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Junior Stepping Stone Project

Table of Contents

SECTION PAGE Stepping Stone Information 2 Stepping Stone Components 3 Research Paper Information - Requirements

4

Interview Questions 5Interview Summary 6 Setting up the Interview 7 Conducting the Interview 8 After the Interview 9 Research Paper Rubric 10 Stepping Stone Presentation General Information

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Presentation Preparation 12-13 Teacher Review of Stepping Stone Presentation Plan

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Presentation Scoring Rubric Stepping Stone Timeline

15-16 17

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Junior Stepping Stone Project

What is the “Stepping Stone”?Stepping Stone, a culminating project assessment for high school juniors, allows students to demonstrate their understanding of their chosen career pathway, their ability to create a plan for their future, and their ability to design and participate in a multi-phased, research-based learning process. This multifaceted task reinforces and refines complex skills such as:

Long and short term goal completion Professional communication Critical and creative thinking Professional attitudes and basic knowledge application Insightful self-evaluation Time management Organization and planning Presentation strategies

All juniors at Carl Wunsche Sr., High School are required to complete the Stepping Stone Project. Grades earned for each element of the project will count in the English 3 and CTE courses. Please see the “Stepping Stone Rubric” at the end of this handbook for information regarding how each element of the project will be weighted.

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Stepping Stone Components

3 P’s: Paper, Project, Presentation

1. Writing a research paper on a challenging aspect of the major of study, reflecting basic writing as well as information literacy skills and using multiple sources, including at least one interview with the student’s CTE teacher.

2. Designing and producing a related, rigorous, student-generated project or product to be incorporated in the final presentation.

3. Preparing an oral presentation for an audience consisting of teachers and two or more combined classes of peers.

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Research Paper InformationJunior Project Research Paper

Students will meet the criteria of the Stepping Stone research paper by writing a research paper on a topic approved by both their CTE and English Teachers. The topic should:

reflect the student’s particular interests and goals in their chosen career pathway

be timely and creative be appropriate for including a student-generated

demonstration or visual Speak to your English Teacher for information about research approaches.

Research Paper Requirements 1 inch margins 12 point font (print) size with font chosen from one of the

following:o Times New Romano Arialo Tahoma

Page numbers in a consistent location according to MLA format. Double-spaced throughout the outline, text, and works cited page. Minimum of four (4) sources, including one personal interview. Proficient level of grammar, spelling, punctuation, and usage. In-text and/or parenthetical documentation Title page and a works cited page according to MLA format. Three to four (3-4) pages in length, not including the title page,

and works cited page. Paper must be turned in as part of a research folder to include:

o Research papero Works Citedo Research Articles (2 journals; 1 website)

printed out, with any referenced or quoted text highlighted

MLA citation at top of the first page of the articleInterview Questions

Student Name________________________________ Date___________________

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English Teacher__________________________ Pathway_______________ (To Be Approved By Your English Teachers)

Required Background Questions: 1. Please describe your job title and responsibilities. ________________________________________________________________________________________________________________________________________________2. What is your educational background? ________________________________________________________________________________________________________________________________________________3. Does your job require a college degree or special certification? ________________________________________________________________________________________________________________________________________________4. How long have you been employed in this industry / position(s)? ________________________________________________________________________________________________________________________________________________

Original, Student-Generated Questions: Please list a minimum of 5 appropriate questions that you would like to ask the industry professional. 1._____________________________________________________________________ 2.______________________________________________________________________3.______________________________________________________________________4.______________________________________________________________________5.______________________________________________________________________6.______________________________________________________________________7.______________________________________________________________________8.______________________________________________________________________

Approval by English Teacher_______________________________________

Interview SummaryStudent Name________________________________ Date___________________ CTE Teacher__________________________ Pathway_______________

(To Be Reviewed By Your CTE AND English Teachers)Who did you interview?__________________________________________________Date of interview?_______________________________________________________What is their job description and job title? __________________________________

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________________________________________________________________________ How does their expertise support you in preparation for your research paper and project? ________________________________________________________________________________________________________________________________________

Provide at least 3 of the original, student-generated questions that were asked and the responses that you received. 1.______________________________________________________________________________________________________________________________________________________________________________________________________________________

2.______________________________________________________________________________________________________________________________________________________________________________________________________________________

3.______________________________________________________________________________________________________________________________________________ ________________________________________________________________________

Approval by CTE Teacher _________________________________________

Approval by English Teacher_______________________________________

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Interviewing Tips

SETTING UP THE INTERVIEW

Students should speak to the teacher they wish to interview in advance and schedule an appointment. Don’t expect or demand that it be done the next day or the day after that. People need up to two weeks advance notice to plan their schedules. Be considerate of their time.

A student should use the following protocol when scheduling an interview: Identify yourself by name and program if the teacher does not

know you. Explain to the person what your Stepping Stone project is about. Briefly explain to the person about what you have decided to do for

your student-generated visual for the Stepping Stone, and then explain you are writing a research paper dealing with your project and major field of study.

Politely ask if the person has time to meet with you to be interviewed. Explain that the interview is a requirement for the paper and that you must use the information and quotes from the interview in the body of the paper.

Be flexible. Do not tell the person how busy and over committed you are. You must be willing to fit into his or her schedule. If the teacher requests that you meet with them on their conference period, be sure to get approval from the teacher whose class you will be missing.

Be sure and write down the date, time, and place for the interview. Repeat this information back to the person being interviewed to make certain you have the correct information.

Thank the person for being willing to give up some of his or her time and assure the person that you will be there for the interview at the appropriate time.

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Interviewing TipsCONDUCTING THE INTERVIEW

It is a good idea to contact the teacher the day before the interview to remind the person that you will be arriving the next day. Ask the person if that time is still convenient for him or her. Express that you are looking forward to talking with the person.

Show up for the interview on time! Plan your travel time so that you are not late. It is better to arrive early than late.

Dress appropriately for the interview. Leave the chewing gum at home. Do not slouch during the interview. Look interested!

Before going to the interview, plan and write down 5-8 relevant questions to ask. Keep the questions focused on what the paper is going to be about.

Unless it is vital to your paper, avoid asking questions about salary, job satisfaction, etc. If you must ask about salary, limit the question to what salary range a person might expect if taking an entry level position in that career. Do not ask the person being interviewed what his/her salary is!

Remember to take paper and pen so that you can take notes! If you plan to tape the interview, put in new batteries and a blank tape before you arrive and test it the day before your scheduled meeting. You must always obtain permission to tape record the interview ahead of time. Many people feel uneasy about being taped.

Do not get so absorbed in taking notes that you are not really listening to the information that the person is giving to you. Be ready to ask follow-up questions that relate to what the person is saying.

When you have finished the interview, thank the person for his or her time. After the interview, be sure to write a “Thank You” letter / card that you deliver within one week after your appointment.

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Interviewing TipsAFTER THE INTERVIEW

Read over the notes and fill in any details that you can remember that you failed to have time to write down during the actual interview.

If the interview was taped, the student should listen to the tape and take some more notes.

Pull pertinent quotes and facts from the notes to use in the research paper.

If there are questions in your mind about something you wrote down or did not understand, it is a good idea to call the person you interviewed and ask for clarification. This will help avoid providing false information or incorrect quotes in the paper.

Write a thank you letter and deliver it within 5-7 days after the interview. In the letter, mention the Stepping Stone Project, the date of the interview and your appreciation for them in granting you the interview. In a second paragraph, point out some useful information the person gave you that you intend to use in your paper. You may give the letter directly to the teacher or to their tower aide.

Limit the thank you letter to one page or less. Business correspondence should be concise and to the point.

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Student Name________________________________ Date___________________

CTE Teacher__________________________ Pathway_______________

Research Paper RubricContent Organization Documentati

onWorks Cited Mechanics

27 Superior Concrete Examples, Necessary Definitions & Explanations Clarified, Concrete Word ChoiceAligns with Proposal

23 Clear thesis plan/flows Thesis, Topic Sentences, Transitions

20 Accurate Internal Documentation, Following MLA guidelines

17 Correct format Sources (4) for paper written using MLAInterview correctly cited

13 Consistent/accurate Spelling, Punctuation, Word choice

Length: 3-4 pages

23 Accurate/well developed

20 Logical plan but some weak transitions

17 Few mistakes

14 Minor mistakes

11 Occasional errors, but not distracting

21 Acceptable/lacks sophistication

17 Inconsistent organization

15 Some improper citations

13 Incorrect format

9 Errors weaken effectiveness

18 Little evidence to support thesis

15 No apparent plan of organization

13 Incorrectly documented

11 Substandard form

8 Distracting errors that interfere with clarity

Total Score: ___________________

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Stepping Stone Presentation: General Information

The presentation schedule for Stepping Stone Projects is determined by the student’s teacher. Each teacher will work out a schedule of presentations in conjunction with other classes. You may be allowed to choose the date of your presentation, depending on the schedule your teacher works out.

Students that do not present their Stepping Stone Projects on the day assigned:

Will be rescheduled to present the following day, before school or after school, for a maximum grade of 80. Any student that does not present at the scheduled presentation time for a maximum grade of 80 will present the following day with a maximum grade of 60. Taking a zero on this assignment is not an option.

All Stepping Stone Project Topics have been approved in advance by the English teachers. Any deviations from the approved topic will result in significant grade deduction for the presentation and could result in disciplinary action.

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Presentation PreparationSTEP 1: Gather ideas

1. What are the major aspects of the project? 2. How do the paper and project connect? 3. What are the main points covered in the research paper? 4. What problems were encountered? 5. What emotions were experienced while working through the paper

and project? (Anger? Excitement? Pride? Frustration?)

6. What personal growth was gained from the paper and project? 7. Did the project affect future career plans?

STEP 2: Organization 1. Use some type of visual organizer to plan out the presentation

(examples: index cards or PowerPoint outline)

2. Plan the introduction. The introduction should have the following attributes:

Grab attention Make topic clear Take no more than 60 seconds Uses quotations, readings, dramatics, jokes, surveys or other

audience participation sets, games, audio-visual devices, demonstrations, or questions

Uses your electronic portfolio to display personal mission statement, explanation of topic choice, and future career goals.

3. Plan the conclusion

4. Plan the display of the project 5. Plan the visual aids/props and test them to make sure that they are

working properly

6. Decide how to integrate technology into the presentation 7. Determine how you will use your electronic portfolio in the

presentation

Presentation PreparationSTEP 3: Speech Techniques to Remember

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1. Eye contact - This is extremely important. Practice often enough that you rarely need to look at any notes. Remember this is a friendly audience that wants you to be successful.

2. Posture - Stand proud. You have accomplished a great deal and should show pride in your accomplishments.

3. Voice - Talk clearly and audibly so the whole audience can hear. Sound natural.

4. Gestures - Use natural gestures to make points in the presentation. Over gesturing or distracting mannerisms should be avoided.

5. Props - Practice using any props that are part of the presentation. 6. Dress – Wear professional dress. If wearing clothing appropriate for

the profession (ex. medical scrubs) will enhance the presentation, the student may choose to do that.

STEP 4: Rehearse 1. The presentation should be well-rehearsed and should last between

6-8 minutes. Presentations that are either too long or too short will receive a substantial point deduction.

2. Make sure that your technology components work properly in advance of the presentation.

3. Make sure that any videos (student-generated only) shown as part of the presentation do not exceed a total of 3 minutes in length.

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Student Name________________________________ Date___________________ CTE Teacher__________________________ Pathway_______________

Teacher Review of Stepping Stone Presentation PlanCTE Teacher _______ The student’s presentation matches the previously approved topic

submission. _______ The presentation includes a product or project that the student has

developed. Recommendations:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Teacher Signature_______________________________________________________

English Teacher _______ The student’s presentation visuals are free of significant spelling and

grammatical errors. _______ The student’s presentation visuals are easily read from a distance of

10-15 feet. (font size, image, etc.) Recommendations: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Teacher Signature______________________________________

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Name______________________________________________ ID# ________________English Teacher ____________________________________ Total Points _______ CTE Teacher _______________________________________Title/Topic of Presentation __________________________________________________

Stepping Stone Project Presentation Scoring Rubric

Rated Area

Exceeds Expectations

Meets Expectations

Below Expectations

Points Awarded

Equipment / Visuals

The student had his / her equipment and

visuals prepared and ready to use. (4-5

Points)

The equipment and visuals were not

completely prepared; but the presentation occurred with only minor problems /

delays. (2-3 Points)

The equipment and visuals were not

prepared and ready to use AND negatively

impacted the presentation.

(0-1 Point)

Appropriate Professional

Dress

The presenter was dressed professionally for the presentation or

in other clothing appropriate for the

profession. (9-10 Points)

The presenter was dressed in business casual attire. (7-8

Points)

The presenter wore inappropriate clothing

OR distracting clothing.

(0-6 Points)

E-Portfolio and Project Introduction

The Electronic Portfolio contained a personal mission statement,

future career goals and an explanation of topic choice, each of these

elements was developed. The Stepping Stone

Presentation was included in a folder

within the E-Portfolio. (9-10 Points)

The Electronic Portfolio contained a personal mission statement,

future career goals and an explanation of topic

choice, but these elements were not well

developed. The Stepping Stone

Presentation was included in a folder

within the E-Portfolio. (7-8 Points)

The presentation did not include an

adequate introduction (one or more

elements missing). (0-6 Points)

Project Relationship

to Career Pathway/

Future Career Goals

Presentation described how the project fits in

with the speaker's chosen career pathway, what has been learned

in the research AND how that will help in

obtaining future career goals.

(13-15 Points)

Presentation mentioned the speaker's chosen

career pathway, touched on what has been learned in the

research and how that relates to career goals,

but does not fully develop these ideas.

(10-12 Points)

The presentation did not relate the topic to the speaker's chosen career pathway and

the presentation ended without any conclusions about

what has been learned or how career

decisions will be effected.

(0-9 Points)

Visual Aids / Props

The presentation included two or more

visual aids, one of which was student-generated, that greatly enhanced the understanding of

the topic. (9-10 Points)

The presentation included one student-generated visual aid that illustrated some elements of the topic.

(7-8 Points)

The presentation did not use a visual, OR none of the visual

aides were student-generated. (0-6 Points)

Clarity and Effectiveness of Speaking

The speaker spoke clearly, was audible to the entire audience, made frequent eye-

contact and only occasionally looked at

notes. (9-10 Points)

The speaker spoke clearly, but was barely audible to some of the

audience and/or frequently looked at

notes. (7-8 Points)

The speaker did not speak clearly, was

inaudible to most of the audience and/or

read extensively from notes. (0-6 Points)

Presentation of Topic

The presentation was informative and

engaging. It clearly illustrated the student’s interest in their chosen pathway and their plan for pursuing a career.

(13-15 Points)

The presentation was informative but did not illustrate the student’s

interest, OR the student’s career plan needs improvement.

(10-12 Points)

The presentation was not informative

enough for a Stepping Stone Project. OR it

did not include a career plan or any

indication of genuine interest.

(0-9 Points)

Research Paper

Content in the research paper was obviously

correlated to the presentation. Student

directly referenced both their research AND their

interview during presentation. (9-10 Points)

Content in the research paper was related to

the presentation. Student directly referenced their

research OR interview during the

presentation.(6-8 points)

Content in the research paper was

loosely related to the presentation. Student did not reference their

interview or their research during the

presentation.(0-6 points)

Presentation Timeframe

The presentation fell within the 6-8 minute time requirement. (This does not include the Q&A

period.) Videos shown as part of presentation do not

exceed 3 minutes in length. (Award 10 Points)

Presenters will receive a signal to stop at the 8-minute mark.

The presentation was between 4-6 minutes in length OR included a video exceeding 3 minutes in length. (Award 5 Points)

*********** The presentation was less than 4 minutes in

length. (Award 0 Points)

***********(Neither of these time frames should include

the Q&A period.)

Questioning

The presenter allowed the audience to ask

questions AND responded

knowledgeably. (4-5 Points)

The presenter allowed the audience to ask

questions but did not respond effectively to

some questions. (3-4 Points)

The presenter did not allow the audience to

ask questions OR failed to respond to

the questions. (0-3 Points)

Total Presentation Points

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STEPPING STONE TIMELINEDates for the timeline below will be given to you by your English teacher. This page is provided as a place to record those dates for your reference.

What To Whom When Weight

Interview English Teacher Daily Grade

Research Paper

English Teacher Major Grade

Teacher Review of

Presentation Plan & Visuals

English Teacher Daily Grade

Cornerstone Presentation English Class Major Grade

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