The materials in this packet are also available
online via the LNHS English Department Web
Site.
GRADUATION PROJECT
PURPOSE & OVERVIEW
The NC Department of Public Instruction is requiring all students, beginning with the Class of 2010, to successfully
complete a Graduation Project as one of their graduation requirements. The four components of the NC Graduation Project include a research Paper, a Product, a Portfolio, and an oral Presentation. As students create a product, build a portfolio, and deliver an oral presentation, they will demonstrate how well they showcase new learning acquired through the
Graduation Project experience. Completing this project allows students to explore their passions and various interests and
provides an opportunity for them to merge these passions/interests with academic skills. The NC Graduation Project is a
performance-based assessment that allows for meaningful student engagement with teachers, parents, and community
members who assist students in expanding their education beyond the classroom walls by helping them to move beyond
the discovery of basic facts and to engaging in critical thinking/problem solving.
PAPER Component (11th Grade)
The PAPER component of the Graduation Project is a composite of many literacy skills including identifying, selecting,
analyzing, and evaluating information and information resources. Students will demonstrate their ability to develop a
chosen topic, conduct the necessary research, and write proficiently on that topic. Students’ ability to use appropriate research skills in selecting and documenting sources accurately and effectively will be critically important.
PRODUCT Component (12th Grade)
The PRODUCT component of the Graduation Project is an opportunity for students to expand on what they learned from
the research paper. For this component of the Graduation Project students will need to select a mentor.
●
GRADUATION PROJECT MENTOR
○
A Graduation Project Mentor is a community or faculty member who has expertise and experience
with the research topic and accepts the following responsibilities:
Makes Time and Arrangements to work with the student on the product
Provides suggestions and advice on the product/project
Provides accurate/honest verification of the student’s work
Serves as a support and resource for the student
Spends 2 hours minimum with mentee to work with student on product
Signs and Returns all required forms
○
Anyone from the community who is 25 years of age or older and is considered to be an expert in the
field a student is researching for the project may serve as a Graduation Project Mentor. The mentor
may NOT be a family member unless the family member has expertise and experience with the research topic.
PRESENTATION Component (12th Grade)
The PRESENTATION component of the Graduation Project is the verbal culmination of the project. It allows students
the opportunity to highlight work and learning in an area of special interest. It helps students to develop and exhibit a variety of skills required in the 21st century. Through the presentation component, students will demonstrate public speaking
skills while delivering accurate, credible information on the topic and about the product.
PORTFOLIO Component (12th Grade) The PORTFOLIO component of the Graduation Project is the record of the student’s work on his/her journey from choosing a topic and thesis to the presentation before the judges; thus proper documentation and evidence, as well as a professional and creative appearance, are essential.
The Graduation Project IS a GRADUATION REQUIREMENT! The paper counts as a grade in the 11th grade
English class, and the entire portfolio (including presentation and product/project) counts as a grade in the 12th
grade English class.
THE PRODUCT: Procedures and Requirements
For many students the question continues to be “What is a Product?” – is it a physical object or thing I can hold (tangible) or is it more abstract and composed of ideas, actions, and outcomes (intangible)? The answer is that it can be either.
For some it may be a model, a painting, a hemi-V8 or some other tangible object. For others, it will be an intangible output such as a community service event they organize, job-shadowing in a profession that interests them, or an expression
made through music, song, or dance. The possibilities are almost endless!
Students will already have built the foundation for the overall Graduation Project – the research paper. The product provides the opportunity for a depth of learning that builds on that foundation. This product should be an extension of their
research and should show a learning stretch. In other words, your product should challenge you and enhance your understanding of the Graduation Project topic you have selected.
Parameters for developing a product include:
●
●
●
●
●
●
●
The product must be based on a student-created Fieldwork/Product Proposal.
The Fieldwork/Product Proposal must be approved by the Mentor and submitted to the student’s 12th grade
English teacher.
The product must be student-generated based on individual interest.
The student should be able to show that his/her product is an extension, application, and synthesis of his/her
research and has practical applications in the real world.
The product must show evidence of the effort and time (please see rubric for hour requirements) to meet the
criteria established for the product.
The product must be adequately documented with photographs, logs, letters, reflective journal entries, and
other forms of documentation (some of which are Portfolio elements).
Students should avoid choosing topics that might require significant expenses. All expenses related to the
individual student’s Graduation Project will be the responsibility of the student. In all cases, the product
should have a viable and logical link to the research topic and thesis. Relevancy to the topic is necessary in
order for the product to be an effective extension of learning.
Ideas for Products
Students should discuss their ideas for their product with their mentor. The mentor has access to many additional resources. Before going to the mentor, the student should write down what he/she hopes to learn as a result of doing the
Graduation Project and begin to develop a list of specific ideas that interest him/her that he/she thinks could be developed
into a PRODUCT.
Scoring of the Product
The product has very specific guidelines for scoring. Make sure that you read and understand the rubric that will be used
to assess your work.
MENTOR QUALIFICATION FORM
(To be returned to your English IV teacher once completed)
Student
Mentor
____________________________________________________
_______________________________________________
Mentor’s Address
Mentor’s Home Phone:
Mentor’s Work Phone:
Mentor’s Cell Phone:
Mentor’s Email:
● Is your mentor at least 25 years of age?
● Is your mentor related to you?
____Yes
____Yes
____No
____No
Hours, methods and days the English Teacher may contact mentor:
Describe your mentor’s qualifications and/or background in the field related to your Graduation Project topic:
(Please attach a business card, if available.)
Describe all of the ways that you anticipate your mentor will help you in accomplishing your Graduation Project: (giving ideas for products, monitoring your progress of your project, listening to your speech, etc.)
PRODUCT/PROJECT PROPOSAL/APPROVAL
This form will go in student’s portfolio along with the Mentor Product/Project Approval form.
Please complete and give to your Mentor.
Student
_____________________________________
Mentor
__________________________________________
1.
What is your approved topic (see topic from English III grad project paper)?
2. Check one:
3.
____physical product
____intangible product (community service event, job
shadowing, volunteering an not profit, etc.)
In very specific detail, explain your product (please attach an additional sheet of paper if necessary):
4. Describe how the fieldwork and/or product relate to your research topic.
5. How does creating this product reflect your learning stretch?
6. What materials will you use and what expenses, if any, do you anticipate?
7. In specific details, describe how you will create this product with your mentor.
PRODUCT/PROJECT PROPOSAL/APPROVAL for MENTOR to COMPLETE
This form is to be completed by your MENTOR!
If your mentor suggested that your product proposal needed further clarification, you will make the necessary adjustments on the original proposal form.
● Both the product proposal form and the mentor approval form must be included in your portfolio.
If your mentor does not approve your product (product was DENIED), you will need to make adjustments and resubmit your product proposal by filling out a new product proposal form.
● The original proposal form, original approval form and re submitted forms (if applicable) must be
included in your portfolio.
After careful review of your Product/Project Proposal and the guidelines governing the project, your mentor has
made the following decision on your product/project:
Clarification Comments:
Clarification Comments:
_____Clarification needed in one or more of the following areas:
_____ Not a significant learning stretch*
_____ Weak product
_____ Product description unclear
_____ Product is a presentation, not a product
_____ Product does not relate to topic
_____ Product cost factors unclear
_____ Product completion may not be feasible within time constraints
_____ Other:___________________________
Denied Comments:
Denied Comments:
_____ Denied as specified below:
_____ No apparent learning stretch*
_____ Creativity is lacking
_____ Product considered dangerous
_____ Violates LNHS policy
_____ Other:________________________
*Learning stretch: the art of making great demands upon one’s abilities while gaining knowledge, comprehension,
or mastery through experience or study.
Student Name___________________________________
Student Work Log
On this form, you will document the time you have worked on your product. This form will help you pace yourself. Be
sure to have this form with you when working on your product or meeting with the various individuals along the way.
The person assisting and/or supervising this time must sign the last column. Several copies of this form may be needed. If
so, please place all forms together in chronological order. (If you need another sheet to keep track of your hours, please
download and print off this form again.) This form will be part of your portfolio.
Date/Hours
Description of Work
Signature of Mentor
Portfolio Checklist for Student Use
Student______________________________
Date______________
* Original Cover _____
* Table of Contents _____
* Proposal form and Mentor Approval Form _____
*Time Sheet______
* Research Paper _____
* Photo Gallery _____
* Presentation Outline _____
* Graduation Project Self- Reflection _____
* Acknowledgements Page _____
Description of Portfolio Items
The Self-Reflective Portfolio is a notebook of information that you compile to document the Graduation Project
process.
●
Cover: Choose graphics, color, and fonts that illustrate your personality and goals for your senior research. Do not
use pencil or ink for the graphics unless you are an accomplished artist. Use word-processed letters. Include your
name, your research, and your product. At the bottom of the page, include your English IV teacher’s name and your
class period. Make sure that your cover is colorful and professional looking; it will provide the first impression of your
work.
●
Table of Contents: (see list below)
* Original Cover
* Table of Contents
* Proposal form
* Research Paper
* Photo Gallery
* Presentation Outline
* Graduation Project Self- Reflection
* Acknowledgements Page
●
Project Proposal and Mentor Approval Form: Copy of the approved form.
●
Research Paper-clean copy
●
Photo Gallery: All students must have a picture gallery of themselves working with their products to verify their
work. Present photos in an attractive format and provide typed captions that explain what is taking place in the photo.
This component should be part of your product/project documentation and should be in your portfolio.
●
Presentation Outline: Your final presentation outline.
●
Graduation Project Self-Reflection: Now that the project is complete, you will reflect on the process and your academic and personal growth. Answer each question in complete sentences.
Graduation Project Self-Reflection
Student Name _________________________________ Date _______________
Research Topic ____________________________________________________
Describe your Graduation Project experience in complete sentences. Please type your responses after each
question.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
●
What problems did you encounter? How did you overcome these problems?
Who helped you the most over the three year period?
How did your product/performance and your research paper topic connect?
How many hours did you spend on your Graduation Project? ______
What date did you start? _____________ When did you finish? _____________
Did your Graduation Project turn out the way you had planned? Explain. What would you have done
differently?
What was the best decision you made during the process?
What was the biggest mistake that you made during the process?
What did you learn from this experience? What have you learned about yourself that you did not
know before you began the Graduation Project?
How have you grown as an individual?
Acknowledgement page: This page is your opportunity to thank those people who helped make your Graduation
Project possible.
Product Rubric
Exemplary (5 points)
Successful (4
points)
Satisfactory (3
points)
Emerging (2
points)
Developing (1
point)
Not Submitted
Documentation
Documentation including 7-8 photos/ captions, or 7-8 log entries
or a mix of photos and
log entries reflects
exceptional insight into
the overall process and
development
Documentation
including 6 photos/ captions, or
6 log entries or a
mix of photos
and log entries
reflects good
insight into the
overall process
and development
Documentation including 4-5 photos/
captions, or 4-5 log
entries or a mix of
photos and log entries
reflects sufficient
insight into the overall
process and development
Documentation
including 2-3 photos/ captions, or 2-3
log entries or a mix
of photos and log
entries reflects limited insight into the
overall process and
development
Documentation
including 1photo/
caption, or log
entry or a mix of
photo and log
entry reflects no
insight into the
overall process and
development
Fails to submit
product.
Hours
Student documented 2
hours consulting with
mentor on product/presentation. (see
time sheet)
N/A
N/A
N/A
N/A
No documentation
for product was
submitted or student failed to
submit product.
Quality
and
Work
Ethic
Exhibits creative and
exceptional results
using talents, abilities
and varied resources.
Exhibits successful and strong
results using
talents, abilities
and varied resources.
Exhibits adequate
results using talents,
abilities and varied
resources.
Exhibits ineffective
results using talents,
abilities and varied
resources.
Exhibits unacceptable or no
results.
Fails to submit
product.
Displays extensive
attention to detail.
Displays successful use of detail.
Displays sufficient use
of detail.
Displays minimum
use of detail.
Lacks use of detail.
Fails to submit
product.
Chooses a challenging
product representing a
significant learning
over time.
Chooses a successful product
representing a
good learning
stretch over time.
Chooses a product
representing a sufficient learning over
time.
Chooses a product
representing limited
learning over time.
Chooses a product
with no learning
over time.
Failed to submit
product.
Demonstrates a logical
and relevant link to the
research topic.
Demonstrates a
successful link to
the research
topic.
Demonstrates an
adequate and relevant
link to the research
topic.
Demonstrates a
minimal link to
research topic.
Shows no link to
the research topic.
Fails to submit
product.
Demonstrates significant creative thinking,
decision-making, reasoning, and/or problem solving.
Demonstrates
successful creative thinking,
decision-making,
reasoning, and/or
problem solving.
Demonstrates sufficient creative thinking, decision-making,
reasoning, and/or
problem solving.
Demonstrates limited creative thinking, decisionmaking, reasoning,
and/or problem
solving.
Demonstrates no
evidence of creative thinking,
decision-making,
reasoning, and/or
problem solving.
Fails to submit
product.
Learning Over
Time
and
Depth
of
Knowle
dge
Total
Points
per Row
Total
Points in
Column:
Content and Coherence
Communication and
Presentation Skills
Presentation Rubric
Exemplary (5)
Successful (4)
Satisfactory (3)
Emerging (2)
Developing
(1)
Not
Submitted (0)
Consistently employs appropriate
eye contact, posture, and nonverbal
communication.
Successfully employs appropriate
eye contact, posture, and nonverbal communication.
Frequently employs appropriate eye contact,
posture, and
nonverbal communication.
Employs infrequent eye contact and/or poor
posture and/or
nonverbal communication.
Makes no eye
contact.
Fails to
make
presentation.
Consistently varies
tone of voice
Successfully varies
tone of voice
Generally varies
tone of voice
Sporadically
varies tone of
voice
Presentation is
monotone, and
speaker does
not vary tone
of voice.
Fails to
make
presentation.
Consistently exhibits poise and confidence.
Successfully exhibits poise and
confidence.
Generally exhibits poise and
confidence.
Exhibits limited
poise and confidence.
Lacks poise and
confidence.
Fails to
make
presentation.
Consistently employs standard
grammar.
Successfully employs standard
grammar.
Generally employs standard
grammar.
Infrequently
employs standard grammar.
Does not employ standard
grammar.
Fails to
make
presentation.
Adheres to prescribed time guidelines. (10-12
minutes) * Maximum time allowed
is 15 minutes. Time
frame includes
questions from
panel!
Adheres to prescribed time
guidelines. (8-9
minutes)
Adheres to prescribed time
guidelines. (7
minutes)
Violates prescribed time
guidelines.
Presentation is
between 5-6
minutes long)
Violates prescribed time
guidelines.
(Presentation is
less than 5
minutes long.)
Fails to
make
presentation.
Wears professional
attire-(interview
attire)
Wears appropriate
attire
Wears nice
clothing
N/A
Neither professional nor appropriate dress
applies hereshorts, t-shirt,
club clothes,
sweat shirt,
ripped up
paints, etc.
Fails to
make
presentation.
Effectively defines
a main idea and
clearly adheres to
its purpose
throughout presentation.
Successfully defines a main idea
and clearly adheres to its purpose throughout
presentation.
Adequately defines a main idea
and adheres to
its purpose
throughout
presentation.
Insufficiently
defines a main
idea and adheres
to its purpose
throughout
presentation.
Does not define a main idea
or adhere to its
purpose.
Fails to
make
presentation.
Total
Points
per Row
Presentation rubric
continued
Reflection
Incorporation of
Product
Exemplary (5)
Successful
(4)
Satisfactory (3)
Emerging (2)
Developing
(1)
Not
Submitted (0)
Employs a logical and
engaging sequence,
which the audience can
follow.
Employs a
logical and
thoughtful
sequence,
which the
audience can
follow.
Employs a logical sequence,
which the audience can follow.
Employs an
ineffective sequence confusing to the audience.
Lacks an organizational sequence.
Fails to
make
presentation.
Demonstrates exceptional use of supporting
details/ evidence.
Demonstrates strong
use of supporting details/ evidence.
Demonstrates
sufficient use of
supporting details/ evidence.
Demonstrates
insufficient supporting details/
evidence.
Demonstrates
no supporting
details/evidence.
Fails to
make
presentation
Reflects on successes
and challenges with
exceptional depth and
insight.
Reflects on
successes
and challenges with
strong depth
and insight.
Reflects on successes and challenges with sufficient depth and
insight.
Reflects on successes and challenges with limited depth and
insight.
Does not reflect on successes and
challenges with
depth or insight.
Fails to
make
presentation.
Extensively reflects on
the resources consulted
Strongly
reflects on
the resources
consulted
Generally reflects on the
resources consulted
Minimally reflects on the
resource consulted
Fails to reflect
on the resources consulted.
Fails to
make
presentation.
Confidently, politely,
and accurately responds
to judges’ questions and
comments.
Politely and
accurately
responds to
judges’ questions and
comments.
Accurately responds to judges’ questions and
comments.
Ineffectively
responds to
judges’ questions
and comments.
Unacceptably
responds/does
not respond to
judges’ questions and
comments.
Fails to
make
presentation.
Student engages the
product in his/her
presentation in a way
that greatly enriches or
enhances the presentation
Student
engages the
product in
his/her
presentation
in a way that
enriches or
enhances the
presentation
Student attempts
to use product in
his/her presentation in a way that
adds to presentation
Product just a
show piece-in
other words,
here is my product, look at it.
Student does
reference product.
Student had no
project/product.
Fails to
make
presentation.
Total
Points
per Row
Total of
Points
in Column:
Completeness
Portfolio Rubric (Completed by English IV Teacher)
Exemplary (5 points)
Successful (4
points)
Satisfactory (3
points)
Emerging (2
points)
Developing (1
point)
Not
Submitted
Meets all requirements for
portfolio contents.
Meets most requirements for portfolio
contents. (Missing 1
component of Portfolio)
Meets most requirements for
portfolio contents.
(Missing 2 components of Portfolio)
Meets some requirements for
portfolio contents.
(Missing 3 components of Portfolio)
Does not meet requirements for portfolio contents.
Fails to
submit
portfolio.
Adheres to all guidelines for
portfolio appearance. (All
items are typed and professional). At least two of the
portfolio components are
exemplary.
Adheres well to the
guidelines for portfolio appearance. All
items are typed and
most are professional-One of above
categories -portfolio
components- are
exemplary
N/A
Adheres to some
guidelines for portfolio appearance.
(Some items are
typed and professional)
Does not adhere to
guidelines for portfolio appearance.
(All items are handwritten and unprofessional, portfolio
appears thrown
together)
Fails to
submit
portfolio.
Reveals exceptional insight
into how the student anticipated changes and dealt with
contingencies. (SelfEvaluation shows strong work
ethic, integrity, and perseverance to difficulties)
Reveals good insight
into how the student
anticipated changes
and dealt with contingencies. (SelfEvaluation shows
good work ethic,
integrity, and perseverance to difficulties)
Reveals sufficient
insight into how
the student anticipated changes and
dealt with contingencies. (SelfEvaluation shows
work ethic, integrity, and perseverance to difficulties)
Reveals limited
insight into how
the student anticipated changes and
dealt with contingencies.(SelfEvaluation shows
little work ethic,
integrity, and perseverance to difficulties)
Reveals no insight
into how the student
anticipated changes
and dealt with contingencies.(SelfEvaluation shows no
work ethic, integrity,
and perseverance to
difficulties)
Fails to
submit
portfolio.
N/A
N/A
N/A
N/A
N/A
N/A
Score
on Project
Rubric:
N/A
N/A
N/A
N/A
N/A
N/A
Score on
Presentation
Rubric:
●
●
●
●
●
●
●
●
Presentation Grade
Project Grade
Student Reflection
Format/ Appearance
●
Original Cover
Table of Content
Product Proposal and
Mentor Product Approval
form
Time Sheet
Research Paper
Photo Gallery
Presentation Outline
Graduation Project SelfReflection
Acknowledgements Page
Total
Points
per
Row
Final
Grade
for
Portfolio:
The final portfolio grade is the total number of points added together in the last column.