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Molokai High School

08Fall

P.O. Box 158 Hoolehua, HI 96729808-567-6950www.molokai.k12.hi.us

Senior Inquiry Project

Adult Support Handbook

Molokai High School Senior Inquiry Project

Handbook Contents1. Roles and Responsibilities

a. Flow Chart - 3b. Descriptions – 3-4

2. Timetablesa. Volunteers - 5b. Student-Class of 2014 – 6-7c. Student-Class of 2013 - 8

3. Process Flow Chart - 94. Checklist of Requirements - 105. Description of Project - 11

a. Samples - 126. Table of Contents

a. 2014 Packet - 13b. 2013 Packet - 14

7. Rubrics and Common Core Standardsa. Portfolio – 15b. Research Paper – 15-17c. Service Action – 17d. Presentation – 17-20

8. Contact Information - 20

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ROLES AND RESPONSIBILITIES OF ADULT SUPPORT* Responsibilities of project consultant (preferably a teacher or educational staff):

Meet at least twice a month with student Enforce guidelines and deadlines Provide academic guidance throughout the project Help and encourage the student to select and develop his/her topic based upon personal

interests, future plans, career interests Examine research potential for stretch learning and personal growth Guide student through research process and offer assistance when needed Sign student meeting logs Discuss research paper and outlines/scripts, review exhibition, observe exhibition presentation

and panel rehearsals Give feedback

*Responsibilities of community mentor: Share expertise of topic and collaborate with student on action Help student decide on a topic for the project Provide information in area of intended inquiry Refer student to other available resource(s) Meet at least twice a month with student Document contacts with student Look over inquiry report and outlines/scripts, review exhibition, observe exhibition

presentation and oral reflection rehearsals Give feedback

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*Responsibilities of expert contributor (community resource): Provide content specific answers, guidance, and feedback. Is knowledgeable about the

topic/subject being researched Advise student on technical/operational concerns and application of techniques during research

or creation of final project Check research hypothesis, data, and conclusion for accuracy and plausible application Communicate during research process as needed Provide expert opinion and offer real world feedback Check final product for accuracy

*Responsibilities of senior project coordinator: Oversee progress of all seniors Conference with students as needed Oversee school wide implementation Coordinate committee activities and community awareness Monitor contact of and training of community volunteers, project consultants, and mentors Address questions and concerns from all parties Verify credit earned, report completers to registrar

*Responsibilities of senior project volunteers: Possess expertise, experience, knowledge about a variety of topics and research skills Help oversee progress of all seniors Conference with students as needed Help oversee school wide implementation Help coordinate activities and community awareness Participate in training Assist with monitoring contact of volunteers, consultants, and mentors Address questions and concerns from all parties Read and evaluate letter of intent, research papers, and portfolios Evaluate panel presentations Help determine proficiency and discuss awarding of credit

*Responsibilities of advisory teacher: Disseminate packet and other handouts Remind students of requirements, deadlines, and checklists Confer with students periodically (recommend during advisory Thursday) Discuss progress of senior project

*Responsibilities of Adult Evaluator for Service Action Plan Witness and verify the student completing the planned action Evaluate student’s effectiveness of planned activity Complete and sign form

*Responsibilities of subject area teacher (Optional): Determine how project fits into class curriculum and monitor progress within standards Help student decide on a topic for the project Provide information in area of intended inquiry Refer student to available resource(s) Document contacts with student Look over inquiry report and outlines/scripts, review exhibition, observe exhibition

presentation and oral reflection rehearsals Give feedback

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VOLUNTEER TIMETABLE (PROJECT CALENDAR 2012-2014)Date Task Activity

School Year 2012-2013 (Dates subject to change)8/7/2012 Senior Project Orientation Ohana Night@HHTTh9/11 & 9/13 Volunteers for 2013 First revision help @HHTTh9/18-19 Volunteers calibrate 2013 First revision10/30-31 Volunteers calibrate 2013 Second revision11/1 & 11/8 Volunteers for Letter of Intent help @HHTTh11/14-15 Volunteers review 2014 Letters of Intent for approval11/27 &11/29

Volunteers for 2013 Final revision help @HHTTh

12/4-5 Volunteers calibrate 2013 Final revision1/22/2013 Senior Project Ohana Night@HHTTh2/5 & 2/7 Volunteers for 2013 Panel Presentations help @HHTTh2/12-13 2013 Panel Presentations2/16-17 Volunteers evaluate proficiency of all required components for 20134/16 & 4/18 Volunteers for 2014 Rough Draft help @HHTTh4/29-30 Volunteers comment on 2014 Rough Draft4/30 & 5/2 Volunteers for 2014 Action Plan help @HHTTh5/13-14 Volunteers comment and approve 2014 Action Plan

School Year 2013-2014 (Dates subject to change)8/6/2013 Senior Project Orientation Ohana Night @HHTTh8/20 & 8/22 Volunteers for 2014 Research Paper First Revision9/3-4 Volunteers calibrate 2014 Research Paper First Revision help

@HHTTh10/30-31 Volunteers calibrate 2014 Second revision11/26 & 11/28

Volunteers for 2014 Final revision help @HHTTh

12/3-4 Volunteers calibrate 2014 Final revision1/28/2014 Senior Project Ohana Night@HHTTh2/4 & 2/6 Volunteers for 2014 Panel Presentations help @HHTTh2/11-12 2014 Panel Presentations2/16-17 Volunteers evaluate proficiency of all required components for 2014

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Class of 2014 TimetableJuniors’ TIMETABLE (PROJECT CALENDAR 2012-2014)

Date Task ActivitySchool Year 2012-2013

7/31 Receive and review packet, start meeting log and learning journal, view portfolio prototype (See forms)

Review sample

7/31 Preliminary research (Pre-search) Forms, assignmentsStarts 7/31, yearlong

Senior Project Support available @HHTTh from 2-8 p.m. by appointment

Reminder

8/7 Senior Project Orientation Ohana Night @HHTTh Reminder10/9 Conference to confirm project consultant and community mentor,

signature required on contractContract

11/1 & 11/8 Hana Hou Tuesday/Thursday: Help for Letter of Intent Tutoring11/13 Typed Letter of Intent w/signatures and contract due Review sample11/14-15 SP Volunteers review Letters of Intent for approval11/19-21 Conference to discuss Letter of Intent and check portfolio; start

research after approvalConference

11/26-30 Letter of Intent visual due Review sample12/10-12 Checkpoint Conference to discuss research, meeting log and learning

journalConference Form

1/30 Portfolio checklist due Portfolio Checklist3/11-13 Checkpoint Conference to discuss research Conference Form4/1 Outline of Research Paper due Review sample4/3-5 Conference to discuss outline, check portfolio, Meeting Log, Learning

Journal, & progress of researchConference

4/16-18 Hana Hou Tuesday/Thursday: Help for Rough Draft Tutoring4/26 Research Paper Rough Draft with Letter of Intent, outline,

resources, original research due Reminder

4/29-30 SP Volunteers comments on Rough Draft5/1 Portfolio checklist due Portfolio Checklist5/1-3 Conference to discuss Research Paper Rough Draft; check portfolio,

Meeting Log, Learning JournalConference

4/30-5/2 Hana Hou Tuesday/Thursday : Help for Action Plan Tutoring5/10 Action Plan checklist due Action Plan

Checklist5/10 Culminating Service Action Plan due for approval and comments Review form5/13-14 SP Volunteers comment and approve Action Plan5/20-22 Conference to discuss Action Plan; check portfolio, Meeting Log,

Learning Journal; implement action planConference

School Year 2013-2014 (Dates subject to change)7/30 Check SP status and conference Checklist7/30 Senior Project Support available @HHTTh from 2-8 p.m. by

appointment8/1-2 Oral report of action plan implementation 8/6 Senior Project Orientation Ohana Night @HHTTh Reminder8/8 Portfolio checklist due Portfolio Checklist

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8/20 & 8/22 Hana Hou Tuesday/Thursday: Help for Research Paper First Revision Tutoring8/30 Portfolio & Revision Checklist Portfolio &

Revision Checklist8/30 Research Paper First Revision due with revised Letter of Intent,

outline, resource page (bibliography), Rough Draft, and portfolio due

Checklist, review rubric

9/3-4 SP Volunteers calibrate9/9-10 Return research papers for 2nd revision. Conference w/student about

First Revision; check portfolio, Meeting Log, Learning JournalConference, checklist

9/27 Turn in invitation letters for Project Consultant, Community Mentor, Parent

Review sample

10/9 Portfolio & Revision Checklist Portfolio & Revision Checklist

10/9-11 Conference about Action progress, portfolio, Meeting Log, Learning Journal, and revision

Conference

10/29 Second Research Paper revision due with all previous required written documents

Checklist, reminder

10/30-31 SP Volunteers calibrate second revision11/4 Return revised research papers for further revision, if needed11/5 Conference about revision and action, check portfolio, Meeting Log,

Learning JournalConference

11/26 & 11/28

Hana Hou Tuesday/Thursday: Help for final revision Reminder

12/2 Portfolio & Revision Checklist Portfolio & Revision Checklist

12/2 Research Paper Final Revision with Letter of Intent, outline, resource page, previous revision

Reminder

12/3-4 SP Volunteers calibrate revision12/6 Return Final revised research papers. Put in portfolio. Further

revision, conference, if needed12/9 Mini-presentation of action plan implementation12/30 Community Action completed. Complete Verification of Completion

and Reflection for portfolioReview form

1/7 Portfolio & Presentation Checklist Portfolio & Presentation Checklist

1/13-20 Presentation of Exhibitions, Final Portfolio Reminder, checklist, rubric

1/28 Senior Project Ohana Night Reminder2/3 Panel Presentation Checklist Panel Presentation

Checklist2/4 & 2/6 Hana Hou Tuesday/Thursday: Help for panel presentations Reminder2/11-12 Panel Presentations Reminder2/16-17 SP coordinator evaluates proficiency of all required components3/3 Final opportunity to turn in revisions to qualify for BOE Special

Recognition DiplomaEnd of third quarter

Determination of Senior Project credit and BOE Special Recognition Diploma

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Class of 2013 Adjusted TimetableSchool Year 2012-2013 (Dates subject to change)

7/30 Check SP status and conference with Senior ELA teachers (SP committee adjust timetable if needed)

Checklist, Conference

Starts 7/31, yearlong

Senior Project Support available @ Hana Hou Tuesday/Thursday from 2-8 p.m. by appointment

Reminder

8/7 Senior Project Ohana Night8/20 Check portfolio, Meeting Log, Learning Journal Conference9/11 & 9/13 Hana Hou Tuesday/Thursday: Help for first revision of research paper Reminder9/13 Conference with Senior ELA teachers about action plan and other concerns Conference9/17 First Revision of Research Paper with Letter of Intent, outline, resource page

(bibliography)9/18-19 Committee calibrates First Revision10/8 Turn in to ELA senior teachers invitation letters for Project Consultant, Community

Mentor, ParentReview sample

10/13 Senior ELA teacher check Action progress, portfolio, Meeting Log, Learning Journal, and revision

Conference

10/29 Second revision Research Paper due with all previous required written documents

Checklist, reminder

10/30-31 Volunteers and committee calibrate second revision11/2 Return revised research papers for further revision, if needed11/5 Senior ELA teacher conference w/student about revision and action, check portfolio,

Meeting Log, Learning JournalConference

11/27 & 11/29

Hana Hou Tuesday/Thursday: Help for final revision of research paper Reminder

12/3 Research Paper Final Revision with Letter of Intent, outline, resource page, previous revision

Reminder

12/4-5 Volunteers and committee calibrate revision12/7 Return Final revised research papers. Put in portfolio. Further revision, conference, if

needed12/10 Mini-presentation of action plan implementation12/30 Community Action completed. Complete Verification of Completion and Reflection

for portfolioReview form

1/7-14 Class Presentation of Exhibitions, Final Portfolio Reminder, checklist, rubric

1/22 Senior Project Ohana Night Reminder2/5 & 2/7 Hana Hou Tuesday/Thursday: Help for panel presentations Reminder2/12-13 Panel Presentations Reminder2/16-17 SP committee evaluates proficiency of all required components3/4 Final opportunity to turn in revisions to qualify for BOE Special Recognition

DiplomaEnd of third quarter

Determination of Senior Project credit and BOE Special Recognition Diploma

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Comprehensive Checklist - Senior Project Requirements Pre-Search

Face Wall Profile Sense of Wonder Personal Inventory Locker, Step 1 and 2 Checklist to Assess Essential Question Generating a Thesis Statement Thesis Perspectives Assessing the Topic of Choice and Assessing the Topic Selection

Letter of Intent (total of eight required copies)Original for senior project coordinatorCopy for portfolioCopy for parent/guardianCopy for project consultantCopy for community mentorCopy to accompany research paperCopy to accompany community action activity Copy to accompany the formal panel presentation (Optional) Copies may also be given to any community resources that you use

Thesis Research PaperAre You a Question Master? Page 1 and 2Outline Draft Resource Page (Bibliography) Revisions (minimum of two after the first draft) Self Evaluation

Service Action Plan (i.e. Service Project)Verification of Action Completion & Verification of Participation Reflection

Mini presentation Conference Appointments (Scheduled and Attended)

Senior Project Consultant __________ __________ __________ __________Senior Project Coordinator or Volunteer __________ __________ __________Community Mentor __________ __________ __________ __________

Portfolio: This includes the following items – Project Packet Meeting Log Learning Journal Pre-Search Letter of Intent

Research Paper (with Outline, Drafts, Bibliography) Service Action

Mandatory Documents Search: Notes/Research E-copy (CD, DVD, Flash Drive, or School Server)

Class Exhibition Presentation (i.e. PPT, participant rosters, surveys, graphics, other relevant material)Panel Presentation and Evaluation DOE Student Publication/Video Release Internet Acceptable Use Policy Forms

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DESCRIPTION

The senior inquiry project is a long-term project that all students will be required to complete before the end of their senior year. The overarching essential question is “How Can I Make a Difference?” Projects must fulfill various language arts and research standards and must be related to their career pathway.

OBJECTIVES: Students will explore, develop, research, and analyze a topic of their own choosing. Students will plan and implement an action project to address their essential question. Students will integrate skills learned in various subject areas and become independent, self-

confident learners. Students will work with a project consultant, community mentor and other community resources. Students will present their project results to an audience of their peers and other adult evaluators.

GENERAL LEARNER OUTCOMES: Self-Directed Learner: The ability to be responsible for one’s own learning. Community Contributor: The understanding that it is essential for human beings to work together. Complex Thinker: The ability to be involved in complex thinking and problem solving. Quality Producer: The ability to recognize and produce quality performance and quality products. Effective Communicator: The ability to communicate effectively. Effective and Ethical Users of Technology: The ability to use a variety of technologies

effectively and ethically.Career and TechnicalSKILLS FOR LIFE AND WORK: Students develop skills and attributes that are critical to a person’s ability to successfully navigate the world in and out of school, at work, and at home: thinking and reasoning skills, personal qualities, skills for managing resources, interpersonal skills, skills for managing information, and skills and knowledge related to systems.

•Practice meta-cognition (thinking about one’s thinking) using the elements of reasoning and intellectual standards and other thinking skills and strategies. •Use efficient learning techniques to acquire and apply new knowledge and skills. •Identify, organize, plan, and allocate time, money, material, facilities, and human resources to accomplish a task. •Use computers and a variety of other resources to acquire and evaluate, organize and maintain, interpret and communicate, information. •Communicate thoughts, ideas, information, and messages in writing; create documents such as letters, charts, and graphs.

The student is able to manage self, time, and resources to complete a senior project.

Common Core State Standards for English Language Arts and Literacy in History/Social Studies & Science Students ready for college and a career:Demonstrate independence I can turn in all assignments on time.Build strong content knowledge I can locate and use information efficiently.Respond to the varying demands of audience, task, purpose, and discipline

I can listen and give relevant answers to questions from an audience.

Comprehend as well as critique I can understand ideas and express my opinion.Value evidence I can provide proof and facts of research.Use technology and digital media strategically and capably

I can use computers skillfully.

Come to understand other perspectives and cultures I can compare and contrast cultures.

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Suggestions for topics are found in the Senior Inquiry Project Packet available on the school web site (www.molokai.k12.hi.us) and with juniors and seniors who received their packet.

Some samples from 2010 - 2012:

Topic Essential Question Service ActionAnkle Injuries How does knowing and understanding the

anatomy of the ankle help athletes prevent and treat injuries?

Teach UPLINK students how to prevent injuries.

Marketing How can I increase customer sales by 3% in a small local business?

Recreate signs and revamp other publicity, distribute product survey.

Recycling How can ridding Styrofoam from the landfill benefit our community?

Present information to class and class created art objects with Styrofoam.

College Resources How can knowing about available resources benefit students on Molokai?

Create a CD of available resources to distribute to counselors and the college.

People’s Garden How can a “People’s Garden” foster sustainability on Molokai?

Plant a garden, hold seminars on how to grow a garden, distribute vegetables and starters to QLCC and Food Bank.

La’au Lapa’au How can spreading the knowledge of la’au lapa’au benefit the people of Molokai?

Present to students and community (Earth Day) and create brochure for people to try.

Starting a business How can I encourage and assist students to market their entrepreneurial ideas?

Teach students to write a business plan and market a t-shirt; inform students about creating their own businesses.

Color psychology How can positive and negative colors affect students’ work and production in class?

Present to students and decorated a classroom with positive colors.

Molokai ocean names

How can learning original ocean place names help perpetuate the Hawaiian culture?

Map out the traditional ocean place names.

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http://www.molokai.k12.hi.us/


Senior Inquiry Project Packet: 2012-2014 (Class of 2014)TABLE OF CONTENTS

1. Description and Informationa. Project Process - 2b. Comprehensive Check - 3c. Timetable – 4-5d. Roles and Responsibilities of Adult Support – 6-8e. Description – 9-13

2. Meeting Log – 14-153. Learning Journal – 16-174. Pre-Search

a. Face Wall Profile - 18b. Personal Inventory Locker – 19-20c. Sense of Wonder - 21d. Assessing the Topic of Choice - 22e. Brainstorming Graphic Organizers #1-4 – 23-26f. Checklist to Assess Essential Question - 27g. Generating a Thesis Statement – 28-29h. Thesis Perspectives - 29

5. Letter of Intenta. Description with Common Core Standards, Requirements - 30b. Template – 31-33c. Sample – 34-36d. Finale. Drafts

6. Searcha. 4D Research Plan - 37b. Are You a Question Master? – 38-39c. Source Checklist - 40d. Notes & Materials

7. Research a. Description with Common Core Standards, Requirements, Rubrics – 41-42b. Sample Research Papers – 43-51c. Sample Bibliographies - 52d. Complete Research Sample - title page to self evaluation – 53-62e. Title Pagef. Outlineg. Final Revisionh. Draftsi. Bibliography (Resource Page)j. Research Paper Self Evaluation - 63

8. Service Actiona. Description with Common Core Standards, Requirements, Rubrics - 64b. Action Plan form - 65c. Verification of Action Completion & Verification of Participation forms – 66-67 d. Service Action Reflection - 68e. Evidence of Action (i.e. pictures, Pre-Post tests, graphs, questionnaires, surveys, end products of

activities) 9. Presentations a. Description with Common Core Standards, Requirements, Rubric – 69-71 b. Hard copy of PowerPoints c. Notes, outline of presentation d. Digital copy of PowerPoints 10. Other mandatory documents

a. Career Pathway Connection Interview & Checklist - 72b. Technology Checklist - 73

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Senior Inquiry Project Packet: 2011-2013 (Class of 2013)

TABLE OF CONTENTS

1. Important Information Checklist Timeline Packet

2. Meeting Logs Roles and Responsibilities of Adult Support Meeting Log Template Mentor Project Consultant Expert Contributor

3. Learning Journal Learning Journal Template

4. Pre-Search Face Wall Profile Sense of Wonder Personal Inventory Locker Steps 1 and 2 Are You a Question Master? Page 1 and 2 Checklist to Assess Essential Questions Generating a Thesis Statement Thesis Perspectives Assessing the Topic of Choice and Assessing the Topic Selection

5. Letter of Intent Letter of Intent Template

o Letter of Intent Draft(s)o Letter of Intent Final Revision

6. Research Paper Outline Draft(s) Final Revision Resource Page (Bibliography/Works Cited) Research Paper Self Evaluation

7. Service Action Action Plan Verification of Action Completion Culminating Activity Reflection Evidence of Action

8. Mandatory Documents Invitation Letters Thank You Letters Career Pathway Connection Interview and

Checklist Technology Checklist

9. Search Source Checklist 4D Research Plan Research Notes/Materials

10. Forms and Appendix Meeting Log Template Learning Journal Template Letter of Intent Template Research Paper Self Evaluation Culminating Activity Action Plan Template Verification of Action Completed Template Action (Culminating Activity) Reflection Invitation Letter Template Brainstorming Graphic Organizers

Sample Letter of Intent Sample Invitation Letter Sample Thesis Research Papers Sample Resource Pages (Bibliography) Complete Research Sample – Letter of Intent

to Self-Evaluation

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RUBRICS AND COMMON CORE STANDARDS

Portfolio RubricElements 4 (+) = Exceeds;

WOW3 () = Meets; ACCEPTABLE

2 ( -) = Approaches; ALMOST

1 (-) = Well below; NOT YET

PORTFOLIO• Pre-Search assignments• Letter of Intent • Notes, outline, script, storyboard, or hard copy and electronic copy• Project packet• Meeting log• Learning journal• Research materials & resources• Copies of all written components: paper, draft, revisions, outline, bibliography• Research paper self evaluation• Career Pathway Checklist and Interview• Technology Checklist• Action plan, Verification of Action Completion, Reflection

All requirements completed beyond what is expectedNo errors in format or contentVery neat, organized, accurate, and prepared for evaluationSense of learning and “learning stretch” is very evidentSubstantial relevant documentationDisplays personal creativity which is truly unique

Requirements completed as assigned, all turned in Few errors in format or contentNeat, accurate, organized and ready for evaluationSense of learning and “learning stretch” is evident.Relevant documentation included.Displays personal creativity

One –three parts not completed as assigned; not turned inSome errors in format and contentSomewhat neat, accurate, and organized, not quite ready for evaluationSense of learning, “learning stretch” somewhat evidentSome documentationDisplays minimal personal creativity

Four or more parts not completed, not correct, not as assigned, not turned inMany errors in format and content, not prepared for evaluationDisorganized, not neat or accurateSense of learning and “leaning stretch” is not evidentDocumentation missingNo personal creativity

CCSS Integration of Knowledge and IdeasRH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.RH.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Research Paper Rubric Elements 4 (+) = Exceeds;




Requirements:• Title Page• Letter of Intent; • Outline• Bibliography• 5-8 pages, typed, double spaced • 1,000 word minimum

• All requirements completed beyond what is expected• No errors in format or content

• Requirements completed as assigned, • Few errors in format and content

• One part not completed as assigned• Some errors in format and content

• Several requirements not completed, not as assigned• Many errors in format and content

RESOURCES• Citations• Source page

• Citations are presented in a variety of ways

• Sources cited properly• Sources

• Some resources not cited• Several errors in

• No resources cited• Many errors in format and

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(bibliography)• Minimum of 3 types including 1 community resource/expert contributor

• Sources formatted with no errors• Innovative use of available resources • 3 or more types of resources successfully used • One community resource

documented using correct format• 3 or more types used• One community resource

format and conventions• 2 types used • No community resource

conventions• 1 or no sources used• No community resource

WRITING CONVENTIONS: (in paper)• Word choice, usage• Sentence structure • Mechanics

• No errors in format or conventions• Language precise, vivid; details “show’, do not “tell”; sentences create rhythm; grammar, spelling, punctuation always correct

• Few (1-5) errors in format and conventions• Demonstrates sound word choice; adequate specific, supporting details; sentences vary; grammar, usage, spelling generally correct

• Some (6-10) errors in format and conventions• Functional language, minimal use of specific words; occasional attempts to “show”; sentences simple; some errors in grammar, spelling, punctuation

• Many (11+) errors in conventions and format• Vague language, “tells”; sentences short, choppy or rambling; errors in grammar, usage, spelling affect readability

CCSS Writing StandardsText Types and PurposesW.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through he effective selection, organization, and analysis of content.Production and Distribution of WritingW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.W.6 Use technology including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Research to Build and Present KnowledgeW.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation. Range of WritingW.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single setting or a day or two) for a range of tasks and purposes.Proficient: Synthesize and cite information, with no significant errors, from multiple sources while maintaining the flow of ideas.CCSS Reading: Informational TextKey Ideas and DetailsRI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

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Integration of Knowledge and IdeasRI. 7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.Range of Reading and Level of Text ComplexityBy the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently.

Community Service Action RubricElements 4 (+) = Exceeds; WOW 3 (√) = Meets;

ACCEPTABLE2 ( -) = Approaches; ALMOST


Requirements: Letter of IntentAction PlanVerification of CompletionCompleted on timeLearning JournalReflection

• All requirements completed beyond what is expected

Requirements completed as assigned,

One part not completed as assigned;

Several requirements not completed, not correct, not as assigned

ACTION PROJECT:• Target audience clearly identified• Evidence of sharing and making a difference with target audience

• Evidence that identified target audience was engaged and curious • Evidence of interaction with and profound impact on target audience;• Definite learning stretch beyond expectations• Clear documentation of sources used

• Evidence that information was shared with identified target audience;• Evidence of impact on audience• Clearly a learning stretch• Documentation of sources used

• Some evidence of sharing with target audience• Some impact on audience• Somewhat of a stretch• Some documentation of sources

• Information presented incomplete; • Shows little/no evidence of sharing with or impact on audience, or learning stretch• Little or no documentation

CCSS Writing Standards Text Types and PurposesW.2 Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience knowledge of the topic.

Presentation (Class and Panel) RubricElements 4 (+) = Exceeds;




TIME MANAGEMENT10-15 minute presentation,3-minute question/answer

• Adheres to time constraints, clearly aware

• Adheres to time constraints

• Does not adhere to time constraints (< 10 min.)

• Does not adhere to time constraints (< 5 min.)

REFLECTION OF • Essential question • Essential question, • Essential • Incomplete

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LEARNING: • Original work, Goal/essential question, process, difficulties overcome, • Resources• Personal research• New information• New/improved skills• Self learning

(purpose), goals and thesis fulfilled beyond expectations• Learning clearly, thoroughly explained /displayed using data, contents, and process• Personal research clearly evident• Resources clearly credited• Profound impact on self, skills•Ideas flow logically, substantial, relevant, reveal passion, insight

goals, thesis explained• Learning completely explained through data, evidence, contents, process• Personal research evident• All resources acknowledged• Noticeable impact on self, skills•Ideas flow logically, clear introduction, body, conclusion

elements mentioned, • Some evidence of learning• Little personal research• Some resources not acknowledged• Some/Little impact on self•Ideas flow in somewhat logical order, weak, scattered, somewhat hard to follow

explanation of project, • Little or no learning displayed• No personal research• No resources cited• No impact on self• Illogical flow or ideas, details sparse, no clear beginning, middle, or end

ACTION PROJECT:• Target audience clearly identified• Evidence of sharing and making a difference with target audience• Evidence of learning stretch

• Evidence that identified target audience was engaged and curious • Evidence of interaction with and profound impact on target audience;• Definite learning stretch beyond expectations• Clear documentation of sources used

• Evidence that information was shared with identified target audience;• Evidence of impact on audience• Clearly a learning stretch• Documentation of sources used

• Target audience not clear• Some evidence of sharing with target audience• Some impact on audience• Somewhat of a stretch• Some documentation of sources

• Information presented incomplete; • Unidentified target audience• Shows little/no evidence of sharing with or impact on audience, or learning stretch• Little or no documentation

QUALITY PRODUCT• Multi media, Visual display, technology

• Extremely eye catching; organized; • Readable; • Creatively displayed• Tangible and concrete product• Use of technology enhances presentation• No grammatical, usage, mechanics errors

• Eye catching, colorful; • Generally neat, organized• Readable • Honest effort clearly evident • Use of technology complements presentation• Background, text enhance visual• No grammatical, usage, mechanics errors

• Somewhat colorful; • Neatness, organization attempted • Mostly readable • Some effort evident• Technology somewhat complements the presentation • Some grammatical, usage, mechanics errors

• Little color, unattractive • Unorganized• Mostly unreadable • Little or no effort • Fails to use technology, use detracts from overall effectiveness of presentation• Many grammatical, usage, mechanics errors

Oral communication CONVENTIONS:• Verbal: volume, clarity, expression, standard English• Non-verbal: posture, eye contact,

• No errors in format or oral communication conventions: very effective use of verbal and non verbal cues, no “ums”, exceptional and appropriate use of

• Few errors in format and oral communication conventions: effective use of verbal and nonverbal cues, appropriate use

• Some errors in format and oral communication conventions: somewhat effective use of verbal and non verbal cues,

• Many errors in format and oral communication conventions; not effective use of verbal and non verbal cues,

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facial expression, gestures, demeanor

language & transitions• Presenter’s demeanor lively & poised, captures peer audience & guest evaluators’ attention

of language and transitions• Presenter holds peer audience and guest evaluators’ attention for entire presentation

mostly appropriate use of language & transitions• Presenter able to get peer audience and guest evaluators to listen, but loses some

• Presenter does not engage peer audience and guest evaluators • Details sparse• No clear beginning, middle or end

DELIVERYAppearanceCourtesy

Very professional, business-like attire, clothes very neat and appropriate, very well groomedPolite greeting and introduction

Professional, job interview ready attire, clothes neat and appropriate, well groomedPolite greeting and introduction“Collared shirt, slacks, shoes, coordinated outfit, conservative dress”

Somewhat professional attire, clothes somewhat neat & appropriate, “casual”, somewhat groomedIncomplete greeting and/or introduction “Jeans, short skirts, tight dresses, plunging necklines”

Not professional, clothes inappropriate, not groomedNo greeting or introduction“T-shirt, shorts, slippers”Gum chewing

Question and Answer• 3 minute time limit

• Answers questions knowledgably and with extreme confidence & evokes provocative comments•Responses accurately reflect project outcomes, to the point

• Answers questions accurately and confidently & evokes some comments• Responses reflect project outcomes accurately and appropriately

• Some difficulty answering questions, anxious, answers without thought•Responses somewhat reflect project outcomes, some inconsistencies, inaccuracies

• Unable to answer questions, evokes no comments• Responses inaccurate, inconsistent• No questions asked

CCSS Speaking and ListeningComprehension and CollaborationSL.1 Initiate and participate effectively in a range of collaborative discussions.SL.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone use.Presentation of Knowledge and IdeasSL.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.Proficient: Give a planned oral presentation to support a position on a specified topic and respond to

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questions from the audience.Conventions of Standard EnglishL.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Proficient: Write and edit for grade-appropriate sentence structure, grammar, punctuation, capitalization, and spelling with no significant errors.

CONTACT INFORMATION

Molokai High SchoolP.O. Box 1582140 Farrington AvenueHoolehua, HI 96729Phone: 808-567-6950www.molokai.k12.hi.us

Ms. Karen HaradaSenior Inquiry Project CoordinatorExt. [email protected]

Mr. Stanford HaoPrincipalExt. [email protected]

Mrs. Diane MokuauLibrarianExt. [email protected]

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mailto:[email protected]



http://www.molokai.k12.hi.us/