2013 EXTRA CREDIT ASSIGNMENTS

MR. NUNLEY 10^TH GRADE ENGLISH YEAR –END EXTRA CREDIT ASSIGNMENTS

At the request of several students and parents, extra credits assignments will be allowed.  If you would like to improve your grade with a little with extra credit, I believe you must have already done the rest of the work for the class. Extra credit is not a way to make up for other work you have chosen not to complete.

Students will be able to receive 15 points per extra credit assignment completed.  All assignments must be typed in 12-font and double spaced, with the exception of the library visit. A student may raise his/her grade by a maximum of 10 percentage points through extra credit. All assignments must be completed by June 03, 2013.

Extra Credit may be earned in one of the following ways:

1.     Students may choose a quote of their own and respond in the Daily Writing format.

2.     Students may choose a newspaper article and write a 2-3 paragraph summary, entitled “Current Event”.  Article must be no older than one week. To be considered current.

3.     Student may visit their local library for one (1) hour and have the librarian sign this form to confirm that they were their working on the research project.  Librarian must also attach their business card to this document that student actually attended the library.

Librarian statement:

I confirm that________________________________________ came to the _________________________ library and was here for at least one (1) hour working on their research project.  My name is______________________________________ and I can be reached at_______________________________(phone) or__________________________________________(email) to confirm that the above information is accurate.

2013 RESEARCH PROJECT RUBRIC

RESEARCH PROJECT RUBRIC

Teacher Name: Mr. Nunley
Student Name:     ________________________________________
CATEGORY	4	3	2	1
Organization	Information is very organized with well-constructed paragraphs and subheadings.	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information appears to be disorganized. 8)
Information	All information presented in the research paper was clear, accurate and thorough.	Most information presented in the research paper was clear, accurate and thorough.	Most information presented in the research paper was clear and accurate, but was not usually thorough.	Information had several inaccuracies OR was usually not clear.
Understanding of Topic	The team clearly understood the topic in-depth and presented their information forcefully and convincingly.	The team clearly undestood the topic in-depth and presented their information with ease.	The team seemed to understand the main points of the topic and presented those with ease.	The team did not show an adequate understanding of the topic.
Sources	All sources (information and graphics) are accurately documented in the desired format.	All sources (information and graphics) are accurately documented, but a few are not in the desired format.	All sources (information and graphics) are accurately documented, but many are not in the desired format.	Some sources are not accurately documented.
Mechanics	No grammatical, spelling or punctuation errors.	Almost no grammatical, spelling or punctuation errors	A few grammatical spelling, or punctuation errors.	Many grammatical, spelling, or punctuation errors.
Notes	Notes are recorded and organized in an extremely neat and orderly fashion.	Notes are recorded legibly and are somewhat organized.	Notes are recorded.	Notes are recorded only with peer/teacher assistance and reminders.
Use of Facts/Statistics	Every major point was well supported with several relevant facts, statistics and/or examples.	Every major point was adequately supported with relevant facts, statistics and/or examples.	Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable.	Every point was not supported.
Presentation Style	Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.	Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.	Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.	One or more members of the team had a presentation style that did not keep the attention of the audience.
Time Use	Classroom time was used to work on the project. Conversations were not disruptive and focused on the work.	Classroom time was used to work on the project the majority of the time. Conversations were not disruptive and focused on the work.	Classroom time was used to work on the project the majority of the time, but conversations often were disruptive or did not focus on the work.	Student did not use classroom time to work on the project and/or was highly disruptive.