Honors English Literature and Composition
Individual Essay and Group Product Requirements
NO ASPECT OF THIS PROJECT WILL BE ACCEPTED LATE
TWO DUE DATES ARE PROVIDED FOR EVERY COMPONENT OF THE PROJECT
PROJECT OVERVIEW
OVERARCHING QUESTION:
What benefits or drawbacks does ______(form of biotechnology) offer humankind?
Student groups will choose and perform research on the biotechnology topic of their choice. Students will determine whether or not the topic chosen has helped or hindered twenty-first century society. The first half of the project includes an individual notetaking research chart, individualresearch essay, and individual works cited page. The second half of the project includes a groupproduct and group presentation. This project will count as2 test grades(group product ANDeach student’s portion of the presentation=1 test grade; individual research essay=1 test grade).
STEP ONE: Individual Notetaking Research Chart
EACH INDIVIDUAL STUDENT will gather research information on ONE of the topics from the GROUP’S driving question(each group member will research a DIFFERENT aspect of the same topic). Using a variety of print and internet sources, EACH INDIVIDUAL STUDENT will complete a RESEARCH NOTETAKING CHART (see handout) listing all source information. The notetaking chart will count as a minor assessment grade (see due dates above) and MUST BE TYPED.
- Students must have a total of 30 pieces of evidence from a minimum of FIVE sources.
EACH INDIVIDUAL STUDENT must include a MINIMUM of FIVE sources. CAUTION—every source used must have an author. The following are the ONLY APPROVED RESEARCH SITES:
- Galileo - Current password is SLID (as of 12/16/16)
- NewsELA – Create a parent account so you don’t have to have a password
- Time/NYT Magazine (Online or paper copy)
- CNN Student Network
- Fahrenheit 451, Anthem, The Wave, and “Harrison Bergeron”may all be used as sources.
STEPTWO: Individual Research Essay Outline
Students will organize facts into an outline. Outline must be typed. Due Friday MARCH 3. NO LATE ASSIGNMENTS ACCEPTED.
STEPTHREE: Individual Technology Research Essay
After ALL facts are collected and organized, EACH INDIVIDUAL STUDENT will create and submitaFIVE PARAGRAPH research essayANDa works cited page that responds to the overarching question. ALL ASPECTS OF THIS PROJECT MUST BE TYPED. The works cited page must contain valid and properly formatted source citations or the essay will be counted as plagiarized and no credit will be earned. All in-text citations must also be properly formatted and contain the appropriate information. Refer to your MLA handouts for additional assistance.
Students who fail to submit a works cited page on the 1st OR 2nddue date will receive an automatic zero for plagiarism on the individual portion of the assignment. No excuses. No exceptions.
STEPFOUR: Upload Individual Essays and Works Cited Page to Turnitin.com
Upload the FINAL essay AND works cited page to Turnitin.com. If the originality number exceeds 15%, make necessary corrections and submit again. Make certain to allow 24 hours for an originality report. See project calendar for DUE DATES.
STEPFIVE: Group Real-Life World Connection Product
- Product
Each GROUP (2-3 people) will research the effects of biotechnology on twenty-first century society. Each GROUP will construct aproduct inspired by what was learned about this area of technology during individual research.For example, groups may make a PSA (Public Service Announcement), acommercial,or a brochurethat might be found in a doctor’s office. Other ideas are welcomed, but share them with your teacher first!
- The product must meet all the following requirements:
- Each group must receive teacher permission for choice of product.
- The product MUSTbe something we would see in our modern day technological society. This is NOT a product of your research findings!!!
- If you choose to create a webpage or website, make sure to have a back-up plan if technical difficulties arise.
- Make sure to have accurate and complete research information in your product and cite these!!
- The product should be attractive and have interesting and appealing colors, textures, compositions, and shapes.
- Be creative with your product. Think outside the box!
- Consult the rubric for more specific requirements.
STEPSIX: Group Presentation
See Project Management Calendar for group presentation dates. Presenting groups will be randomly chosen.
1.Each person in the group must speak.
2.Dressing up to present will result in one bonus point per “dressed up” person.
3.The group must explain the topic and why it was chosen. Explain the real world connection of your product: who is your product for and where would we see it?
4.Use eye contact and TALK to the audience. Do NOT read to them!
5.Speak loudly and clearly.
6.Stand up straight and do not fidget.
7.Do not interrupt your speech with “uhms.”
8.Consult the rubric for more specific requirements.
STEP SEVEN: Individual and Group Grading Rubrics
Grading rubrics are attached for every aspect of this project. Please refer to the grading rubrics to ensure the best score possible. Failure to refer frequently to the rubrics will impact your final score.
When in doubt, ask!
This project is worth TWOMAJOR ASSESSMENT grades and
several MINOR ASSESSMENT grades.
Please consistently give your best!
NAME______CLASS______DATE______
Individual Assignment and Group Product
Project Management Calendar
Parents: Please review the Project Management Calendar regularly to keep abreast of your child’s progress on the extensive project. Please contact your child’s teacher if you have concerns.
ASSIGNMENTS / DUE DATES / DATE TURNED IN / COMMENTS AND SIGNATURE / GRADEBegin Project / Monday, February 6
Hand out and review requirements for Project
Choose bio-technology product
Choose group members
Research Overview Assignment / Tuesday, February 7
Work in groups to produce Research Overview Assignment
Research Project Gallery Walk / Thursday, February 9
Gallery Walk and Student Conferences to discuss and modify project and product ideas
Classroom Research / Friday, February 10 through Thursday, February 16
Complete research and create notetaking chart
Notetaking Research Chart DJE / Individual Notetaking Chart (minor assessment grade)
- 1ST DUE DATE—Friday, February 17, 2017 (5 BONUS POINTS)
- 2ND DUE DATE—Tuesday, February 28, 2017 (LATE WITH NO PENALTY)
Essay Outline DUE / Friday, March 3
Essay Outlines Due
Assemble
Group Project / Tuesday, March 14, Wednesday, March 15, Thursday March 16.
In class days to work on group project
Technology Research Essay and Works Cited Page DUE
Upload to Turnitin.com with 15% originality report DUE / Individual Essay and Works Cited Page--UPLOAD to Turnitin.com (major assessment grade)
- 1ST DUE DATE—Friday, March 10, 2017 (5 BONUS POINTS)
- 2ND DUE DATE—Tuesday, March 14, 2017 (LATE WITH NO PENALTY)
Product DUE / Group Product Due
- 1ST DUE DATE—Friday, March 24, 2017 (5 BONUS POINTS)
- 2ND DUE DATE—Monday March 27, 2017 (LATE WITH NO PENALTY)
Presentations / Monday, March 27 and Tuesday, March 28
PARENT INFORMATION AND SIGNATURES
Parents: The Project Management Calendar in this packet outlines
ALL due dates for every aspect of this project.
Please review the Project Management Calendar regularly to keep abreast of your
child’s progress on this very extensive, long-term research project and presentation.
Please contact your child’s teacher if you have concerns.
- Due to the extensive nature of this project, and the requirement that all sections be typed, much of this project will need to be completed outside of the classroom.
- Students who do not have access to a computer must make arrangements to use IF time, come in early, or stay in the afternoons to use the media center or classroom computers.
- Students must complete all assignments by the dates outlined on the Assignment Calendar to avoid a zero.
NO ASPECT OR PART OF THIS PROJECT WILL BE ACCEPTED LATE.
EVERY COMPONENT OF THIS PROJECT HAS TWO DUE DATES.
NO EXCEPTIONS.
Students will receive ample completion time for projects AND two submission dates to avoid the problem of unexpected issues that may arise the night before the project is due. Students should aim for the FIRST due date (and earn bonus points) and use the SECOND due date as an emergency stop gap in case problems arise on the FIRST due date.
NOindividual essay OR group product without a works cited page
will be accepted under any circumstances.
Please sign below to indicate that you have read and understand all the requirements and expectations for this project. Please contact your child’s teacher if you have questions or concerns.
Student Name PRINTED:______
Student Signature:______
Date:______
Parent Name PRINTED:______
Parent Signature:______
Date:______
NAME______CLASS______DATE______
Individual Assignment and Group Product
Project Management Calendar
Parents: Please review the Project Management Calendar regularly to keep abreast of your child’s progress on the extensive project. Please contact your child’s teacher if you have concerns.
ASSIGNMENTS / DUE DATES / DATE TURNED IN / COMMENTS AND SIGNATURE / GRADEBegin Project / Monday, February 6
Hand out and review requirements for Project
Choose bio-technology product
Choose group members
Research Overview Assignment / Tuesday, February 7
Work in groups to produce Research Overview Assignment
Research Project Gallery Walk / Thursday, February 9
Gallery Walk and Student Conferences to discuss and modify project and product ideas
Classroom Research / Friday, February 10 through Thursday, February 16
Complete research and create notetaking chart
Notetaking Research Chart DJE / Individual Notetaking Chart (minor assessment grade)
- 1ST DUE DATE—Friday, February 17, 2017 (5 BONUS POINTS)
- 2ND DUE DATE—Tuesday, February 28, 2017 (LATE WITH NO PENALTY)
Essay Outline DUE / Friday, March 3
Essay Outlines Due
Assemble
Group Project / Tuesday, March 14, Wednesday, March 15, Thursday March 16.
In class days to work on group project
Technology Research Essay and Works Cited Page DUE
Upload to Turnitin.com with 15% originality report DUE / Individual Essay and Works Cited Page--UPLOAD to Turnitin.com (major assessment grade)
- 1ST DUE DATE—Friday, March 10, 2017 (5 BONUS POINTS)
- 2ND DUE DATE—Tuesday, March 14, 2017 (LATE WITH NO PENALTY)
Product DUE / Group Product Due
- 1ST DUE DATE—Friday, March 24, 2017 (5 BONUS POINTS)
- 2ND DUE DATE—Monday March 27, 2017 (LATE WITH NO PENALTY)
Presentations / Monday, March 27 and Tuesday, March 28
NAME______CLASS______DATE______
NOTETAKING RESEARCH CHART RUBRIC
REQUIREMENT / EXCEEDS / MEETS / DOES NOT MEET / POINTS EARNEDQUALITY OF RESEARCH SPREADSHEET:
All pages are typed, Calibri size 11 font, black ink on white paper. All four columns are on the same page. / 5 / 4-3 / 2-0
QUANTITIY OF SOURCES USED:
At minimum, FIVE sources must be used.
ONLY sources on the approved list were used. / 5 / 4-3 / 2-0
QUANTITY OF EVIDENCE:
A minimum of thirty (30) facts supporting the driving question were included to meet the standard. / 10 / 9-5 / 4-0
TEXT EVIDENCE COLUMN MLA IN-TEXT CITATIONS:
In-text citations are provided and correctly formatted in the “Text Evidence” column.
“Text Evidence” column is accurately copied and there is enough text provided to allow the reader complete understanding. / 10 / 9-5 / 4-0
RESTATED COLUMN MLA IN-TEXT CITATIONS:
In-text citations are correctly formatted in the “Restated” column.
“Restated” columncontains a well written sentence with text evidence quoted or summarized in it. / 10 / 9-5 / 4-0
DEPTH OF RESEARCH: High level of research is displayed as well as depth of information. / 5 / 4-3 / 2-0
Grammar, Usage and Mechanics: No more than three (3) G.U.M. errors / 5 / 4-3 / 2-0
TOTAL SCORE______/ 50
ADJUSTED SCORE______/100
COMMENTS:
Name______Class______Date______
INDIVIDUAL RESEARCH ESSAY GRADING RUBRIC
Extended Response Essay
Idea Development, Organization, and Coherence (4 points)4 / 3 / 2 / 1 / 0
The student’s response is a well-developed informative/explanatory text that examines a topic in depth and presents related information based on text as a stimulus.
- Effectively introduces the topic and main idea[s] to be examined.
- Uses an organizational strategy to present information effectively and maintain focus and to make important connections and distinctions.
- Thoroughly develops the topic with well-chosen, relevant, and enough facts, extended definitions, concrete details, quotations, or other information and examples that are appropriate for the audience.
- Uses appropriate and varied transitions to create cohesion, to link major sections of the text, and to clarify the relationship among ideas.
- Effectively uses precise language and domain-specific vocabulary appropriate to the audience and complexity of the topic. Establishes and maintains a formal style and subjective tone.
- Provides a strong concluding statement or section that logically follows from the ideas presented.
- Clearly introduces the topic and main idea[s] to be examined.
- Has an organizational strategy to group information and provide focus, but sometimes connections and distinctions are not clear.
- Uses a few pieces of relevant information from sources to develop topic.
- Uses some transitions to connect and clarify relationships among ideas, but relationships may not always be clear.
- Uses some precise language and domain specific vocabulary to explain the topic
- Usually uses a formal style and tone.
- Provides a concluding statement or section that follows from the ideas presented.
- Attempts to introduce a topic or main idea.
- Ineffectively organizes ideas, concepts, and information.
- Develops topic, sometimes unevenly, with little relevant information.
- Attempts to link ideas and concepts, but cohesion is inconsistent.
- Uses limited precise language and/or domain-specific vocabulary to manage the topic.
- Attempts to establish formal style and objective tone but struggles to maintain.
- Provides a weak concluding statement or section.
- May not introduce a topic or main idea, or the topic or main idea must be inferred.
- May be too brief to demonstrate an organizational structure, or no structure is evident.
- Provides minimal information to develop the topic, little or none of which is from sources.
- Struggles to link some ideas, and concepts, but cohesion is weak throughout
- Uses vague, ambiguous, inexact, or repetitive language
- Lacks appropriate format style and tone.
- Provides a minimal or no concluding statement or section.
- The response is completely irrelevant or incorrect, or there is no response.
- The student merely copies the text in the prompt.
- The student copies so much text from the passages that there is not sufficient original work to be scored.
Language Usage and Conventions (3 points)
3 / 2 / 1 / 0
The student’s response demonstrates full command of language usage and conventions.
- Uses clear and complete sentence structure, with appropriate range and variety
- Makes an attempt to attribute paraphrases and direct quotations to their sources via in-text or parenthetical citation.
- Has no errors in usage and/or conventions that interfere with meaning.
- Uses complete sentences, with some variety
- Attributes paraphrases and direct quotation inconsistently to their sources via in-text or parenthetical citations.
- Has minor errors in usage and/or conventions with no significant effects on meaning.
- Has fragments, run-ons, and/or other sentence structure errors.
- Makes little if any attempt to attribute paraphrases and direct quotations to their sources
- Has frequent errors in usage and conventions that interfere with meaning.
- The student’s response has many errors that affect the overall meaning, or the response is too brief to determine a score.
- The student copies so much text from the passages that there is not sufficient original work to be scored.
TOTAL SCORE ______/ 7 points
ADJUSTED SCORE______/100 points
RESEARCH PRODUCT GROUP PRESENTATION RUBRIC
Student Name ______
Student Name ______
Student Name ______
Student Name ______
4 POINTS / MEETS
3 POINTS / NEARLY MEETS
2 POINTS / DOES NOT MEET
1 POINT / SCORE
Professional
Attire / Every group member is thoughtfully dressed in professional attire. / Some group members are dressed in professional attire. / Only one group member is dressed in professional attire. / No group members are dressed professionally.
Preparedness / Group is completely prepared and has obviously rehearsed. / Group seems fairly prepared but might have needed a couple more rehearsals. / Group is somewhat prepared, but it is clear that rehearsal was lacking. / Student does not seem at all prepared to present.
Speech / Speaks clearly and distinctly all (100- 95%) the time, and mispronounces no words. / Speaks clearly and distinctly all (100- 95%) the time, but mispronounces one word. / Speaks clearly and distinctly most (94- 85%) of the time. Mispronounces more than one word. / Often mumbles or cannot be understood OR mispronounces many words.
Volume / Volume is loud enough to be heard by all audience members throughout the presentation. / Volume is loud enough to be heard by all audience members at least 90% of the time. / Volume is loud enough to be heard by all audience members at least 80% of the time. / Volume often too soft to be heard by all audience members.
Posture and Eye Contact / Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. / Stands up straight and establishes eye contact with everyone in the room during the presentation. / Sometimes stands up straight and establishes eye contact. / Slouches and/or does not look at people during the presentation.
Contribution / Every member of the group actively contributes and participates presenting as a cohesive, well-prepared unit. Clear evidence of exceptional rehearsal and planning. / All members contribute, but the efforts and contributions are unequal. Some evidence of rehearsal and planning. / All members contribute, but the efforts are placed mostly on one speaker who carries the load for the group. Clear lack of rehearsal or planning. / Some (or several) members do not participate at all.
The group must explain the topic and why it was chosen. Explain the real world connection of your product: who is your product for and where would we see it? / Explanation is deep, thoughtful, and insightful. Every group member has clearly reflected on this aspect of the project and is able to address it fluently and succinctly. / Explanation is somewhat thoughtful or insightful. Most group members show they have reflected on this aspect but others have not. Most group members are able to articulate a general response. / Explanation lacks any evidence of thought or reflection. Most group members are unable to articulate a response. / No response provided to this question.
TOTAL PRESENTATION SCORE ______/ 28
TOTAL PROJECT SCORE ______/100
TOTAL COMBINED SCORES______/128
GROUP PROJECT GRADING RUBRIC