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Academy Charter High School

Lake Como, New Jersey

Senior Project
Handbook

2013-2014

Table of Contents
Overview .......................................................................................................................................................................... 3
Expectations for Student Learning................................................................................................................................... 3
Senior Project Components.............................................................................................................................................. 3
Grading ............................................................................................................................................................................ 4
Timeline ........................................................................................................................................................................... 4
Service learning ............................................................................................................................................................... 5
Service learning ............................................................................................................................................................... 5
Required Forms ................................................................................................................................................................ 8
Service learning Project Proposal .................................................................................................................................... 9
Essay Guidelines ............................................................................................................................................................ 10
Essay Rubric .................................................................................................................................................................. 11
10 Tips for Writing Your College Essay ....................................................................................................................... 13
College Application Essay Format ................................................................................................................................ 15
Cover Letter Sample ...................................................................................................................................................... 17
PowerPoint Presentation ................................................................................................................................................ 18
PowerPoint Presentation Rubric .................................................................................................................................... 19

Overview
The Senior Project is the last formal learning experience of your Academy Charter High School career. This project
is designed to demonstrate your prior learning, show your potential, and help you understand a stronger sense of self.
More importantly, the Senior Project can capture your imagination. It can offer you an adventure, tapping into
your interests at a transitional time in your life. The hope of Senior Project is to engage your sense of curiosity
proactively by having you initiate, develop, and engage in a plan of action. You will be guided through a process
of discovery, encouraging you to embrace whats possible and challenge yourself through the Senior Project. This
Senior Project Handbook explains the expectations, process, and outcomes of the Senior Project.

Expectations for Student Learning


1. Students will demonstrate the acquisition of a body of knowledge by:
Integrating and applying acquired skills and knowledge
Applying research skills
Using a variety of technology tools
Implementing academic and career decision-making skills
2. Students will communicate effectively by:
Writing clearly and concisely
Listening attentively in a variety of settings
Speaking clearly
Reading for understanding
Using other forms of expression
3. Students will work cooperatively and/or independently to demonstrate the ability to solve problems by:
Defining the problem accurately
Collecting, organizing, and analyzing information
Identifying and evaluating appropriate strategies
Selecting, implementing, and evaluating a plan of action
Drawing logical, in-depth conclusions
4. Students will demonstrate a knowledge and understanding of the rights and responsibilities necessary to
learning, live, and work in a culturally diverse and democratic society by:
Contributing to the well-being of the school and community
Taking responsibility for personal and academic choices
Exhibiting integrity and a high level of effort toward goal attainment
Recognizing and respecting the diversity and individuality of others

Senior Project Components


All seniors will complete the following:

30 Hour Service learning


Portfolio
o Service learning Proposal Form
o Completion of applications
 Application options include: Common College App, specific college, military,
technical program, or other application for a post-secondary option.
 College Essays
Essay Options: May choose one of six on the common application and ( ) others
Exhibition PowerPoint
\\

Grading
Students will be graded on the following elements:

Portfolio Components
o Project Proposal
o Essay
o Service learning Hours Log

Classwork

Advanced Studies Grading


Students will be graded on the following elements:

Portfolio Components
o Internship Hours Log

Oral Presentation in class

Service learning
The mission of service learning at Academy Charter High School is to provide students with the opportunity to show mastery of
the many skills they have acquired. Service learning empowers students to take responsibility for their learning and to have a
powerful voice in their development as individuals. Students express what they know, display what they are able to, and
showcase their talents.
Service learning is an opportunity to bring awareness of global and local issues into the realm of teenage existence and in the
process, create a connectedness to the community within which they live. All students will begin working on and with
community issues toward fulfilling the schools social and civic expectations. Each senior will be expected to complete hours
of service within the dealing with global issues as they exist within the local setting.
Such topics may include, but are not limited to:

_Environmental
_Hunger & Poverty
_Sustainable development
_Homelessness
_Health Issues, Education, Research
_Social equity

The insight and knowledge gained through this experience will be incorporated into the final exhibition, which will be a
reflective presentation. Students are encouraged to reflect on issues of interest by surfing the net, reading global and local news,
and examining how they wish to engage with others outside of the school environment as a way to single-out one service
avenue. Classmates can work together on a service learning project if they choose, but each person much complete their own set
of hours and be responsible for completing the task they have been designated. This is to ensure that no one is left holding the
bag for success at the end of a project.

Service learning & Internship Guidelines


Fall Hours Required = 30 minimum
Completed by date provided by teacher
For completion of graduation requirements, students are required to complete a minimum of thirty (30) hours of service learning
in the fall outside of school. Service learning can take many forms and should result in a tangible product or experience.
Service learning may build upon previous knowledge or experience and must represent a learning stretch. Service learning is
an attempt to bring the student closer to fulfilling the promise of a holistic liberal arts high school experience.
Service learning cannot simply be a continuation of a current job or extracurricular activity. Students must be actively involved
and do something as opposed to merely observing. Service learning should not be so easy and/or beneath an individuals skill
level that there is no challenge. Simply taking a class does not satisfy the service learning requirements. In addition, students
cannot be paid for your service learning hours. However, it must be noted that service learning opportunities have led to
employment.
Service learning is to be documented by:

_Keeping track of hours, dates, and individual tasks by completing the Service learning Time Log sheets, and timelines by
student;
_Having the mentor sign student time log sheets to verify hours;
_ Verification that student has completed a minimum of 10 hours of service learning, either in direct contact with the mentor
and/or working under the direction of the mentor, including dated photographs of your service learning experience (where
applicable).
What are acceptable and unacceptable hours of service for Senior Project?
Acceptable:
Any service-learning activity:
that takes place in the community that the student resides or has interest in.
whose chief purpose is to directly address human needs in areas such as: environment, health, homelessness, poverty,
sustainable development, social equity, education or public safety with research for solutions.
whose chief purpose is to collect food, clothing, or other items necessary to benefit others and meet human needs.
o All acceptable service-learning activities require a signed and approved project proposal form.
Unacceptable:
Any service-learning activity:
Whose chief purpose is to serve the students own family and which does not extend the benefit of service to other families.
Whose chief purpose is to increase the amount of revenue for a private, for-profit business or to generate new revenue for that
business.
That replaces a paid staff worker of the participating agency or institution with a student earning service-learning credit.
That compensates a student with money, goods, or services such that the service-learning activity is performed in expectation
of both the service-learning credit and the money, goods or services.
Whose chief purpose is to convert others to a particular religious, moral or spiritual view and/or which denigrates the
religious, moral, or spiritual views of others.
Whose chief purpose is to prepare and/or participate in the performance of a religious service.
That violates federal or state law which prohibits discrimination on the basis of race, color, sex, age,
religion, or disability.

national origin,

Student Responsibilities
Students are representing Academy Charter High School when they go out into the community. As representatives, they must
always do the following:
1. Be courteous and respectful on the phone, through emails, and in person. Texting is to be avoided.
2. Dress in an appropriate manner.
3. Value time by showing up on time for appointments. It is unacceptable to cancel an appointment without giving
twenty-four hours notice.
4. Complete ten hours of meeting/activity time and document pertinent information on a service learning log.
5. Incorporate the service experience into the senior presentation by including experiences of your service time, new
knowledge gained through experience and research, and the impact it has had on you and the community you serve.
Goals of Working with Service learning Organizations/Supporters
Academic achievement provide valuable real-world applications of inquiry and knowledge as students volunteer in
their area of interest.
Employment and career preparation introduce general ideas about the workforce, including potential career,
educational, and skill requirements, how to get and keep a job, and attitudes about work.
Social and Civic Awareness engender awareness of social and civic issues as they occur within the students own
backyard, and can offer suggestions on how the individual may enhance his/her own stewardship qualities

Service learning Project Proposal Administration Approval


Student Name: _____________________________________ Block: ______________
Please answer the following questions:
1. When will you be participating in this service learning? (List anticipated dates) .
2. Describe the social issue and your Service learning Project.
3. If there is a culminating activity, please list:
What: (cake sale, walk-a-thon) __________________________________________________________________
When:__________________________________________________________________________
Where:_________________________________________________________________________
4. With which outside organization will you work?
a. Name of organization:
b. Contact Information:
5. List your responsibilities as a participant/coordinator of this service project.
6. Provide some basic background information about the agency or community cause that you will be helping. What personal,
social, academic, or career goal is this project connected to?
7. What type of evidence will you provide at the completion of the project? (i.e., pictures, video, interviews, flyers, receipts,
letters, journals, pamphlets, etc.)
8. What other students are you collaborating with?
_______________________________________________

_________________________________________________

_______________________________________________ _________________________________________________
I understand that service learning is a component of my senior project which is a graduation requirement for Academy Charter
High School. Failure to complete all requirements will put my graduation in jeopardy.
Student Signature: __________________________________________ Date: _______________

Mary Jo McKinley:
Megan Sherman:

Approved
Approved

Rejected
Rejected

Phil Kuhlthau:

Approved

Rejected

Parent/Guardian Signature: ________________________________ Date: _______________

Essay
Adapted from the Common College Application for 2012-2013 (subject to change)
Please write an essay of 250 _500 words on a topic of your choice or on one of the options listed below. Please indicate
your topic by checking the appropriate box below. This personal essay helps us become acquainted with you as a
person student, apart from courses, grades, test scores, and other objective data. It will also demonstrate your ability to
organize your thoughts and express yourself.
_Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and
its impact on you.
_Discuss some issue of personal, local, national, or international concern and its importance to you.
_Indicate a person who has had a significant influence on you, and describe that influence.
_Describe a character in fiction, a historical figure, or a creative work (as in art, music, influence on you, and
explain that influence.
_A range of academic interests, personal perspectives, and life experiences adds much to the educational mix.
Given your personal background, describe an experience that illustrates what you would bring to the diversity in a
college community demonstrated the importance of diversity to you.
_

Topic of your choice. Please indicate topic: __________________________________________

SOME POSSIBLE REASONS FOR ESSAY NOT BEING APPROVED:


_Not in final draft form (NO rough drafts will be accepted)
_Essay does not address the topic
_Typing/Spelling errors
_Messy/crumpled/stained paper

If essay is NOT approved PLEASE CORRECT AND RESUBMIT ASAP.

Topic

Approved

Not Approved/Reason ____________________________________________

Administrative Signature: ________________________________________________________Date: ______________

Essay Rubric
Introduction
(Organization)

Focus on Topic
(Content)

Support for Topic


(Content)

Commitment
(Voice)

Sequencing
(Organization)

Sentence Structure
(Sentence Fluency)
Word Choice

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The introduction is
inviting, states the main
topic and previews the
structure of the paper.

There is one clear, well


focused
topic. Main idea stands
out and is supported by
detailed information.
Relevant, telling, quality
details give the reader
important information
that goes beyond the
obvious or predictable.
The writer successfully
uses several
reasons/appeals to try to
show why the reader
should care or want to
know more about the
topic
Details are placed in a
logical order and the way
they are presented
effectively keeps the
interest of the reader.

All sentences are wellconstructed with varied


structure.
Writer uses vivid
words and phrases that
linger or draw pictures
in the reader's mind,
and the choice and
placement of the words
seems accurate, natural
and not forced.

9
The introduction clearly
states the main topic and
previews the structure of
the paper, but is not
particularly inviting to the
reader.
Main idea is clear but the
supporting information is
general.

8
The introduction states the
main topic, but does not
adequately preview the
structure of the paper nor is
it particularly inviting to
the reader.
Main idea is somewhat
clear but there is aneed
for more supporting
information.

7
There is no clear
introduction of the main
topic or structure of the
paper.

Supporting details and


information are relevant,
but one key issue or portion
of the storyline is
unsupported.
The writer successfully
uses one or two
reasons/appeals to try to
show why the reader should
care or want to know more
about the topic.

Supporting details and


information are relevant, but
several key issues or
portions of the storyline
are unsupported.
The writer attempts to
make the reader care about
the topic, but is not really
successful.

Supporting details and


information are typically
unclear or not related to the
topic.

Details are placed in a


logical order, but the way in
which they are
presented/introduced
sometimes makes the
writing less interesting.

Some details are not in a


logical or expected order,
and this distracts the reader.

Many details are not in a


logical or expected order.
There is little sense that the
writing is organized.

Most sentences are wellconstructed with varied


structure.
Writer uses vivid words
and phrases that linger or
draw pictures in the
reader's mind, but
occasionally the words
are used inaccurately or
seem overdone.

Most sentences are wellconstructed but have a


similar structure.
Writer uses words that
communicate clearly, but
the writing lacks variety,
punch or flair.

Sentences lack structure


and appear incomplete or
rambling.
Writer uses a limited
vocabulary that does not
communicate strongly or
capture the reader's
interest. Jargon or clichs
may be present and
detract from the meaning.

Score

The main idea is not clear.


There is a seemingly random
collection of information.

The writer made no


attempt to make the reader
care about the topic.

Adding
Personality
(Voice)

Grammar &
Spelling
(Conventions)

Conclusion
(Organization)

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The writer seems to be
writing from
knowledge or
experience. The author
has taken the ideas and
made them "his own."
Writer makes no errors
in grammar or spelling
that
distract the reader from
the content.
The conclusion is
strong and leaves the
reader with
a feeling that they
understand what the
writer
is "getting at."

9
The writer seems to be
drawing on knowledge
or
experience, but there is
some lack of ownership
of the topic.
Writer makes 1-2 errors
in grammar or spelling
that
distract the reader from
the content.
The conclusion is
recognizable and ties up
almost all the loose ends.

8
The writer relates some of
his own knowledge or
experience, but it adds
nothing to the discussion
of the topic.
Writer makes 3-4 errors
in grammar or spelling
that distract the reader
from the content.
The conclusion is
recognizable, but does not
tie up several loose ends.

7
The writer has not tried to
transform the information
in a personal way. The
ideas and the way they
are expressed seem to
belong to someone else.
Writer makes more than 4
errors in grammar or
spelling that distract the
reader from the content.

Score

There is not clear


conclusion

TOTAL

10

College Essay Writing Tips


1. Be concise. Even though the Common Application main essay has only a suggested minimum of 250 words, and
no upper limit, every admissions officer has a big stack to read every day; he or she expects to spend only a couple of
minutes on the essay. If you go over 700 words, you are straining their patience, which no one should want to do.[See
more tips at U.S. News's Guide to Admissions.]

2. Be honest. Don't embellish your achievements, titles, and offices. It's just fine to be the copy editor of the
newspaper or the treasurer of the Green Club, instead of the president. Not everyone has to be the star at everything.
You will feel better if you don't strain to inflate yourself.
3. Be an individual. In writing the essay, ask yourself, "How can I distinguish myself from those thousands of others
applying to College X whom I don't knowand even the ones I do know?" It's not in your activities or interests. If
you're going straight from high school to college, you're just a teenager, doing teenage things. It is your mind and
how it works that are distinctive. How do you think? Sure, that's hard to explain, but that's the key to the whole
exercise.
4. Be coherent. Obviously, you don't want to babble, but I mean write about just one subject at a time. Don't try to
cover everything in an essay. Doing so can make you sound busy, but at the same time, scattered and superficial. The
whole application is a series of snapshots of what you do. It is inevitably incomplete. The colleges expect this. Go
along with them.
5. Be accurate. I don't mean just use spell check (that goes without saying). Attend to the other mechanics of good
writing, including conventional punctuation in the use of commas, semi-colons, etc. If you are writing about Dickens,
don't say he wrote Wuthering Heights. If you write about Nietzsche, spell his name right.
6. Be vivid. A good essay is often compared to a story: In many cases it's an anecdote of an important moment.
Provide some details to help the reader see the setting. Use the names (or invent them) for the other people in the
story, including your brother, teacher, or coach. This makes it all more human and humane. It also shows the reader
that you are thinking about his or her appreciation of your writing, which is something you'll surely want to do.
7. Be likable. Colleges see themselves as communities, where people have to get along with others, in dorms, classes,
etc. Are you someone they would like to have dinner with, hang out with, have in a discussion section? Think, "How
can I communicate this without just standing up and saying it, which is corny." Subtlety is good.
8. Be cautious in your use of humor. You never know how someone you don't know is going to respond to you,
especially if you offer something humorous. Humor is always in the eye of the beholder. Be funny only if you think
you have to. Then think again.
9. Be controversial (if you can). So many kids write bland essays that don't take a stand on anything. It is fine to
write about politics, religion, something serious, as long as you are balanced and thoughtful. Don't pretend you have
the final truth. And don't just get up on your soapbox and spout off on a sensitive subject; instead, give reasons and
arguments for your view and consider other perspectives (if appropriate). Colleges are places for the discussion of
ideas, and admissions officers look for diversity of mind.
10. Be smart. Colleges are intellectual places, a fact they almost always keep a secret when they talk about their
dorms, climbing walls, and how many sports you can play. It is helpful to show your intellectual vitality. What turns

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your mind on? This is not the same thing as declaring an intended major; what matters is why that subject interests
you.

Write as you speak. The purpose of the essay is to show the admissions and scholarship committee the real you, why yo
think and act the way you do, and what motivates you. So dont write as if you are someone else, use stilted language, or g
over how you really feel. Be authentic, not superficial. Use a relaxed, conversational style.
Be original. Too many essays use the same tired themes. For example, instead of showing yourself as a victim,
focus on how you overcame the situation. Youre not running for Miss America, so avoid presenting your
solutions to world peace and hunger. Remember that what bores you pretty much bores others. As youre writing
and revising, continually ask yourself if you would be interested in reading your essay.
Show genuine enthusiasm. Nothing draws a reader more than writing thats invigorating. When choosing your
topics, pick what genuinely excites you. Your enthusiasm will show through.
Create some mystery. Begin with an introduction that surprises your readers and makes them want to read past
the first paragraph. For example, if youre an avid volunteer for the Appalachian Trail Club and youve chosen to
talk about your latest trip, you could start with a description of the sights and sounds as you move about the forest
clearing trails.
Focus. Rather than describing everything youve done with your life, give a full description of one or two items
or events. The magic is in the details.
Use active verbs. Action verbs makes your essay much more lively than passive voice, which comes across as
cold and detached. For example, My Botany teacher recommended me for a semester of study at Longwood
Gardens in Kennett Square, Pennsylvania is much better than I was recommended for a semester of study at
Longwood Gardens in Kennett Square, Pennsylvania, by my Botany teacher.
Use short sentences and simple words. According to a recent study at Stanford University, individuals who
use complicated language are viewed as less intelligent than individuals who use simpler, more concise language.
You want your readers to understand your essay. If you use obscure terms needlessly, they wont be impressed.
A FEW MORE THOUGHTS ABOUT WRITING YOUR ESSAY
1. Whats your hook?
While the top schools look for good writing, theyre more interested in character. Your Board scores will tell
them how smart you are, and your grades let them know you study hard. Admissions officers also look for a
student who will add something to the campus. Ask them about the most recent crop of first-year students, and
youll see what I mean: Our class includes a published novelist, an Olympic luger, and an artist who made a
monumental sculpture out of Gummi Bears. Thats what I mean by hook.
Dont stress out if you dont really have one. (Remember Georges headache?) But it helps. My friend Alex,
whos about to enter her senior year in high school, has a second-degree black belt in judo. She was thinking
about doing an essay on her beloved Calvin & Hobbes. Can you guess what my advice was? If you have a
hook, write about the hook.

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2. Dont express yourself.


A college essay is an act of persuasion. Your job is to talk the admissions office into accepting you. I got really
sick of reading about dead grandmothers, one former officer told me. So the essay isnt your opportunity to get
feelings off your chest, or amuse yourself, or imitate your favorite writer. Your teachers have spent far too much
time telling you to express yourself. To persuade someone, you should express your readers thoughts and
desires, and show how you embody them. Think: If you were an admissions officer, what would you be looking
for in, say, you? Oh, and another thing:
3. Relieve their boredom.
Admissions officers read thousands of essays every year. Yours doesnt have to be the most creative; it just has to
be a good read. And how do you write such a marvel? By telling a story.
4. A winning essay isnt an essay.
I probably sound like a Zen master here (The essay must write itself, Grasshopper), but my point is pretty simple:
the college essay is mislabeled. Its really a story. It should have a main character you, presumably a
setting, some sort of conflict, and suspense.
George wrote about how he developed Chronic Headache Syndrome at the beginning of seventh grade, when the
family moved from New Mexico to an urban high school in Connecticut. The syndrome is triggered by a virus,
and in a type-A person it creates a sort of negative feedback loop: the headache causes stress, which makes the
headache worse. Georges mother and I took him from one doctor to another. All of them prescribed drugs that
would have turned him into a zombie. Finally, we found a psychiatrist who was an expert in biofeedback
techniques. The doctor hooked George up to a machine that measured his brain waves. It had a monitor that
showed an array of red bars.
If you relax your brain, the doc said, you create Alpha waves that will help make your headache go away. If
you can turn all the bars green, Ill give you a prize. Being the goal-oriented type, George sits down at the
machine and PUSHES his brain. UUUUGGGGH! Hell make those bars turn green. (Note how I switched to
the present tense. It makes the story seem more immediate. If you think you can handle this tricky tense, consider
using it for your essay.)
That essay had all the elements of a story: a character, a conflict (type-A kid struggling against his type-Aness
in type-A fashion), suspense (will he make his headache go away?), and an epiphany (the nature of faith). He
told the story with grace and humor, revealing just the kind of intelligent, maturing soul admissions officers love.
(Hey, cut me some slack. Im his dad.)
5. Its all about epiphany.
Admissions people look for students who learn and grow, so your essay should show you learning and growing.
Whether you write about your hook or your headache, dont just brag or describe. Your essay should have a
moment of revelation: what did you learn from your experience? How did it make you the thoughtful, sensitive,
brave, strong person you are (or would like an admissions person to think you are) today? Show a process of
learning, and a moment of revelation.

College Application Essay Format


Your college essay should be a brief essay about who you are and what you intend to study at the academic institution
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of your choosing. You should write an essay that is strong and personal while being specific and focused. You will
need to speak about who you are and who you hope to become. You need to connect who you want to become with
the institution you believe will help you achieve your goal. You should note what you have studied while in high
school; what activities you have joined both in and out of school; and you should write specifically about how the
college of your choice meets your needs.

The Mechanics Of The Application Essay

Your essay should contain simple, yet formal language. This means that
word choice should not require a dictionary by the reader, yet your essay should adhere to formal MLA writing styles. Not only is the
message important but the delivery and presentation as well. More information on MLA style.

General Idea

Your essay does not need to be a novel. It should focused and succinct. You should be able to complete your essay
with 5 paragraphs. Introduce your purpose, support your argument and then summarize and restate your purpose.

Page Mechanics Your essay page should have 1-inch set margins along sides, top and bottom. Each paragraph should be
indented the standard 5 spaces, the equivalent of hitting the "tab" button once. The type font and size should also be standard: Times
New Roman 12 is universally accepted for formal papers. You should double-space the lines of your essay as well. Finally, you should
include two spaces at the end of a sentence. This is very formal, but it makes your paper stand out.
Style Mechanics

Your essay can and should be written in first person. You are writing about yourself and your goals so firstperson is the accepted perspective. Make sure you check your paper for use of 2nd person. This is rarely acceptable and you don't want
to make this style error and a poor impression. Finally, you should review your paper for active vs. passive verbs. Active voice speaks
firmly about who you are; passive voice leaves a hint of doubt because it is not strong.

Grammar Is Never To Be Forgotten Don't rely on spell-check to deliver a perfect paper. Remember, when you intend to
spell "there" and mistakenly spell "here" spell-check will not see this as an error though it will be one. Have someone else read your
paper for content and errors. Also, read your paper from end to beginning to catch spelling errors. Use grammar help for simple rules on
punctuation usage. The entire paper is a reflection of who you are. Don't let a dangling modifier hang your college career.
To summarize, you want to be focused in what you say. Your paper should be set-up to adhere to MLA guidelines: margins should be 1-inch
around; paragraphs indented correctly; proper spacing between lines and sentences; correct perspective and voice used; and finally correct
grammar used. Don't let the words you say drown in a sea of mechanical difficulties. Presentation is just as important as content.

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PowerPoint Presentation
SENIOR PROJECT CAPSTONE
created in May, Presented in June
DIRECTIONS:

From your research, you will create an informative PowerPoint slide presentation to be
presented in June.
Include the following:
Minimum of 10 slides
Include one title slide and one conclusion slide (if you need to cite sources, then include a slide for: Sources)
Include pictures to balance your slides and add visual interest
Use bullets ONLY!!! (Do not write sentences)
If you use a background, make sure your bullets can be seen over it
Insert a graph, table, or organization chart, if applicable
You may be creative, but do not have all information zooming in and making sounds those
become distractions not aids
This is a Multi-Media presentation; that means you CAN use more than simply PowerPoint
slides (For example, add actual pictures, video clips, audio clips, music clips, create a poster
to use in conjunction with PowerPoint, etc.)
Approximately 3 minutes for this presentation (you will need to practice and time yourself
many timesonce will not be enough).
How will your presentation be different/unique from everyone elses?

15

MULTI-MEDIA COMPONENT
Visual Aids

In planning your presentation, think about the following questions when determining which
visual/media component will enhance what you are trying to communicate:
What chart, graph, table, timeline, overhead, slides, audio, video, PowerPoint slides could
help the audience more clearly understand your information?

Where in your presentation is the perfect place to insert your various media?

What hardware/software/technology will you need?

How can you include your visual or audio into your presentation so that you are the focus
and your visual media component serves as an accent?

16

PowerPoint Presentation Rubric


CATEGORY
Content - Accuracy

Sequencing of
Information

Effectiveness

Use of Graphics

Text - Font Choice &


Formatting

Spelling and Grammar

Cooperation

Delivery

Excellent-4
All content throughout
the presentation is
accurate. There are no
factual errors.
Information is organized
in a clear, logical way. It
is easy to anticipate the
next slide.
Project includes all
material needed to give a
good understanding of the
topic. The project is
consistent with the
driving question.
All graphics are attractive
(size and colors) and
support the topic of the
presentation.
Font formats (color, bold,
italic) have been carefully
planned to enhance
readability and content.

Good-3
Most of the content is
accurate but there is one
piece of information that
seems inaccurate.
Most information is
organized in a clear,
logical way. One slide or
piece of information
seems out of place.
Project is lacking one or
two key elements. Project
is consistent with driving
question most of the time.

Satisfactory-2
The content is generally
accurate, but one piece of
information is clearly
inaccurate.
Some information is
logically sequenced. An
occasional slide or piece
of information seems out
of place.
Project is missing more
than two key elements. It
is rarely consistent with
the driving question.

A few graphics are not


attractive but all support
the topic of the
presentation.
Font formats have been
carefully planned to
enhance readability.

All graphics are attractive


but a few do not support
the topic of the
presentation.
Font formatting has been
carefully planned to
complement the content.
It may be a little hard to
read.
Presentation has 1-2
grammatical errors but no
misspellings.
Group shares tasks and
performs responsibly
some of the time.

Presentation has no
misspellings or
grammatical errors.
Group shares tasks and
all performed responsibly
all of the time.

Presentation has 1-2


misspellings, but no
grammatical errors.
Group shares tasks and
performed responsibly
most of the time.

Members spoke at a good


rate, volume and with
good grammar. They
maintained eye-contact,
while using but not
reading their notes.

Members spoke a little


faster or slower than
necessary, or too quietly
or loudly. They used
acceptable grammar.
They maintained eyecontact, but relied too
much on their notes.

Members spoke at a good


rate and volume, but used
poor grammar.
They relied heavily on
their notes.

Needs Improvement-1
Content confusing or
contains more than one
factual error.
There is no clear plan for
the organization of
information.

Project is lacking several


key elements and has
inaccuracies. .Project is
completely inconsistent
with driving question.
Several graphics are
unattractive AND detract
from the content of the
presentation.
Font formatting makes it
very difficult to read the
material.

Presentation has more


than 2 grammatical
and/or spelling errors.
Group often is not
effective in sharing tasks
and/or sharing
responsibility.
Members demonstrated
having paid little
attention to rate, volume
or grammar. They read
nearly word for word
from notes.

17