CAPSTONE PROJECT

Grade 8
 WHAT IS A CAPSTONE PROJECT?

A capstone project is a way for you to demonstrate your

interpretation of skills, standards and knowledge gained
throughout this semester. You will complete a structured
and organized project following the step-by-step
guidelines provided by your teacher.
 General guidelines (this PPT) and
rubrics.
TILE LAYOUT ON
THE ENGLISH
COURSE
 CAPSTONE COURSE

You will also find a Capstone Course on your

Learn Online with information about all the
Capstone projects (English, Arabic, Science
& Math).

In this course, you will submit your project.

You will also use the Big Blue Button on it to
take your interview.

This is a grade 4 sample. Grade 8 is exactly

the same.
 GUIDELINES

1. Choose a topic to write about. The prompt is given, but the ideas will differ and
will be what you choose to write about.
2. There will be a live session on BBB every day. You must always attend and be
ready to share your work and progress when the teacher asks.
3. You teacher will support you by sharing information and skills needed to do well
in your project. Your teacher will ensure that you stay on task, enjoy your
Capstone, and learn from this real-life experience.
4. You will be required to work in phases using resources on the Learn Online
Capstone tile. The phases are only suggestions and can vary from one student to
another.
5. You will complete most of your work in class.
6. Starting December 6, you will undergo an interview to present your Capstone
project.
 TEACHER’S ROLE
1. I will provide you with guidelines, tips and resources.
2. I will support you in the first week by ensuring you have all
the skills needed to tackle your driving question.
3. We will have a session on BBB daily.
4. I will give you tasks to work on and you will complete them
independently; however, I will always be nearby to support
you if you have any questions. 
5. The Discussion Board will be used to communicate after
class hours. You can leave questions there.
 COLLABORATION

1. You will sometimes be placed in Breakout Rooms on BBB to

collaborate with peers.
2. You can also be placed in a Breakout Room to show me some
of your work or ask me questions.
3. Expect me to have a conference (meeting) with you at times to
check on your work.
 GRADE DISTRIBUTION
Capstone final paper/product 75 %

Interview 25 %

Your teachers will evaluate your project based on a set of rubrics.

The rubrics will include criteria and descriptors of levels of your
performance. Read the descriptors very well before you begin
working on your project. Focus on how you can achieve a score of
4. Both the final paper/product and the interview will include
rubrics.
PROJECT RUBRIC (G8)
PROJECT RUBRIC (G8 – CONTINUED)
 HOW DO I START?

• NOTE: All documents found in this PowerPoint are found in

your Capstone Project tile on Learn Online. Refer to Slide 3.
• You will also find other resources.
1. Create a folder on your computer. Call it “Capstone Project”.
2. Download all the documents from your Capstone tile.
3. Always check for updates.
 DOCUMENTS & CALENDAR

• After downloading all the documents, make sure you read them all carefully.
• Write your concerns on the Discussion Board so you can share them with your
teacher during lessons.
Sunday Nov. 15 Monday Nov. Tuesday Nov. Wednesday Thursday Nov.
16 17 Nov. 18 19
Introduction to Research/ Research/ Prewriting Drafting
the Capstone Reading and Reading and
Project Brainstorming Brainstorming
(in class) (in class)

Sunday Nov. 22 Monday Nov. Tuesday Nov. Wednesday Thursday Nov.

23 24 Nov. 25 26

Drafting Drafting / Drafting / Revising & Publishing

Revising & Revising & Editing / Capstone
Editing Editing Publishing Submission Day
 Capstone Project Title

Wiki Master: Information Reaper

 Driving Question

What resources can you use to best influence others’ opinions or beliefs?
 STANDARDS

RI.8.2: Determine a text's central idea(s) and analyze its/their development over the course of the text, including relationships to
supporting ideas; provide an objective summary of a text.

RI.8.9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts
disagree on matters of fact or interpretation.

RI.8.10: Independently and proficiently read and comprehend informational texts, including history/social studies, science,
mathematical, and technical texts exhibiting complexity appropriate for at least grade 8.

L.8.1b: Form and use verbs in the active and passive voices to communicate a particular meaning.

W.8.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic
 STANDARDS

W.8.2: Write informative/explanatory texts (e.g., essays, oral reports, biographical feature articles) to examine a topic and convey
ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.8.2a: Introduce a topic clearly, previewing what is to follow; use paragraphs and sections to organize ideas, concepts, and
information into broader categories; include text features (e.g., headings), graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension.

W.8.2b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and
examples

W.8.2f: Provide a concluding statement or section that follows from and supports the information or explanation presented.

W.8.6 Use technology, including current web-based communication platforms, to produce and publish writing and present the
relationships between information and ideas efficiently as well as to interact and collaborate with others.
 GENERAL PURPOSE OF THE PROJECT

This project has been designed to evaluate your ability to:

•Read and comprehend informational texts

•Determine a text’s central idea
•Evaluate where the texts disagree on matters of fact or interpretation
•Write an informative text to examine a topic and convey ideas
•Use technology to produce and publish writing
FINAL PRODUCT/ SUBMISSION

ON THE REQUIRED DUE DATE, YOU WILL:

CREATE AN INFORMATIVE TEXT FOR A WIKI PAGE.

DUE DATE: NOV. 26-28, 2020

Step 1 - Select a Prompt
 
Prompt 1

You’ve been hired by a band or a performer to increase its/his or her wiki

page views. Use your informational writing skills on your
band’s/performer’s fan wiki to influence and recruit more fans. Consider
sharing your adulation or great admiration for your favorite singer or
band on your fan wiki page by promoting the following:

 Information about the singer’s or band’s past albums and tours

 Short biography of the singer or band
 Links to similar or related bands.
Prompt 2
A Life Time Inspiration Award is being given to an inspirational figure. You have been
asked to promote the individual you think is worthiest by creating a wiki page about
an influential character. Select a character
whose actions and opinions strongly influence others to follow his/her lead. Your
page can include the following:

 General information about the character’s background

 Factor(s) leading to his/her success
 Major achievements and successes
 Links to similar influential characters.
The following are some examples of iconic/influential figures:

Sheikh Zayed bin Sultan Al Nahyan, Sheikh Mohammad Bin Rashed Al

Maktoum, Malala Yousafzai, Steve Jobs, Greta Thunberg, etc.

*Share with your teacher your selected band/performer or influential

character.
Step 2 - Choose the biography Graphic Organizer

Refer to the Biography Research Graphic Organizer in resource folder and

choose one.

 Biography Research Graphic Organizer 1 (for prompts 1&2)

 Biography Research Graphic Organizer 2 (for prompt 2)
 
 
Step 3 - Choose the resources
• You have to gather 3-5 resources
• For both prompts, the links/websites you choose have to be credible. Refer to the
Website Credibility Checklist for verification in the resources’ folder. Although optional,
this is a highly recommended step.

• Below are some suggested links you can refer, but not limited, to for prompt 2:
https://www.biography.com/
http://www.s9.com/
https://www.notablebiographies.com/
https://achievement.org/
https://womenshistorymonth.gov/
https://www.sldirectory.com/studf/bio.html

If you select prompt 1, no suggested links are provided; you will have to search for
reliable websites using the Website Credibility Checklist for verification.
Step 4

Fill in the biography Graphic organizer to keep your ideas on track.

 
  
Step 5
Use the information from the biography graphic organizer to
complete the expository/informative graphic organizer for the Wiki
page.

Refer to the resources’ folder.

 

Step 6

Read the Capstone Project Rubrics. Use the criteria for self-

assessment to improve personal performance and learning.

Refer to the resources’ folder.

Step 7 – Create a Wiki page

Following the guidelines, create a wiki page on the Learnonline to add the gathered and
organized information from the expository graphic organizer to write the informative
text. Refer to Wiki page guidelines in the resource folder.

Refer to the resources’ folder.

 

Step 8 – Edit & Revise for Self-Assessment

• For the informative writing, refer to the editing and revising checklists
• For the overall performance, refer to the Capstone Project Rubrics
 GATHER INFORMATION

• Your teacher will support you with all the resources.

• Remember to organize your thoughts and work.
• Your teachers will provide you with graphic organizers to
help you better plan and checklists to edit and revise.
You can find this in the
Capstone tile.
FONT AND FORMAT OF YOUR WRITTEN
ASSIGNMENT

&

ATTACHMENT TITLE
This document will be among
the resources you will use.

Use this document to

write/type your paper.

Follow the guidelines for font

and size carefully.

Attachment name:
G__ – Capstone Project – Semester 1 – First and
last name

G4– Capstone Project – Semester 1 –

Emma Gillett
 BEFORE YOU SUBMIT

• Always reread to ensure your ideas are coherent and organized.

• Make sure you understand the prompt and driving question to avoid being off-
topic.
• Use the checklists and guidelines provided to proofread.
• Check the rubric again to ensure that all aspects of your project were covered
effectively and accurately.
 SUBMIT YOUR PROJECT ON TIME

Submission will begin on November 26 at

5:00pm to November 28 at 5:00pm on Learn
Online.
*Any assignment submitted after 5:00 pm will be considered late.

Submit here.
CAPSTONE INTERVIEW
Week of December 6, 2020
GETTING READY FOR THE CAPSTONE
INTERVIEW
Sunday Dec. 6 Monday Dec. 7 Tuesday Dec. 8 Wednesday Thursday Dec.
Dec. 9 10

Interviews (one-on-one)
 HOW CAN I PREPARE FOR MY INTERVIEW
• Before your interview review your work on the Capstone project.
• Be ready to answer questions related to your topic and project.
• Dress to impress! During the interview, dress appropriately and be seated in a suitable and
quiet setting.
• The interview will take around 5 minutes. Prepare your project and wait for your turn to
begin. You could be asked to login 10 minutes before your interview to ensure that your
connection is working and you are available when the teacher logs in.
• The questions will target your project. The teacher will look for evidence of understanding of
the standards covered.
• The teacher will ask you about real-life connections within your topic, how you organized
yourself and how you reviewed your work..
• Think of how you can be creative and sound knowledgeable about your topic. How can you
stand out from the group? How can you present your project in an innovative way?
 FOR THE INTERVIEW

• You will go into the Capstone Course and find the

BBB for the interview.
• You will submit your project in the “Capstone
Submission Folder.”
• In the “Interview Submission Folder”, you will log in
and just type your full name and grade in the
Online Text.
• If you do not submit your full name and grade, you
will not be able to receive a grade on your interview.
 GRADE DISTRIBUTION
Capstone final paper/product 75 %

Interview 25 %

Your teachers will evaluate your interview based on a rubric. The

rubric will include criteria and descriptors of levels of your
performance. Read the descriptors very well before you begin
working on your project. Focus on how you can achieve a score of
4. (See the next slide for the rubric.)
 INTERVIEW RUBRIC (G8)
Criteria 5 4 3 1-2
Answers all questions clearly and completely; Answers 3 out of 4 questions clearly and Answers 3 out of 4 questions but not always Answers 2 out of 4 or less; goes off topic.
seeks clarification, admits “I don’t know” or completely; seeks clarification, admits “I don’t clearly and completely.
explains how the answer might be found when know”.
Responses to Questions unable to answer a question

Development of ideas is clear through use of Sequence of information is well-organized for Content is loosely connected. Transitions lack No apparent logical order of
specific and appropriate examples. Transitions the most part, but more clarity with transitions clarity. ideas and unclear focus.
Clarity are clear and create a succinct and even flow. is needed.

Exceptional confidence with project prepared Clear articulation of ideas, but apparently Little eye contact, fast speaking rate, little Monotone; speaker seemed uninterested in the
through poise, clear articulation, eye contact lacks confidence about the project expression, mumbling project.
Speaking Skills and enthusiasm

The students used the best sentence The student used correct sentence structure but Sentence structure and word choice included 3 The student used incorrect sentence structure
structure/word choice to support his/her repeated word choice to support his/her or more errors. Slang was used on 2 or more and words choice most of the time. Slang was
answers. Slang was never used. answers. Mistakes were made on a maximum occasions. used frequently.
Language Usage of two occasions. Slang was used on at least 1
occasions.

The reflection explains the student’s own The reflection explains the students’ thinking The reflection attempts to demonstrate Then reflection does not address the students’
thinking and learning processes as about his/her own processes. thinking about learning but is vague and/or thinking or learning.
implications for future learning.   unclear about the personal learning process.  
  The reflection is an analysis of the learning   The reflection does not move beyond the
The reflection is an in-depth analysis of the experience. The reflection attempts to analyze the learning description of the learning experience.
learning experience.   experience, but it is vague.  
  The reflection articulates multiple connections   The reflection does not articulate any
Reflections on the Project The reflection articulates multiple connections between the skills learned in lessons. The reflection articulates multiple connections connection to any learning.
between the skills learned in lessons and real-   between the skills learned in lessons, but it is
life.   vague.
We are confident you will all do a great job! 