (laptop, etc.).11. Bring any materials necessary for the presentation with you.12. Try to anticipate what questions you panel of judges might ask you (or ask a parent or a friend to

compose questions for you) and plan the answers you would give. Your panel may not ask these exact questions, but this will give you an opportunity to practice answering questions. Remember that questions should address a clarification or extension of your topic. Judges generally ask appropriate questions; however, if you are asked a question that you feel is not appropriate (e.g., a question that is purely personal), you have the right to reply politely that the question does not relate to your research. Questions for practice are located later in this manual.

13. Do not say:a. “and stuff”b. “you know”c. “I guess”d. “and all of that”e. I “did” French cooking

14. PowerPointa. Fifteen words or less on a slide “3 x 5” Ruleb. Don’t make the background so busy the words cannot be seenc. Do NOT use complete sentencesd. DO NOT READ THE POWERPOINT TO THE AUDIENCE.

15. Hair: leave it alonea. If bangs keep falling in your face, pin them.b. If long, do not run your hands through it.c. Do not scratch your head.

16. Be prepared to tell you advisor your needs for the presentation:a. How much space you will need.b. All rooms will have a laptop and LCD, but you need to bring your information on a USB. You

should make sure in advance that your information works on the school computers. (You may bring your own laptop.)

c. Do you need a CD Player?d. Is there any other information we need to make sure you have a successful presentation? You

need to bring any items that are particular to your presentation. (i.e., if you serve food, bring plates, forks, etc.)


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTPresentation Attire

Since dress/appearance is one of the items, the judges mark on the Graduation Project PresentationRubric, it would benefit you to gain some extra points as well as create a favorable first impression.

Males:• Dress Slacks with an appropriate belt• Slacks & Dress Jacket (Sports Coat)• Suits and Jackets should be tasteful in style.• Button down shirt with collar and tie. (Or a dress shirt appropriate to your suit.)• Shirts tucked in the slacks.• A tasteful tie that coordinates with the dress shirt and pants.• Dress shoes (in other words, something other than tennis shoes.)• Minimal and tasteful jewelry/accessories.• Business attire not eveningwear.

Females:• Dress or Suit (slacks or skirt with coordinated top, vest, and/or jacket)• Dresses and skirts should be of tasteful and modest length (mid thigh) and style.• Do not wear tight clothing.• Blouses should coordinate with the suit, should be long enough to cover your midriff and have a

neckline that comes up to the base of your neck.• Blouses should not fit tightly and should be both tasteful and modest.• Dress shoes, no clogs or sandals.• Minimal and tasteful jewelry/accessories• If it does not fit the school dress code, then it will not work for the Graduation Project.• Business attire not eveningwear.

Possible Presentation Questions to PracticePractice answering questions about your research and project by responding to the following questions.

1. Why did you choose this topic?2. How does your paper and project connect?3. What resources helped you the most?4. If you could change one thing about your project, what would you change and why?5. What was the picture you had in mind of your project before you started working on it? How did the

project match that mental picture?6. Describe specifically how you strived to make your project the very best quality you could.7. What are some specific ways this project caused you to leave your comfort zone to go to your courage

zone?8. What are some problems that you encountered during this project and how did you handle these problems?9. Which phase of Graduation Project stretched you the most? How did you react to this challenge?10. How did Graduation Project stretch you most emotionally, intellectually, or physically?11. What were the best and worst moments of the entire process?12. Whom has your work on this project impacted?13. How has this experience changed your attitude about students and faculty members?14. What advice do you have for next year’s juniors?15. What unexpected lesson did you learn along the way?16. In what way has the Graduation Project changed your view of yourself? (Are you more confident of

your abilities? Are you more focused and directed? Are you more willing to take a risk?)17. Has this experience influenced your future planning in terms of work, education or the development of

personal interests?



Instructions for Presentation Visual

Students must have either a student made tangible product, tri-fold display board or a PowerPoint presentation to use as a visual during their speeches before the boards. Students should have this visual complete for grading by the English teacher during the month before boards. Students should consider the following recommendation as they prepare the visual for the judges. Visuals should be professional and creative.

Student Made Product Students should plan how the product is to be delivered to Northside High School. Students need to make sure that arrangements have been made with advisor for any

special circumstances that may be needed.Tri-Fold Board

Students should plan what information they want to place on the board and develop a design scheme, including colors and materials they wish to use.

Students can purchase a tri-fold board in nearly any color, or they can purchase a plain tri-fold board and cover with fabric.

Trifold must be traditional science board size. (The large ones!) Students should have clear lettering that is cut out, stick on, or printed from computer. Nothing

should be handwritten. Student should have pictures or graphics. All pictures must have typed captions. Students should place colored paper behind pictures, graphs, etc. The layout should communicate clear, important information and be visually appealing.

PowerPoint Presentation Design and create appropriate number of slides (teacher determined); include a title slide

and an ending slide Include main ideas without being distracting No more than 4 point per slide, no more than 4 lines per slide Use color or template as a background Import pictures or clip art from the Internet DO NOT use sound Have slide transitions SAVE YOUR PRESENTATION ON A USB/DISK/C/ON THE NETWORK OR

GAGGLE ACCOUNTSVideo

The use of a video during the presentation is completely optional Videos may not exceed two-three minutes in length. This will not be included in time

project. Students must not use a video as an isolated event. If a video is being shown, the student must

dialogue throughout.



Presentation Planning Worksheet

1. What format/visual will I use for the presentation (see pg. 79)?

______________________________________________________________________________

______________________________________________________________________________

2. What materials/technology will I need prepared for the presentation?

______________________________________________________________________________

______________________________________________________________________________

3. Will I need to request special equipment to accommodate my product or visual, if yes what

will I need (see pg 81)?

______________________________________________________________________________

______________________________________________________________________________

4. Will I need special transportation to bring my visual/product to school? If yes, explain how?

______________________________________________________________________________

______________________________________________________________________________

5. Do I have a special guest? Yes No

If yes, did I complete the Permission to Be a Subject for Personal Service Form (see pg 94)?

Yes No

6. What will I wear to present my Graduation Project to the judges (see pg 78)?

______________________________________________________________________________

______________________________________________________________________________


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTPresentation Practice Verification Form and Equipment Check

You are required to practice your presentation before an audience at least once BEFORE the actual presentation before the Community Judges. This should be a full presentation practice, not just a run-through. Return this form and the Presentation Planning Worksheet to the advisory teacher.

Name __________________________________________ Advisor: _____________________________

I have practiced my presentation in_______________________________ (place)

on__________________________ (date).

Student Signature _____________________________________________

Verifying Teacher/Adult Signature: _____________________________

__________________________________________________________________

Equipment Check

I have made sure that my PowerPoint/Technology is compatible with the NHS computers that

are in my designated presentation location.

Student’s Signature _________________________

All presentation rooms will have a laptop and LCD projector available for your use.

I need the following extra equipment for my presentation:

____Kitchen supplies ____CD player ____ Long Table

____Large floor space ____Smart board ____ Promethean Board

____Outside space ____Other _______________________

** Extra Equipment request must be submitted 10 days in advance.**



Onslow County School’s Graduation Project: Practice Presentation Rubric

Please review the explanation of the standards established by the North Carolina Dept. of Public Instruction and the criteria for reaching each standard level. Use those guidelines to judge the student’s presentation on the following scale: 4 = Exemplary, 3 = Satisfactory, 2 = Developing/Emerging, 1 = Resubmission Necessary. Circle one for each category.

Student: _________________________________________Topic: _____________________________

Communications SkillsConsistently speaks with appropriate volume, tone, and articulation. 4 3 2 1Consistently employs appropriate eye contact and posture. 4 3 2 1Consistently employs appropriate nonverbal communication techniques. 4 3 2 1Consistently exhibits poise, enthusiasm, and confidence. 4 3 2 1Consistently employs standard grammar. 4 3 2 1Adheres to prescribed time guidelines (min. 5/max. 10 mins. before Q&A) 4 3 2 1Wears appropriate professional or authentic attire. 4 3 2 1Employs creative use of visual aids that enrich or reinforce presentation. 4 3 2 1Content and CoherenceEffectively defines a main idea and clearly adheres to its purpose throughout presentation.

4 3 2 1

Employs a logical and engaging sequence which the audience can follow 4 3 2 1Demonstrates exceptional use of supporting details/evidence. 4 3 2 1Self ReflectionOffers an insightful evaluation of the project process. 4 3 2 1Reflects on successes and challenges with exceptional depth and insight. 4 3 2 1Extensively reflects on the collaboration with the mentor. 4 3 2 1Extemporaneous ResponsesConfidently, politely, and accurately responds to judges’ questions and comments. (Not counted in time requirement)

4 3 2 1

Notes:

Evaluator’s Signature: ______________________________________ Date: _____________________

Teacher’s Signature Required to Earn Credit for a Required Practice Presentation

I have made sure that my power point is compatible with the school’s computers.Student’s Signature _________________________

____Kitchen supplies ____CD player ____ Long Table

____Large floor space ____Smart board ____ Promethean Board

____Outside space ____Other _______________________


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTOnslow County Schools Graduation Project: Presentation Component Rubric

Please review the explanation of the standards established by the North Carolina Dept. of Public Instruction and the criteria for reaching each standard level. Use those guidelines to judge the student’s presentation.

Student: ________________________________Topic: ___________________________________

Communications Skills Exemplary Satisfactory Developing/ Emerging


Consistently speaks with appropriate volume, tone, and articulation.Consistently employs appropriate eye contact and posture.Consistently employs appropriate nonverbal communication techniques.Consistently exhibits poise, enthusiasm, and confidence.Consistently employs standard grammar.Adheres to prescribed time guidelines (min. 5/max. 10 mins. before Q&A)Wears appropriate professional or authentic attire.Employs creative use of visual aids that enrich or reinforce presentation.Content and CoherenceEffectively defines a main idea and clearly adheres to its purpose throughout presentation. Employs a logical and engaging sequence which the audience can followDemonstrates exceptional use of supporting details/evidence.Self ReflectionOffers an insightful evaluation of the project process. Reflects on successes and challenges with exceptional depth and insight.Extensively reflects on the collaboration with the mentor.Extemporaneous ResponsesConfidently, politely, and accurately responds to judges’ questions and comments.

Notes:

Judge: ______________________________________ Date: ______________________


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTPresentation Component Rubric

Review the descriptions below to determine the criteria used to judge the Graduation Project research paper. In order to successfully complete this component, students must earn satisfactory status based on an average of the community judges’ marks on each criterion.

<<<<<<< Successful Completion >>>>>>>> <<<<<<<<<< Has Not Completed >>>>>>>>

Exemplary

4

Satisfactory

3

Developing/Emerging

2


1Communications Skills

Consistently speaks with appropriate volume, tone, and articulation.

Generally, speaks with appropriate volume, tone, and articulation.

Has difficulty speaking with appropriate volume, tone, and articulation.

Does not speak with appropriate volume, tone, and articulation.

Consistently employs appropriate eye contact and posture.

Frequently employs appropriate eye contact and posture.

Employs infrequent eye contact and/or poor posture.

Makes no eye contact.

Consistently employs appropriate nonverbal communication techniques.

Adequately employs appropriate nonverbal communication techniques.

Employs limited nonverbal communication techniques.

Does not employ nonverbal communication techniques.

Consistently exhibits poise, enthusiasm, and confidence.

Generally, exhibits poise, enthusiasm, and confidence.

Exhibits limited poise, enthusiasm, and confidence.

Lacks poise, enthusiasm, and confidence.

Consistently employs standard grammar.

Generally, employs standard grammar.

Infrequently employs standard grammar.

Does not employ standard grammar.

Adheres to prescribed time guidelines

Adheres to prescribed time guidelines

Violates prescribed time guidelines

Violates prescribed time guidelines

Wears appropriate professional or authentic attire.

Wears appropriate professional or authentic attire.

Wears inappropriate attire. Wears inappropriate attire.

Employs creative use of visual aids that enrich or reinforce presentation.

Employs appropriate use of visual aids that relate to presentation.

Employs ineffective visual aids.

Uses no visual aids.

Content and CoherenceEffectively defines a main idea and clearly adheres to its purpose throughout presentation.

Adequately defines a main idea and adheres to its purpose throughout presentation.

Insufficiently defines a main idea and adheres to its purpose throughout presentation.

Does not define a main idea or adhere to its purpose.

Employs a logical and engaging sequence which the audience can follow

Employs a logical sequence which the audience can follow

Employs an ineffective sequence confusing to the audience

Lacks an organizational sequence

Demonstrates exceptional use of supporting details/evidence.

Demonstrates sufficient use of supporting details/evidence.

Demonstrates insufficient supporting details/evidence.

Demonstrates no supporting details/evidence.

Self ReflectionOffers an insightful evaluation of the project process.

Offers a clear evaluation of the project process.

Offers an evaluation of the project process.

Fails to offer an evaluation of the project process.

Reflects on successes and challenges with exceptional depth and insight.

Reflects on successes and challenges with sufficient depth and insight.

Reflects on successes and challenges with limited depth and insight.

Does not reflect on successes and challenges with depth or insight.

Extensively reflects on the collaboration with the mentor.

Generally, reflects on the collaboration with the mentor.

Minimally reflects on the collaboration with the mentor.

Fails to reflect on the collaboration with the mentor.

Extemporaneous Responses Confidently, politely, and accurately responds to judges’ questions and comments.

Politely and accurately responds to judges’ questions and comments.

Ineffectively responds to judges’ questions and comments.

Unacceptably responds/does not respond to judges’ questions and comments.



In this section:

Special Situations for ProductsBusiness PlanCoachingDocumentaryTeaching a Class

Lesson PlanFundraising ProductsAudience Verification FormUse of School Facilities FormPermission to Be a Subject for Personal ServiceAppeals Form


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTSpecial Situations for Products

Business PlanIF YOUR GRADUATION PROJECT IS CREATING A BUSINESS AND A BUSINESS PLAN, YOU MUST INCLUDE THE FOLLOWING ITEMS IN THIS PLAN. THESE ARE THE MINIMUM REQUIREMENTS.

1. Title page2. Contents3. Location (and explanation)4. Mission Statement5. Executive Summary (the company, the company’s mission, the company’s products and services,

the company’s marketing and sales strategy, the competition, the target market)6. Layout7. The Competition (Give the names of those establishments and to whom they cater.)8. Target Market (market description, market size and trends, target customers, market readiness)9. Personal goals10. Business goals (longevity, finance)11. Management/Personnel (include salary)12. Standards (service, facilities)13. Accounts to be opened and miscellaneous to-do list (phone service, sales tax permit, IRS tax

number, social security forms, etc.)14. Itemized Monthly Cash Flow Projection for years 1, 2, 315. Chart for each of the first three years showing overhead and profit16. Personal Financial Statement (annual expenses, assets, annual income)

Coaching1. Must have a clearly defined audience to coach; a specific team or group must be identified.2. Must have a notebook/folder of specific techniques or drills for different groups to work. These

plans need to explain in detail how each session will improve the person or team’s performance. There needs to be a pre and post standard of measurement. This can be done by measuring timings, counting completed tasks or submitting a video of improved performance.

3. There must be an obvious LEARNING STRETCH; going from player to coach is not a sufficient learning stretch. You need to coach in areas in which you are NOT familiar. For example, if you are an offensive player, then you need to learn defensive techniques or drills and demonstrate your teaching of these areas. This includes coaching an age group other than high school.

Documentary1. Creating a documentary as the Graduation Project physical product must include: at least 15

minutes of edited video footage2. Opening and closing credits3. Voiceover narration

Students shooting a documentary are required to turn in a rough draft of the voiceover script and a detailed shot list prior to the start of the shooting. Finalized versions of the script and shot list should be included with the student’s completed documentary.



Teaching a ClassDo not think that teaching a class is the easy way out. On the contrary, it takes a lot of planning to have an interesting lesson. You should also design activities that utilize the learned material, and there should be some type of assessment at the end. (Students love games and prizes!) Also, you should start almost immediately on this because you have to fit the lesson into the context of the teacher’s class, do the lesson plan, get it approved by your Graduation Project teacher and the classroom teacher, and then design each facet of the lesson. What most people think will take 45 minutes actually takes only about 15-20 minutes! Therefore, you have to practice and time it.

IF YOU ARE TEACHING A CLASS, YOU MUST DO ALL OF THE ABOVE AND THE FOLLOWING:

1. Find a teacher who will allow you to teach his/her class. Choose a class where the information that you will present will be relevant to the students’ learning.

2. Teach for a minimum of one hour that may be in 15-minute increments.3. Be videotaped while you teach the entire one-hour lesson.4. Must prepare a notebook of typed lesson plan, handouts, activities for each lesson, and

student work samples. This should also include visual documentation, including pictures and samples, and /or electronic documentation.

5. Fill out the lesson plan form on the following pages. You must discuss the lesson plan with your English teacher ahead of time.

6. Must document pre and post measurement in lesson.7. Must include at least one group activity and one individual activity in lesson.8. The detailed lesson plan must be approved by the teacher who is allowing you to present to

his/her class. This is required!9. Do this at least two weeks before actually teaching your lesson.10. Have the teacher whose class you are teaching sign off if s/he approves it. If not, change it as

s/he suggests and try again.11. Show the approved lesson plan to your advisor immediately. You must do this before

teaching the class in order to avoid a failing grade on the Physical Product.12. Teach a class that has at least 15 students present on the day of your lesson.13. Anyone who is under 18 must have permission form (see page 91) signed by a parent or

guardian before s/he can be videotaped. Anyone who is 18 years old can sign for him/herself. Deliver these permission slips to the classroom teacher for each student in the class. Do this at least one week in advance. Collect the permission slips from the classroom teacher two days before the day of your lesson. You MAY NOT videotape any student who does not submit the two-page permission form.

14. Have each student in the class complete the audience verification forms.

* Any product that involves creating a website must not simply be used for the individual, but rather should be donated to another organization.

* All donations must be confirmed by the recipient in a letter on the organization’s letterhead.


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTNORTHSIDE HIGH SCHOOL

GRADUATION PROJECT

LESSON PLAN FORMAT

STUDENT’S NAME: Teacher’s Name:

English IV Teacher’s Name: Teacher’s Telephone #:

Date of Lesson: Teacher’s E-mail:

Location of Presentation:

Group/Class: Age/Grade:

Purpose of Lesson:Goals:

1.

2.

3.

4.

Materials needed for Lesson:1.

2.

3.

4.

Procedure for Lesson:1.

2.

3.

4.

5.

6.



7. Pass out audience verification forms to each student/audience member and the teacher in charge of the group. Ask them to complete these.

8. Collect the completed audience verification forms and put the one belonging to the teacher in charge on top. (You must turn these in as part of your Physical Product documentation.)

Student/audience activities:1. Audience verification forms are required from all members of the

class/group and the teacher in charge.

1.

2.

3.

4. Lesson plan approved by teacher in charge of group/class on

___________________________________________________________

___________________________________________________________

Teacher’s signature:_____________________________________


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTFundraising ProductsWhile we are happy to encourage service projects, there are a number of things to consider before beginning one that requires fundraising. This information is to help you better prepare for embarking on this task.

1. You must complete a Fundraising Request Form. This form may be found in thebookkeeping office. You will need the following information to complete it:a. When will this fundraising occur?b. What will be the expenses? (i.e., are you selling something?)c. How much do you expect to profit?d. Name and address for the final check.

2. Your advisor must be willing to attend any event and receipt any money on a DAILY basis. You MUST NOT hold any money for any length of time.

3. The Graduation Project Coordinator must approve your fundraising activity for your product. This will require a completed Fundraising Request Form (see coordinator).

4. Your product must be approved for the calendar to be sure that it does not conflict with previously planned fundraisers of similar type.

Preparing for all of this early in the semester allows for a far less complicated process and a successful product. As part of the approval process for the Letter of Intent, you must have the required signatures on this form to turn in with your Letter of Intent or within one week of its approval. (Completion in advance will likely improve the odds of approval from the advisory board.)

Please obtain the following signatures as evidence that you have completed the necessary steps to begin a successful fundraiser.

_______________________________________ ____________________________________

Advisor Bookkeeper

______________________________________ ___________________________________

Administrator Facilities and Calendar Coordinator



Audience Verification FormOnly for use, if your product requires you to present of perform in front of an audience.

Please complete this form after the student’s performance and return to the student. Thank you for providing this valuable feedback.

Presenter: _______________________ Homeroom Teacher: ___________________Date of Presentation: __________________ Time of Presentation: ______________Type of Presentation: ___________________________ Location: _______________Teacher/adult in charge of audience: ______________________________________Phone # _________________________

The presenter... Excellent Good Poor orDoes Not Apply

used effective organization.

exhibited obviouspreparation (all equipment, music, visuals, props, etc.).

dressed in professional attire or appropriate attire for artistic performance.

exhibited thorough knowledge of content.

provided quality answers to audience questions.

commanded attentionthrough voice control, poise, and eye contact.

overall rating of performance.

General comments:


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTNorthside High School Graduation Project

Application for Use of School Facilities

Applicant/Organization: ______________________________________________________________

Contact Number: ___________________________________________________________________

Date(s) to be used: ___________________________ Time to be used _______________________

Is there an admissions charge? _____________ Will funds be solicited from attendees? ___________

For what purpose will any funds collected be used?

__________________________________________________________________________________

Which school spaces will be used?

____ Auditorium ____ Cafeteria ____ Multi-purpose room

____ Gym ____ Kitchen ____ Concession stand (specify)

____ Locker room(s) ____ Weight room ____ Athletic field __________________ (specify)

____ Classroom(s) ____ Media center ____ Computer lab

____ Other ________________________________________

How will the school spaces be used? (Be specific per space used)

__________________________________________________________________________________

__________________________________________________________________________________

I (We) have read Policy 5030 “Community Use of Facilities” and agree to follow all policies listed.

Student initials ____________

Liability: Northside High School and the School Board assume no responsibility for injury to any person(s) resulting from the use of the property.


Smoke-Free: No person shall be permitted to use tobacco products in any school facility or on any school grounds per the Onslow County School Board’s use of Tobacco Products Policy 7240. Sponsors of events on the property are responsible for enforcing the policy during the entire event.


Signature of Applicant _____________________________ Date _______________________________

Signature of Principal _____________________________ Date _______________________________

Final Action: Approved ________________ Signature: _______________

Disapproved ______________ Date: ___________________



Permission to Be a Subject for Personal Service

This form should be completed by any person who will have a personal service performed on them as part of a student’s Graduation Project. This will include any type of barbering or cosmetology service. This form should be placed in the Product part of the portfolio.

I agree to have _________________________ (Subject’s name) perform the following personal service on me for his/her Graduation Project. I understand that this student does not have a license to perform this service. I will not hold Northside High School or the student responsible for the outcome of the service. I will not pay for this service. This service may NOT include chemicals (hair color, perms) or body modifications (piercings or tattoos).

Explain the personal service: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Signature of person receiving service: _______________________________________________

Printed name: __________________________________________

Signature of Parent/Guardian of person reserving service:

Signature: _____________________________________________________

Print: ________________________________________________________

Contact Information:Phone #: Home: ______________________________ Cell#: ___________________________


NORTHSIDE HIGH SCHOOL GRADUATION PROJECTAppeals Form

Complete this form if you have decided to change your topic/product of the Graduation Project. Attach the original or copy of the Topic Approval Form.

Student: ___________________________________________ Date:_______________________Reason for change: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Complete New Topic Selection Worksheet

1. The overall subject of my Graduation Project will be _________________________________2. My research paper will be about (check and explain all that apply):

Persuasion ______________________________________________________________ Comparison/contract ______________________________________________________ Cause/Effect _____________________________________________________________ Other __________________________________________________________________

3. My product will be (check one and explain) Learning how to __________________________________________________________ Teaching ________________________________________________________________ Fundraising _____________________________________________________________ Volunteering ____________________________________________________________ Making/Building/Creating __________________________________________________ Job shadowing ___________________________________________________________ Coaching _______________________________________________________________

4. The evidence I will show for my product will be __________________________________________________________________________________________________________________5. Explain how your research will help you with your product: _________________________________________________________________________________________________________6. List any classes you have taken that will help you with your topic/product: _____________________________________________________________________________________________7. Your Graduation Project should demonstrate a “learning stretch” for you. What will be

“new” and “challenging” for you in the process of completing this project?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________8. I estimate the total cost of this project will not exceed $_________________________

Student Signature: _____________________________________________ Date: ____________Parent Signature: ____________________________________________ Date: ____________

I reviewed the above information and find that it fits the Graduation Project Guidelines.Advisor Signature: ____________________________________________ Date: ____________



Appeal Topic Approval Form

Student: __________________________________________________

For Graduation Project Advisory Board Use Only: DO NOT WRITE IN THIS AREA.

I. Topic/ Product Approval for completion by Graduation Project Advisory Board:

______ Research Topic Approved ______ Product Approved

______ Research Topic NOT Approved ______ Product NOT Approved

_____ Connection between paper and product is not clear.

_____ The topic/product does not follow established NHS Graduation Project guidelines.

_____ Learning stretch is not clear.

_____ This project is similar to one that is already part of the curriculum.

_____ The research topic has not been specified/clarified.

_____ The final product has not been specified/clarified.

_____ Evidence of product is not clear.

_____ The product cannot be assessed as it is described in your proposal.

_____ Modifications need to be made as indicated:

____________________________________________________________________________________________________________________________________________________________

Although your proposal is accepted, you will need to make sure you:_____ include lesson plans for the lessons you teach or coach.

_____ appropriately edit the video tape of your product.

_____ work with an approved food service institution.

_____ follow the guidelines for your project as outlined in the manual.

A Graduation Project Advisory Board Signature: __________________________________

Date: ______________


onslow county schools · web viewmy presentation included a demonstration on proper brushing and...

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