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Thomasville High School Graduation Project Handbook

Spring 2015 GP Student Handbook 1 | P a g e

Thomasville High School

Graduation Project

Preparing for the future through real experience

Student Handbook

Spring 2015



Table of Contents Time Line ................................................................................................................................................. 3

General Information .............................................................................................................................. 4-7

Project Proposal Form .............................................................................................................................. 8

Parent Form/Ethical Commitment ............................................................................................................ 9

Senior Information Sheet ........................................................................................................................ 10

Advisor Consent Form ............................................................................................................................ 11

Advisor Log ............................................................................................................................................ 12

The Research Paper ..................................................................................................................................... 13

General Guidelines ................................................................................................................................. 14

Research Paper Rubric ............................................................................................................................ 15

The Product ................................................................................................................................................. 16

Guidelines for the Product ...................................................................................................................... 17

Choosing a Product ................................................................................................................................. 18

Product Documentation .......................................................................................................................... 19

Field Hours Log ...................................................................................................................................... 20

Product Rubric ........................................................................................................................................ 21

Graduation Project Self-Evaluation ................................................................................................... 22-23

The Portfolio ............................................................................................................................................... 24

Portfolio Guidelines ........................................................................................................................... 25-26

Portfolio Grading Rubric ........................................................................................................................ 27

The Presentation.......................................................................................................................................... 28

General Information ............................................................................................................................... 29

Speech Outline ........................................................................................................................................ 30

Presentation Guidelines and Tips ...................................................................................................... 31-32

Presentation Practice #1 .......................................................................................................................... 33

Presentation Practice #2 .......................................................................................................................... 34

Last Minute Details ................................................................................................................................ 35

Presentation Rubric................................................................................................................................. 35

Appendix ..................................................................................................................................................... 37

Portfolio Cover .................................................................................................................................. 38-39

Letter to the Judges ............................................................................................................................ 40-41

Interview Guide ................................................................................................................................. 42-44



Graduation Project Time Line

Spring 2015

**All items listed below are to be turned into the senior English teacher unless otherwise noted.**

Friday, Jan. 30 Project introduction

Jan. 30–Feb. 5 Select faculty Advisor and have first meeting to discuss project

Thursday, Feb. 5 Parent Form/Ethical Commitment due

Advisor Consent Form due

Monday, Feb. 9 Project Proposal Form due

Tuesday, Feb. 10 Graduation Project Advisory Council meets to review Project Proposals

Monday, Feb. 16 Preliminary Outline due

(English teacher spreadsheet with basic info due to Higgins)

Tuesday, Feb. 24 30+ Note Cards due

Wednesday, Mar. 4 Final Draft Outline due

Works Cited page due

Wednesday, Mar. 11 First Draft of Research Paper due to Research Paper Committee (3/18)

Product Instruction – Higgins

Friday, Mar. 20 Field Hours Check – students need to have at least 7 hours logged

Wednesday, Mar. 25 Second Draft of Research Paper due to Advisor Advisor completes 2

nd Draft feedback form & returns to student by 4/2

(English teacher spreadsheet due to Higgins)

Tuesday, Apr. 14 Final Draft Research Paper due to English teacher

Friday, Apr. 17 Product and/or Product Documentation due Field Hours Log due

Wednesday, Apr. 22 Speech Outline and Presentation Talking Points due to English teacher

Friday, May 1 Letter of Acknowledgement due

Letter to the Judges due

Thank You Letter for Faculty Advisor due

May 4–11 Speech Practice #1 and Speech Practice #2 with Advisor

Tuesday, May 12 Speech Practice #1 and Speech Practice #2 sheets due to English teacher

Wednesday, May 13 Portfolio due to English teacher

Thursday, May 14 Last day to submit Presentation Talking Points and other digital media to the

Media Center

Tuesday, May 19 Graduation Project Presentation Night at 6:00 pm

(Senior presenters report to Media Center no later than 5:45 pm)



The Graduation Project

To Whom It May Concern:

The North Carolina Graduation Project (NCGP) was designed to reflect the learning processes

our students have developed and allow them to demonstrate those skills by creating a multistep

project on a topic of interest to them. THS students complete the Graduation Project during their

senior year.

In accordance with the new Common Core Standards and the district’s adoption of the Big 6

Information Skills, students learn the structure of the research process—defining, seeking,

accessing, using, synthesizing, and evaluating. As they progress through high school, students

are expected to complete research projects in all subject areas and with an increasing level of

complexity. The senior Graduation Project is the culminating evidence of skills learned.

The Graduation Project is aligned to the English IV curriculum and focuses on four components.

The first is the PRODUCT which is designed to stretch students by encouraging them to create an

innovative project in their field of interest. An extension of the Product, the RESEARCH PAPER

allows students to delve deeper into one or two aspects of their topic. Both the product and the

paper topics are approved by the Graduation Project Advisory Council. The third step is the

completion of the PORTFOLIO which organizes all the pieces of the project into a tangible form.

The final step is the PRESENTATION which takes place on Graduation Project Presentation Night

where all the students present speeches about their projects including their aspirations,

experiences, obstacles, and even mistakes made during the process.

The Graduation Project Advisory Council continually works to improve the quality and

substance of the Graduation Project and to make it relevant to the needs of our students. As a

result, many changes have been made this year, so please read and follow this handbook

carefully.

Together, the components of the Graduation Project extend learning beyond the classroom and

assist our students in becoming life-long learners who are involved, aware, and prepared.

Thanks,

Jo Higgins

Graduation Project Coordinator

Thomasville High School



General Information The Graduation Project is an excellent opportunity for you to demonstrate the skills you have learned

throughout your high school career. Nothing can match the “high” of the final night when you present

and you’ve done a good job.

The members of the Graduation Project Advisory Council want you to be successful. We also want you

to use this occasion to stretch yourself and grow as an individual as well as a student. To this end, we

have compiled some general information to assist you.

Topic Selection The single most important element of the Graduation Project is the topic you choose. In the past we

placed an emphasis on seniors exploring a potential career. This year we have decided to expand the

options. We want you to pick a topic that greatly interests you and that you genuinely want to know

more about. Why waste your time “researching” something that you already know or are bored with?

We suggest choosing a topic in one of the following three focus areas:

1. PERSONAL INTEREST/GROWTH AREA

Topics in this area may include but are not limited to art, music, craft(s), job/career, math,

technical, etc.

2. SERVICE-BASED LEARNING

Topics in this area may include but are not limited to volunteering, serving, nonprofit

organizations, charities, community service, etc.

3. SOCIAL, SCIENTIFIC, AND/OR GLOBAL ISSUES

Topics in this area may include but are not limited to genetic testing, capital punishment, illegal

immigration, U.S. involvement in foreign countries, freedom of the press, hate crimes, social

media/networking, bullying, etc.

Keep in mind that this project is meant to be a “learning stretch.” This means that you should grow in

knowledge and skills by completing the project. Also, what is a stretch for you may not be a stretch for

each of your peers. In other words, the topic you choose should be unique to you and your individual

knowledge and experiences. The end result should meet an information need serve as a model for future

research inquiries.

Field Hours Seniors are required to complete 15 Field Hours. What constitutes Field Hours is largely dependent on

the topic and product you select.

In some cases 15 hours with a community mentor is still appropriate. For example, if your topic is

antique cars and your product is to restore an antique car, an expert in the community who would teach

and guide you through the process would be perfectly appropriate.

However, not every topic will lend itself to this type of mentorship. For instance, if you choose a

scientific topic such concerning the weather and you work with a science teacher to create and conduct an

experiment you might log 4 hours for that process. Then, you might arrange a visit to a local TV news

station and shadow the weather reporter for 3 hours one afternoon. Next, you could visit an exhibit at the

Museum of Science and Industry on the causes of turbulence in the air, and so on.



Some important things about Field Hours:

You need to have a total of 15 hours.

All hours must be directly related to your topic.

All hours do not need to come from the same person or place.

All hours must be documented on the Field Hours Log sheet and turned in.

Each hour must be verifiable and include the signature of a responsible adult mentor or an expert

in the field of your research. This person CANNOT be a personal friend or family member.

Timeline and Deadlines Waiting until the last minute to complete this project will result in disaster, or at the very least, not doing

your best. This is NOT a project that can be done at the last minute. Thus, the project has been broken

down into many smaller parts with deadlines that are listed on the timeline. If you complete each little

step when it is due, you will finish with a minimum amount of stress and keep your teachers happy.

Grading Your English teacher will grade the Research Paper, the Portfolio, and the Product portions of the

Graduation Project. The Presentation will be graded by staff and community judges on Graduation

Project Presentation Night. The four grades (Paper, Portfolio, Product, and Presentation) will be averaged

and that averaged grade will be counted as 40% of the final 6-weeks English IV grade.

Grading rubrics for the Research Paper, Portfolio, and Presentation have been included in this handbook

so you will know from the beginning what is expected.

Supplies You will be given a 3-ring binder for your Portfolio shortly before it is due. Until that time, we suggest

that you purchase your own “working” binder or folder so you can keep all your papers together in one

place. Also, we are not able to provide sheet protectors for your portfolio, so you will need to purchase

your own.

Color Printing Towards the end of the semester, your English teacher will bring your class to the Media Center to print

final copies of your work for your portfolio. Most pages will be printed in black and white; however,

those that need to be in color (like the cover) can be printed by your English teacher or Ms. Higgins.

Transfer Students Students transferring to THS who are enrolled in English IV will be required to complete all or parts of

the Graduation Project based on their enrollment date and the GP timeline for the semester. For example,

if a student transfers in within the first month of the semester, he/she will receive help to get caught up

with the rest of the class. If he/she enrolls any other time during the semester, modifications will be made

on a case-by-case basis.



Graduation Project Proposal Form (To be filled out electronically, printed, and turned in to English teacher.)

Student Name_________________________________________________ Date ___________________

English IV Teacher___________________________________ Adviser __________________________

Proposed Research TOPIC: ____________________________________________________________

1. In a few detailed sentences, please explain your project and plan of action.

2. Why did you choose this particular topic and project?

3. What do you hope to learn from this experience?

4. How will completing this project be a learning stretch for you?

PRODUCT Proposal:

Describe what you plan to do for a PRODUCT in detail: _______________________________________

___________________________________________________________________________________

Describe how you will document your work on the above product: Check all that apply

Pictures Product Reflections/Journals Scrapbook Brochure

PowerPoint Web 2.0 Tool: _______________________ Other: ___________________

As the student, I understand the responsibilities in submitting materials by the deadlines established and

in maintaining academic honesty and integrity as outlined in the student handbook and agree to accept the

consequences of not fulfilling the requirements.

Signature of Student: ____________________________________ Date: _________________________



Parent Form/Ethical Commitment

What constitutes plagiarism?

Directly copying (more than three words) from another source without using quotation marks and/or

without giving credit to the author.

Incorrectly citing or failing to cite your sources at appropriate times.

Not paraphrasing the information completely or correctly.

Using another person’s work, in part or as a whole, as your own.

Using work that you have completed for another teacher without approval. (You may expand upon

previous research, but you must have approval first.)

Using research that your teacher is not able to verify. If you have material in your paper that the teacher

cannot verify with the material in your folder, he or she will assume that you have plagiarized your paper.

Passing on your work to another student in another class and/or in another school.

What constitutes misrepresentation?

Claiming you have no previous experience or knowledge in a given area when you actually do.

Falsifying documents and assignments.

Using a family member as a mentor or interview subject.

Allowing other people to complete portions of your assignments.

Committing any other breach of the project assignments.

As the parent or guardian of ____________________________________ (please print student’s name),

who is a senior enrolled in Thomasville High School, I am aware that the Graduation Project will be an

important part of his/her senior English class. Also, I understand that the research and product must

present a “learning stretch”―something that my son/daughter has NOT done before.

1. For the Research Paper, my son/daughter has decided upon the following topic:

2. For the Graduation Project Product related to this research, my son/daughter is planning to do

the following:

Both my son/daughter and I understand the above definitions of plagiarism and misrepresentation. I am

aware that if my son/daughter plagiarizes or misrepresents any part of the research paper, he/she will

receive a zero on the entire paper and may be subject to further disciplinary action.

Parent/Guardian Signature: ___________________________________________ Date: ______________

Home Phone Number: _______________________Work Phone Number: _________________________

Parent Email Address: _________________________________________________ (please print clearly)

Student Signature: ___________________________________________________Date: _____________



Senior Information Sheet

Student Name:__________________________________________________________________

Address:______________________________________________________________________

Parent/Guardian Name:___________________________________________________________

Parent/Guardian Email:__________________________________________________________

Home Phone:______________________________ Work Phone:_________________________

Student Email Address: __________________________________________________________

English Teacher’s Name:________________________________________________________

English Teacher’s Email Address: __________________________________________________

Faculty Advisor’s Name: ________________________________________________________

Faculty Advisor’s Email Address:__________________________________________________

Best time to meet with Faculty Advisor______________________________________________

School Address: Thomasville High School

410 Unity Street

Thomasville, NC 27360

Thomasville High School Phone Number: (336) 474 4250; Coordinator: Jo Higgins

Proposed topic of research: _______________________________________________________

Proposed Product evolving from research:___________________________________________

Proposed plan for completing Field Hours:___________________________________________

______________________________________________________________________________



Advisor Consent Form

Dear Prospective Faculty Advisor, __________________________________________(teacher’s name):

________________________________________________ (senior student’s name) has selected you to

be his/her faculty Advisor for his/her Graduation Project for the Spring 2015 semester.

The requirements of the Graduation Project faculty Advisor are:

To help the student in understanding the requirements of the Graduation Project and assist

him/her in completing his/her Graduation Project.

To meet with the student a minimum of 5 times to discuss and review various components of the

project and document these meetings on the Advisor Log.

To be an advocate for the student throughout the process by listening, making suggestions, giving

feedback, and troubleshooting when necessary.

To provide expertise or refer the student to others for expertise in the project knowledge area.

To aid the student with brainstorming ideas for completing 15 Field Hours and assist him/her in

making contact with key people and/or organizations to secure these hours.

To read the Research Paper and offer feedback.

To serve as a liaison between the student and the Graduation Project Advisory Council, should a

problem arise.

To guide the student through the planning stages of the final phase of the project—The

Presentation on GP Presentation Night—including practicing the speech.

You will NOT be responsible for grading any part of the Graduation Project, but you will need to

complete some paperwork, meet periodically with the student, review portions of the project, etc.

Each certified teacher is required to have at least one senior advisee per semester. To facilitate this, no

faculty advisor is allowed to have more than two advisees per semester.

Remember to keep the Advisor Logs, Presentation Practice sheets, and any other pertinent papers as

part of your professional documentation.

If you agree to serve as the above mentioned student’s faculty Advisor, please complete two copies of

this form. Keep the copy that says “Advisor Copy” and return the “Student Copy” to the student.

I, ________________________________________________, agree to serve as faculty Advisor for

_________________________________________________ as he/she completes his/her Graduation

Project for the Spring 2015 semester.

________________________________________________________ _________________

Advisor’s Signature Date



Advisor Log

Student Name:______________________ Advisor Name:_____________________________

Research Topic________________________________________________________________

MEETING AGENDAS ADVISOR’S NOTES

First Meeting (by 2/4)

Complete & exchange paperwork

Discuss topic ideas and approaches

Discuss ideas for project

Discuss Field Hours possibilities

Sign: Date:

Second Meeting (by 3/6)

Discuss Research—problems or concerns

Confirm student met 30+ notecards deadline

for Research Paper

Verify that student has a plan for Field Hours

Check that1st Draft of Research Paper will be

submitted by 3/11

Sign: Date:

Third Meeting (by 4/2)

Read and go over2nd

Draft Research Paper

with student. Return 2nd

draft to student no

later than 4/2

Check that student is working on Field Hours

Confirm student will turn in Final Draft of

Research Paper to English teacher on 4/14

Check that student is working on Product and

troubleshoot any problems he/she might have

Sign: Date:

Fourth Meeting (by 4/17)

Confirm Field Hours and Product were

finished by 4/17

Discuss Talking Points to be used for

Presentation

Make a plan for practicing presentation in

May

Sign: Date:

Fifth Meeting (5/4-5/11)

Review Talking Points for Presentation

Practice Presentation at least twice and

complete Presentation Practice #1 and

Presentation Practice #2 forms

Confirm Talking Points and other digital

media will be turned in by 5/14.

Assist student with final preparations for

Presentation

Sign: Date:



The

Research

Paper



The Research Paper The English department at our school uses the MLA Handbook, 7

th edition for all formatting and

research questions. All students will be judged against this standard.

Every student must turn in all the work used to write the paper, including note cards, previously graded

or revised drafts, etc. If your teacher needs to check your work, he or she should be able to find all of the

source information that you cited within your paper.

LENGTH

Honors and AP students:

6-7 pages (not including the Works Cited Page)

Standard students:

5-7 pages (not including the Works Cited page)

Note: You can estimate that a full page of double-spaced, 12-point font writing equals

about 300 words. You need to choose a font that meets this standard.

SOURCES

You must accurately use at least five (5) sources. You may not use encyclopedias as part

of these five sources, and you cannot use more than two (2) internet sources. Online

books, magazines, and newspapers do not count as internet sources. Wikipedia cannot be

used as a source.

IN-TEXT

CITATIONS

You must include in-text citations within your paper. Any paper without in-text

citations will automatically fail.

You must cite for the following reasons:

1. You have used a direct quotation from your source.

2. You have paraphrased the following types of information:

a. Statistical information

b. A hypothesis or theory.

c. Literary research

d. Any information that involves someone else’s original thought or

research.

e. Information obtained through an interview.

FORMAT

Must be typed.

Normal 12-point font (no script or fancy fonts)

Printed on plain, white paper

1” margins

Double-spaced

Headers on each page

Correct heading on first page

Cover page-Your teacher will tell you if he or she prefers a cover page

Outline

Works Cited page



Research Paper Rubric Please circle one: 1

st Draft 2

nd Draft Final Draft

Student Name____________________________Reader _____________________________________

Give this form and a draft of your Research Paper to the appropriate reader according to the timeline. Your paper

must contain the following basic components. A “NO” on any single item will result in the paper being immediately

returned to the writer for corrections. This checklist is to help you make sure you include all the necessary parts. A

“Yes” answer on this list indicates the item is present but does not necessarily guarantee a good or passing grade.

GENERAL

FORMAT

Paper typed YES NO

Normal 12-font YES NO

Double-spaced with 1 inch margins YES NO

Appropriate length (Honors/AP: 6-7 pages; Standard: 5-7 pages) YES NO

Outline(in standard outline format) YES NO

CONTENT OF

PAPER

Contains a clear thesis YES NO

Includes direct quotations YES NO

Includes in-text citations YES NO

Includes Works Cited page in MLA format YES NO

Is consistent with outline YES NO

Includes necessary information & explanations to support points YES NO

Sources are appropriate for topic YES NO

Logically develops ideas within the paper YES NO

Uses a variety of sources within the paper YES NO

GRAMMAR

The sentences make sense and are easy to understand YES NO

The paper is free of most spelling and typographical errors YES NO

Paragraphs have clear topic sentences with supporting evidence

and examples YES NO

The student took time in correcting or avoiding most serious

grammatical mistakes YES NO

WORKS CITED

Uses at least five (5) sources(in-text citations match) YES NO

Does NOT use encyclopedias or Wikipedia YES NO

Uses a variety of sources (books, magazines, newspapers, online

versions of these is acceptable) YES NO

Comments and suggestions for revision:

Reader’s Signature_________________________________________Date _______________________



The

Product



Guidelines for the Product

1. The product must be student-generated. Students must design and develop the product.

For example, students cannot purchase and assemble a model kit as a product. However,

if a student designs a model, builds it from raw materials, and uses it to show

application/synthesis of knowledge acquired from research and field experience, that

would constitute an acceptable product.

2. The product is tangible evidence of the effort and time invested in the endeavor to meet

the criteria established for the product. The student should be able to show that the

product is an application, extension, and synthesis of research and field experience and

has practical applications in the real world.

3. The product should be tangible evidence that reflects applications of learning, critical

thinking skills, problem-solving skills, and personal employability skills, such as

responsibility, determination, and independence.

4. The product created should reflect a minimum of fifteen (15) hours of work.

5. The process of creating the product must be adequately documented with photographs,

logs, letters, reflective journal entries, and other forms of documentation.

6. A parent and the senior English teacher must approve the proposed Product before

beginning it.

7. Students should avoid selecting/completing products that might require excessive

expenses, as the school/district does not provide funding for student graduation projects.

Successful completion of a graduation project is not dependent upon the amount of

money invested in the graduation project.



Choosing a Product

The product should be something from which you can grow and benefit. You can choose many

different types of products that will reflect the information you acquired from your research. Use

the following information to guide you as you choose your product.

The product should fulfill a need or desire by either the student and/or community.

Physical product – build or make something; such as a fashion outfit, a computer

program, a special engine or a model of a historical scene.

Written product – write a short novel, a short story, or a collection of poetry.

Performance – perform a dance, a musical selection that has been written, a drama or a

magic show.

Conduct a teaching or leadership experience – teach a middle school or elementary

class a series of lessons or a skill. For example, teach a dance class or coach a little league

team.

Physical experience – learn to sky dive, run a marathon or go on a wilderness survival

trip.

Career-related project – complete a job-shadowing experience in a professional area that

you wish to pursue, volunteer your time at a local office of some kind. Note: simplistic

products (like job-shadowing without any application beyond the shadowing experience)

are usually not challenging enough to meet the “completion” requirements of the

Graduation Project and are unacceptable unless some measure of rigor is involved.



Product Documentation

Some Products are tangible items that they can easily be brought to school for grading. Others,

like community service projects, might be completed at another location and/or time and cannot

be “carried” anywhere.

If your Product is something you created and you can bring it to school, then you are not

required to provide any additional documentation to receive a grade for the Product portion of

the Graduation Project. However, you may want to document the process you used by creating a

video, a scrapbook, etc. that can be used to enhance your Presentation.

If your Product is something intangible, like an event or community service project, you are

required to provide some form of documentation that proves that you created a Product.

Verification needs to be something creative and tangible such as:

Journal

Notebook

Video

Pictures

Any other ideas need to be discussed with and approved by your Advisor and your English

teacher.

We encourage you to be innovative and creative with your Product. Don’t be afraid to “think

outside the box.” Below is a short list of some good Products we’ve had in the past.

A student was interested in the furniture industry, specifically upholstery. He

upholstered a chair which he brought to his presentation. He also made a movie of

video clips depicting him doing each step of the process.

A student was interested in jewelry. He created a unique piece of jewelry as his

Product.

A student researched organ donation. She found someone who had had a transplant

and talked with her. She also interviewed the parents. Her product was videos of the

interviews.

A student who was interested in cosmetology made her own special formula of cream

(after researching and working with her mentor). For her presentation, she talked

about the cream and then put some on one of the judges. (She asked for permission

first!)

The possibilities are limitless!



Graduation Project Self-Evaluation

(To be filled out electronically, printed, and turned in to English teacher.)

Student Name______________________________________________ Date ____________________

Research Topic ______________________________________________________________________

Product _____________________________________________________________________________

Please answer the following questions as completely and honestly as possible.

1. Briefly describe your entire project.

2. Are you glad you chose this topic? Why or why not?

3. What was the hardest part of writing your Research Paper? Why? What did you do to

overcome this?

4. How do your Product and your Research Paper connect?

5. In addition to your 15 Field Hours, roughly how many hours did you spend preparing your

Product?



6. Did your Product turn out the way you had planned? Explain.

7. What problems did you encounter while working on the Graduation Project? How did you

overcome these problems?

8. Looking back, what would you have done differently? Explain.

9. What level (Superior, Above Average, Satisfactory, or Unacceptable) do you think you have

achieved? Justify your response.

10. What did you learn from completing the Graduation Project?

a.

b.

c.



The

Portfolio



Portfolio Guidelines

Your Graduation Project Portfolio is a packet of information that you compile to present allthe

work you did on the project. It is put into a 3-ring binder for grading and will be on display for

the judges on presentation night.

Grading

For each item, you will be graded on the following:

Following directions for items/completeness

Neatness and attention to detail

Grammar and writing

Use of graphics and color (when applicable)

Skill level (Does your portfolio demonstrate a high level of work, or does it look

juvenile or thrown together)?

Creativity (when applicable)

Use of materials in putting together your portfolio. Did you use a variety of

materials and use them well?

Portfolio Items (in presentation order unless your teacher tells you otherwise)

Cover—A one page cover for your portfolio (see sample in appendix). It should be in

color and use graphics and/or photos. Make sure that your cover is colorful and

professional looking; it will provide the first impression of your work. It should include:

Your topic in bold, easy-to-read letters

Your name

In smaller print, include your English teacher’s name, the class

section or number, and the date you will turn in the portfolio

Title page—Your title page should be your first page of the portfolio. (See your teacher

for details.)

Table of Contents—List, in order, the items within your portfolio. You may number the

pages, but it is not necessary to do so.

Resume—A professional document that presents a “picture” of you. (See your teacher

for details.)

Acknowledgement page—This is your opportunity to thank those people who helped

you with your Graduation Project.



Letter to Judges(see sample in appendix)

Research Proposal form—Check for errors, print out, and put in Portfolio.

Research Paper—Include ONLY a corrected copy of the final draft including the

Outline and Works Cited page.

Interview (OPTIONAL): Include corrected copy.(see sample in appendix)

Field Hours Log—All information needs to be complete.

Additional Verification Items—Notes, journals, etc. if needed

Graduation Project Self-evaluation—Check for errors, print out, and put in Portfolio.

Advisor Consent Form—Signed and completed

Advisor Log—Include a copy of the log of times you met with your Advisor. You will

need to get this from your Advisor.

Thank You Letter for Faculty Advisor—Write a thank you letter to your faculty

Advisor and give it to him/her. Put a copy in your portfolio.

Blank Portfolio Grading Rubric—Must be in your portfolio for scoring



Portfolio Grading Rubric (Point values may vary according to the individual teacher)

Student_________________________________________ Date______________

* Cover (5 pts.) _____

* Title page (5 pts.) _____

* Table of Contents (5 pts.) _____

* Resume (5 pts.) _____

* Acknowledgement page (5 pts.) _____

* Letter to the Judges (5 pts.) _____

* Research Proposal (10 pts.) _____

* Final Draft of Research Paper

including Outline and Works Cited (15 pts.) _____ (Deductions only if corrections not made)

* Field Hours Log (5 pts.) _____

* Additional Verification, if needed

* Graduation Project Self-Evaluation (10 pts.) _____

* Advisor Consent Form (5 pts.) _____

* Advisor Log (10 pts.) _____

* Thank You Letter for Advisor (5 pts.) _____

* Overall Appearance (10 pts.) _____

Total Earned Points _____

Portfolio Grade______/100 = ________ Portfolio Reviewer__________(Initial)



The

Presentation



The Presentation

The Presentation is the final step in the Graduation Project process. It is a speech that describes

what the student has learned, created, and experienced while working on the Graduation Project

and includes a self-evaluation and reflection of the total experience. The Presentation consists of

a five to seven (5-7) minute presentation, followed by a 3-5 minute question and answer period.

The Presentation is evaluated by a panel of judges which is made up of faculty, TCS personnel,

and community volunteers. Students are assessed on their preparedness, communication skills,

and self-reflection.

The judges will use the Portfolio prior to the presentation to obtain an understanding of what has

been accomplished. The Portfolio will contain the research paper, verification of the product,

and additional materials that will help to support the presentation.

The student’s selection of proper attire for the panel presentation is considered very important.

The panel should not be distracted by inappropriate apparel. Impeccable grooming, including

combed hair and clean clothes, is decidedly important. These decisions, like numerous others

since beginning the project process, should be made with success in mind. The panel will consist

of adults who have become familiar with the student’s work by reviewing the project portfolio.

The student will be expected to demonstrate a learning stretch and therefore will provide a

polished, organized, and effective overview of the project.



Speech Outline

The following is an outline you should consider as you prepare your oral presentation. These are

the questions you should answer, although you are welcome to add to this outline.

I. Introduction

A. Attention-getter

B. What is your name (first and last)?

C. What was your research topic?

D. Why did you choose this topic?

II. Body of Speech

A. Give an overview of your paper. (DO NOT READ YOUR PAPER)

B. What is your product?

C. How does your product relate to your research?

D. What research was involved in completing the product?

E. What was the process? How did you do it?

F. What problems did you encounter?

III. Conclusion

A. What successes and failures did you encounter when researching your

paper and creating your product?

B. What did you learn from completing your Graduation Project?

C. What did you learn from completing your Graduation Project?

(Did you learn anything about yourself?)

Remember, this speech must be 5-7 minutes, including any visual component that you use (If you

use a video, it cannot be longer than 1 minute and will count as part of your 5-7 minutes).

During your Presentation, the timekeeper will hold up a green card when you have reached the

minimum of 5 minutes. At the 6 minute mark, he/she will hold up a yellow card indicating that

you have one minute left. If you go over 7 minutes, a red card will be displayed and you should

stop. (This is actual speech time and does not count time you may spend answering questions

from the panel.)

The key to a successful Presentation is practice, practice, practice!



Presentation Guidelines and Tips

Consider the following areas of your presentation:

Talking Points

Product

Content

Delivery & Personal Appearance

Presentation Talking Points…….

The Talking Points of your presentation should help the audience understand the content of your

Graduation Project. It is also a device for keeping your speech organized and on track and

should be presented on the ActivBoard.

It should not be distracting or take attention away from you.

Here are some suggestions for Presentation Talking Points:

ActivInspire Flip Chart Prezi, Animoto, MyVRSpot or other

APPROVED online presentation

PowerPoint Presentation Digital Video

Digital Photo Album Infographic

Videos can be a part of your Talking Points but may not last longer than one minute and will

count as part of the 5-7 minute required time.

As usual with technology, have a backup plan!

Your Product

If you created a tangible Product (ie. a table, a piece of jewelry, a cake, etc.) or have tangible

documentation of a Product (ie. a flyer, a scrapbook, a brochure, a journal, etc.) and you’d like to

show it to the judges as part of your Presentation, you may do so. You do NOT HAVE to show

your Product, but it is assumed you will talk about it as part of your presentation.

Be sure to turn in ALL items you want to use during your Presentation to the Media Center by

the appropriate deadlines.



The Content of Your Speech……

Use the suggested outline on the previous pages.

The speech should include an attempt to anticipate questions that might be asked about your

Graduation Project and to answer those questions before they are asked.

During your presentation, BE SURE TO ANSWER THESE QUESTIONS.

Why did you pick this topic?

What did you hope to gain from studying this topic? (What DID you gain?)

How are your product and research related?

What was the “learning stretch?”

What role did your field experience play?

What was the process involved in creating the product?

What were the benefits of the project?

What were the benefits of the Project?

What were the challenges of the Project?

Delivery and Personal Appearance…..

Note cards may be used but should NOT be read.

Don’t fidget, but feel free to move around a bit.

Make eye contact with all judges.

Face the audience at all times.

Speak clearly and loud enough to be easily heard.

Be clean and well groomed. Wear “business attire.” Casual or recreational clothes (denim,

tank tops, miniskirts, t-shirts, athletic wear, etc.) are not permitted. If in doubt about

appropriate clothing, ask your English teacher!

Remove distracting jewelry unless it is part of your presentation.

Be careful of mannerisms distracting to judges.



Presentation Practice #1

Senior_____________________________________________________

Topic______________________________________________

Date of practice________________________________________

Timed length of speech______________________________

Advisor’s signature_____________________________________________

Comments:



Presentation Practice #2

Senior______________________________________________

Topic_______________________________________________

Date of practice_______________________________________

Timed length of speech_________________________________

Advisor’s signature_____________________________________

Comments:



Last Minute Details

Practice

1. Write key word prompts on note cards so that you can stay on track during your presentation

2. Practice your actual delivery.

3. Have friends or family videotape your presentation so that you can check for distracting

mannerisms or verbal filler (umm, you know, etc.)

Presenting

1. Remember two cardinal rules: Know your facts and be natural.

2. The audience is on your side; they want you to do well.

3. Look comfortable and confident, even if you aren’t. “Fake it ‘til you make it.”

4. Greet each judge with a smile, a look in the eye, a firm handshake, and an introduction.

5. Decide on the exact words you will use to begin your presentation.

Examples:

Good evening. I would like to tell you about my Graduation Project—how I chose my

research topic, what led me to my product, the field hours I did, the challenges I had, and

what I got out of the process.

I appreciate your being here today to listen to my Graduation Project presentation. I am

proud of the work I have done, and I am excited about telling you what it has meant to me.

6. Know how you want to end your presentation; know your closing statement.

Examples:

Graduation Project was a big negative for me when I first got started, but it has turned out

to be one of the best experiences I have had in high school.

Working on the Graduation Project has been very difficult for me this year, but it has

taught me a great deal about myself.

Graduation Project has taught me about time-management, planning, perseverance, and

problem-solving. Although it has caused me a lot of stress, I am glad that I did it.

If I had to do it over again, I would approach the Graduation Project entirely differently. I

have learned so much from my mistakes.

Appearance

For dress standards, pretend you are interviewing for a job in a bank (unless you are wearing a special

costume). Boys should wear a tie, dress pants, and dress shoes. Girls should wear appropriate dress shoes

and hose, and a skirt no shorter than knee length. If you are borrowing clothes to wear, try them on in

advance so that you are sure of a good fit. No hats, headgear, distracting jewelry, toothpicks, gum, nose

rings, etc.

Manners

1. Be quiet and behave maturely as you wait in the media center and in the hallway between

presentations.

2. Thank the judges before you leave the room.



Appendix



Portfolio Cover

You must create a one page cover for your portfolio.

It should be neat, eye-catching, and readable. Color and graphics are an excellent way to make

your cover attractive.

Sample Portfolio Cover



Letter to the Judges

On presentation night, the first impression that the judges will form will be based on your

portfolio. The letter to the judges is very important. Make this letter interesting, clear, and

correct.

The purpose of the letter is to introduce yourself and your project to the judges. Consequently,

the letter should contain the following:

A paragraph introducing yourself and explaining why you chose this project.

A paragraph summarizing the research and product.

A paragraph explaining what you learned and/or gained from your project.

Any other topics that you wish to include.

In the appropriate paragraphs in the letter, you might want to mention one or several of the

following:

Family background and support.

Schooling, intense learning experiences

Hobbies, interests, passions

Goals, driving principles, dreams, plans for the future

Handicaps or unusual circumstances, obstacles overcome, problems solved

Special experiences related to the project

Relationship of the project to a career goal

Expressions of gratitude to those who gave you special support

Your views on any subject that you think will give the judges useful information about

you as a person and a graduate

Use correct business form in writing your letter. The proper format is attached.

Write a thorough letter; but remember that each judge’s time is limited. Write concisely, without

unnecessary wordiness (verbiage) and repetition (redundancies). Have your advisor and/or

another adult proofread before submitting.



(Begin with a 2” top margin and 1” margins on the bottom and sides-file, page setup, margins)

(This is a sample. Remember your pledge not to plagiarize!)

Street address

City, state and zip code (all words are spelled out)

November 30, 2008 (enter twice)

Senior Boards Judges

School Name

School street address

School city, state, and zip code (enter twice)

Dear Senior Boards Judges: (enter twice)

I will soon be graduating from Thomasville High School and would like to take this opportunity

to tell you about the things I have learned this year. First, I have learned that if I procrastinate, I

will pay dearly. At first I did not believe that this project was very significant. I thought it would

take only a little time and effort. I now know that anything I so well takes time and thought.

(Enter twice)

Around the middle of this semester, I was not sure that I was going to be able to complete the

project. I felt that I had wasted too much time and could not get it finished, but I decided to give

it my best effort. I realized that this time I was not going to get something for nothing. (Enter

twice)

I chose quilt making as my Graduation Project because my grandmother made beautiful quilts.

Unfortunately, she died before I could learn the craft from her. Although I will never make living

sewing quilts, I know that I can create something beautiful-something I can be proud of. (Enter

twice)

The wedding ring pattern I chose for my quilt turned out really well. I am anxious to give the

quilt to my sister as her wedding gift. I hope it is special to her because I made it myself. I am

proud of what I made, even though at first I spent a lot of time trying to not have to do it. (Enter

twice)

Thank you for taking the time to read my portfolio and to see my presentation. I hope that you

will find them interesting and that you will see how much work I put into them. (Enter twice)

Sincerely, (Enter four times)

(Your own signature in black ink goes here)

Your name



Interview Guide

As part of the Graduation Project, you will need to interview someone who is an expert in your

topic area. We define an expert as an individual who either has made a career choice in your

topic area or is an expert hobbyist. You may interview a mentor, or you may decide that you

would rather interview someone else. This person will be considered a primary source of

research information because he or she has firsthand knowledge of your topic.

!!YOU MAY NOT INTERVIEW A MEMBER OF YOUR IMMEDIATE FAMILY (father,

mother, sister, brother, grandparent, aunt, uncle). You also cannot interview teenagers unless

you have permission.

General Requirements 1. It is your responsibility to schedule and keep your appointment.

2. After you have completed the interview, you will choose at least five (5) questions that

contain information that you may be able to use in your research paper. You will

transcribe your expert’s responses to these five (5) questions (see formatting instructions

on following pages).

3. You will send your expert a thank-you letter within two weeks after you have completed

the interview. You need to make a copy of the letter and stamped envelope before

mailing for your portfolio.

Steps for Conducting the Interview STEP ONE:

2. Decide on a person whose profession or avocation is pertinent to your topic.

3. Contact the individual to be interviewed. (Initial contact may be done by telephone).

Call, introduce yourself, explain why you are calling, and set up an appointment.

Don’t just walk into the place of business. Your expert is probably a busy person. Be

courteous by setting a meeting time that he or she selects as more convenient.

Step Two:

1. Design at least ten (10) questions based on your research topic.

2. Arrive on time and dress appropriately for the interview. (Females should wear a

dress or dress pants and blouse: males should wear dress pants {khaki pants} and a

shirt with a tie.)

3. Introduce yourself to the person before the interview begins. (Remember to begin

with a handshake.)

4. Follow the lead of the interviewee and be able to ask spontaneous questions.

5. Be time conscious. End interview in a timely manner.

6. Conclude interview with verbal thank-you and a handshake.

7. Leave the interviewee with a copy of the evaluation form and a stamped envelope

addressed to your English IV teacher. Remember—in order to receive credit for the

evaluation, the evaluation form must be returned to your teacher.



Interview Questions

Listed below are pointers to help make the interview process easier. The student going to the

interview well prepared is usually the one who gleans the most usable information.

1. The questions you ask in the interview should relate only to the topic of the research being

conducted for the research paper.

2. The questions should not be ones for which there is only a “yes” or “no” answer.

3. Construct the questions in terms of “where,” “why,” “how,” or “to what extent.”

4. Use the outline for the research paper as a guide in creating the questions you use in the

interview.

Construct a general question about the thesis of the paper.

Make a question from each of the Roman numerals in the outline.

Make a question from each of the major headings under each Roman numeral.

5. The number of questions you create will depend on the amount of time allotted for the actual

interview. A good rule of thumb would be to have on hand ten (10) well-constructed questions.

6. Type the questions with space between them to write the answers as the interviewee gives

them.

7. Be prepared during the interview to “piggy back” additional questions to the ones you have

already written prior to the interview.

8. You may want to tape record the interview for accuracy. If you do so, you must ask

permission from the interviewee first.

9. Be sure to include a typed copy of the interview questions in the portfolio.



Good student 1

Johnny Good student

Ms. English teacher

ENG IV

September 7, 2008

Interview report:

Susan Expert, Director of Marketing, Corporate USA

Susan Expert, director of marketing at Georgia’s largest corporation, explained the

methods behind advertising to America’s teenagers. She is personally responsible for sales in

Augusta. I interviewed Ms. Expert in her office at 4356 Columbia Road on September 1, at

4:00 p.m.

Good student: Ms. Expert, please explain how you worked your way up to your position.

Expert: I started with the company when I graduated from college in 1988. Eventually a sales

slot opened up, and now I manage the entire sales division.

Good student: You mentioned college, what degrees do you have and from what

institutions?

Formatting the Interview Report

1. The first step is to choose the five (5) questions that you wish to transcribe. Then copy verbatim

the material that you have on your tape recording or your accurate notes. These will be the notes

from which you will work. Listen to the voice carefully to determine the punctuation in the

report. Listen for pauses, breaks in meaning, questions, or exclamations that might give you

clues as to how to punctuate and space your sentences. Use punctuation, such as dashes, colons,

and/or periods, to convey the interviewee’s meaning to the reader of your report. You use

brackets [] to add information that is necessary to convey meaning to the reader.

2. Use the MLA heading in the upper-left hand corner.

3. Single space remarks made by an individual speaker. Double space when you change speakers.

4. Begin your report with a paragraph that describes who the interviewee is and why you

interviewed him or her. Make sure that you include the time, date, and location of the interview.

5. When you type your report, use italics or underlining for the names of the people in the interview.

You do not need to use quotation marks for the actual statements.

6. Finish your report with a paragraph that evaluates the interview. Did it help you with your

research? Why or why not? Did you have any problems?

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