microsoft word - ccps senior project final 2011-2. web view · 2015-07-13ccps senior...

Lemon Bay High

Senior Project

(Modified)

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Moore 2014

Adapted 10/2014 from - English IV: FL College Prep #1001405 Senior Project

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Developed by CommitteeBased on the Common Core State Standards

For Grades 11-12

CCPS Committee Members Eric Bishop

Theresa Chandler Doug Dunakey

Jan Francis Heather Garcia Teresa Hughes

Jamie Massengale Bonnie Powell Ruth Shaulis Kym Sheehan

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Senior Project Pacing GuideWeek(s)in Progress

Description Due Date Initial & Datewhen completed

Step 1Introduce

Week(s) 1-3• Senior Project Rationale• Attributes & Skills Chart• Senior Project Overview• Key Things to Remember

Week(s) 1-2

Step 2TimeManagement

Week(s) 1-3 Senior Project Portfolio ComponentsChecklist and Rubric

• Place dates on individual planner

• Begin to create your portfolio-working first on structure

• Set individual conferences with teacher during the class (5 minutes)

Step 3Begin theProcess

Form #1: Senior Project ParentNotification

Week(s) 1-2

Form #2: Senior Project CommitmentForm #3: Brainstorming Rubric &PlanForm #4: Senior Project Letter ofIntent & Sample LetterSenior Research Paper AgendaProposal, Brainstorming, & Plan

Step 4Begin to form the Research & Writing

Week 1-2

Senior Project Writing Style SheetForm #5: Senior Project ResearchPaper Rough Copy-Editing SheetPlagiarism vs. Paraphrasing

Rubric: Senior Project Research PaperNote cards/direct instruction & guidedpractice in class

Weeks 1-4

• Set 1 note cards (10) Week 4 • Set 2 note cards (10) Week 5 • Set 3 note cards (10) Week 6

• Set 4 note cards (10) Week 7• Set 5 note cards (10) Week 8• Begin to draft a formal MLA research paper (after the 1st set of

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Continue to form the Research & Writing

Week 2 forward until due

• This will require MULTIPLE drafts and will include the revision and editingprocesses as well as peer review sessions. NOTE: Your teacher is NOT a peer- reviewer.

• At least one class period will be devoted to the writing of the research and/or questions throughout the projectperiod. This may be a full class or shortened lengths of any class period.

• Students will use a plagiarism site to check final papers prior to turning it in – teacher will provide the site name for students.

Weeks 8 -10

• Completed draft is submitted in paper copy, but also is digitally saved.

Step 5Begin to Create the Product

Weeks10-14

Final Senior Research Paper issubmitted.

End ofWeek 10

Creating the Senior Product

Form #6: Senior Project Product Planof ActionRubric: Senior Project-Product

• How will you apply the learning gained from the research to create a product that demonstrates mastery of the topic?

• Create a physical/visual depiction that reflects your research.

• NOTE: NO backboards, posters, or 1-page flyers are allowed. Length and form will be discussed in class.

• This product MUST be approved by the instructor prior to beginning creation.

Step 6TimeManagement& Organization Check

• All prior forms arecompleted, some grades have been awarded, and all is in proper order within the portfolio.

• Time frame to continue project is working or needs to be adjusted.

Weeks10 -11

Speech preparation reviewed withstudents-presentations will be developed simultaneously with the product.

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Week(s)in Progress

Description Due Date Initial & Datewhen completed

Step 7Preparing the Speech for Presentation

• This speech (8-10 minutes) is the presentation and requires your representative product.

• The speech is followed by a short question and answer period of 3-5 minutes.

Weeks13-14

Portfolio due with ALL componentsin place

Weeks13-14

Step 8Preparing for the presentation

Weeks14-16

• Flash drives are presented to the instructor for those students with technology components.

• Other physical products are brought to school on the date of the presentation- determined in advance by the instructor and student.

• Presentation dates will be assigned after all projects are due.

Step 9Presentations arecompleted

Actual presentations occur in front ofa live audience of peers and evaluator(s).Audience participation and commentsheets are completed. NOTE: Students will have prior instruction as to audience/purpose and speaking etiquette.

Step 10Wrap Up and Final Reflection

Post Assignment: ReflectionStudents will reflect on the learning process of the project and all its components, as well as the application of skills learned in a personalreflective paper.

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Senior Project Rationale

Community

Competency

Communication Collaboration

CriticalThinking

Senior Projects are designed to afford students, prior to graduation, the opportunity to develop and demonstrate their ability to be a proactive part of the working community as evidenced by a portfolio illustrating competency in the realms of communication, critical thinking, and collaboration. Students will continue to learn and demonstrate mastery of the Florida State Standards (LAFS) as defined in the English/Language Arts Standards.

“Proof of Portfolio vs. Promise of Resume”

Adapted from: Quote by Randy Nelson, former dean of Pixar University, from an address “Learning & Working in the Collaborative Age”,

presented April 11, 2008 at the Apple Education Leadership Summit. Video viewing available at www . e du t op i a . o r g

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Attributes and Skills Chart

The student… Communityshows the ability to contribute to and be actively involved in community as shown by one’s capacity to demonstrate his or her mastery of language skills as noted in the Common Core State Standards.

The student…Competency

shows an appropriate application of background knowledge. is accountable, reliable and responsible and self-directed.

is able to manage time, stress and projects.is one who seeks and values quality of performance and product

and shows proof of error-recovery.

CommunicationThe student…

is responsive to audience. selects appropriate manner and mode of expressing ideas and

concepts.

Critical ThinkingThe student…employs high levels of thinking in the areas of decision-making,

problem-solving and project design.

applies elements of analysis and synthesis as appropriate

CollaborationThe student…

recognizes nuances with regard to independent and

interdependent thinking and actions.

demonstrates interpersonal skills.

respects all contributions

Florida Standards (LAFS): Shows mastery of the Standards as outlined throughout the project and as stated in the core

standards.

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C h a r l o tte C o un t y S ch o o l s ’ Se n i o r P r o j e ct O V E R V I E W

Students in English IV are required to complete a multifaceted project, providing the opportunity to exhibit skills, knowledge, creativity, and talents which they have been developing throughout their K-12 education. This Senior Project is a portion of the English IV curriculum and comprises a significant part of the first semester grade. In order to receive credit for his or her Senior Project, the research paper, the product, and the presentation must ALL be completed.

In accordance with Florida State Standards for English Language Arts (LAFS), Grade 11-12, the Senior Project includes the areas of: Literature, Writing, Speaking and Listening, and Language.

The Senior Project requires students to read, write, analyze, synthesize, speak, apply, and evaluate. It encourages students to employ self-discipline, organizational skills, initiative, and imagination in a dynamic and exciting project. Students have the freedom to explore and present “real world” applications and ideas.

The Senior Project consists of F O U R C O M P O N E N T S :

1. RESEARCH PAPER (8-10 pgs.): Th e f i r st c o m p o n e n t f or t h e S e n i o r P r o je c t i s a r e s e a r c h p a p e r of e i g h t t o te n p ag e s i n l e n g t h . Each teacher will elaborate on format. Students must employ eight or more citations from five or more varied sources. Sources consist of primary (interviews, surveys, etc.) and/or secondary sources (books, magazine articles, scholarly journals, visual media, etc.), one of which must be hard copy print. Accommodations for individual students must be adhered to as written in their IEP.

2. PHYSICAL PRODUCT: Th e s ec o n d c o m p o n e n t c o n s i s t s of a c o n c r e t e or a b s tr a c t e x a m p l e ( p r o du ct ) b as e d up on t h e s t ud e n t’ s in v e s t i ga t i on a n d re s e a rc h a n d s u b jec t t o t e a c h e r a pp r ova l . Examples: a work of art such as a painting, photographs, a student film, a performance, or musical composition, scale model, demonstration of cooking or a machine. This component has some basic requirements. Students must spend a minimum of eight (8) hours outside of school hours on their project.

3. ORAL PRESENTATION: Th e t hi r d c o m p o n e n t of t h e S e n i o r P r o je c t i s an 8 - 10 m i nu t e s p eec h , d e li v e r e d b e f o r e a p a n e l of j ud g e s. This panel shall be comprised of educators, business, and/or community members who are familiar with the student’s chosen topic. The student explains and reflects on the research, presents visual examples and/or product, and describes personal experiences throughout the Senior Project. Students with similar topics may be present as well as students from other classes. Following the oral presentation, and beginning with the panel, there will be a short question and answer period. Anyone in the audience may ask questions.

4. PORTFOLIO: Th e f in a l c o m p o n e n t c o n s i s t s of a p o r t f o li o w hi c h d o cu m e n t s t h e s t ud e n t ’ s e n t i r e S e n i o r P r o j e c t . This portfolio includes all of the rubrics, checklists, timelines, prewriting, drafts, plans, graphic organizers, and evaluations the student has received and employed to complete the project. A copy of the final research paper is also included.

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Key T h i n g s t o R e m e m ber W hen C h o o s i ng a T o p i c

Find something you really want to do.

In order to ensure a satisfying experience, choose a topic that enables you to engage in focused research and project work, and is achievable by February.

Charlotte County urges seniors to consider the safety factor when selecting a topic and project product.

It is an expectation that if any element of the project poses a danger to oneself, others, or personal or private property, that the student will consider an alternative topic.

You will learn the ins and outs of a selected career path or academic area of study by engaging in this project.

You are not limited to a literary subject. The whole point of this project is to investigate a real and relevant topic that leads to a new challenge and high quality work worthy of a college freshman and/or a future career.

Fatigue is normal in a long-term project.

If the central purpose of the project has meaning to you, it is easier to keep going. You will be happy when you have completed a meaningful and an excellent project, even if you are exhausted!

Stress is to be expected, and can be controlled.

Anytime you are faced with a project of this caliber, stress is a part of the process. It can be managed and used to your benefit. This is great preparation for stress-related situations that present themselves as you continue your education and life experiences.

Charlotte County Public Schools/English Departments

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CCPS Senior Project Developed 2011 10

CCP S Se n io r P r o je c t P o r t f o l i o C o m p o n e n t s C he c k lis t a nd R ub r i c

Create the portfolio in a one-inch binder. The portfolio must be p re s e n t a b l e , p r o fe ss i on a l a nd a pp ea li n g . All work must be a clear reflection of your Senior Project, and must include all of the required components.

I n i t i a l

w h e n

C o m p l e

R e q u i r e d C o m p o n e n t s G r a d e( p o i n t s )

Senior Project Parent Notification (Required Form #1) 1 2 3Senior Project Commitment (Required Form #2) 1 2 3Brainstorming Rubric (Required Form #3) 1 2 3Senior Project Letter of Intent (Required Form #4) 1 2 3Interview Form 1 2 3Research Paper Rough Copy–Editing Sheet (Required Form #5) 1 2 3Original Rough Draft of Research Paper 1 2 3Plan of Action (Required Form #6) 1 2 3Note cards and any printed material made during research 1 2 3Final Copy of Research Paper 1 2 3Supplementary Project Materials (i.e., pictures, notes, etc.) 1 2 3Overall Portfolio Quality (presentable, professional, appealing) 1 2 3 4 5

Teacher Comments OverallPortfolio Grade

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REQUIRED FORM #1

C h a r l o tte C o un t y S e n i o r P r o j ect P a r ent N o t i f i c a t i o n

It is the intent and purpose of the Senior Project to allow students to assume more responsibility in their own learning processes while encouraging them to use and apply what they have learned in a “real world” application. Students shall communicate professionally and often with faculty members and mentors. The ultimate direction and expression of the Senior Project is the student’s responsibility.

The Senior Project is designed to be both challenging and exciting, allowing students to realize and achieve their full potential.

As a parent/guardian of _ , a senior in English IV #1001405, I acknowledge that a major portion of the first semester curriculum centers around the senior project consisting of four major components (research paper, project, portfolio and oral presentation), all of which incorporate and provide opportunity to demonstrate application of the skills learned.

I understand that the project content is not assigned, but based on student choice, making it relevant to the individual. For the physical project, I am aware my son/daughter has chosen to:

I have discussed the project choice with my student, and he/she has my support to research this topic. I understand that ultimately, I will supervise my son or daughter in this endeavorincluding reviewing any financial obligations and discuss any possible safety issues involved and will advise him or her accordingly.

To support my child’s success, I agree to regularly monitor his or her progress through FOCUS.

Parent/Guardian signature: Date:

Parent / Guardian Phone: - -

Parent / Guardian email:


REQUIRED FORM #2

Name Period

Se n i o r P r o j ect C o mm i t m ent F o r m

Senior Project Description:

(Continue on another sheet of paper if needed.)

TEACHER’S INITIALS:

I hereby affirm that the above described project represents a “stretch” or challenge in my educational growth. I affirm this to be new learning, and acknowledge that I was not already skilled or knowledgeable in the general area.

I commit myself to the completion of all parts of the senior project. If I wish to make any major changes, I must ask permission of my English IV teacher and rewrite this proposal. It must then be accepted and initialed a second time. I am aware that any such change must be made b e f o r e the official end of the second quarter. Otherwise, I must proceed as stated above and receive a grade on that basis.

I understand that this sheet becomes a permanent part of my Senior Project Portfolio and that the panel assembled for my presentation will evaluate me based on the project proposal above and will include in its evaluation a judgment of whether or not I actually completed and presented the project as described above. If t hi s s i g n e d s h ee t i s n ot i n m y p o r t f o li o, I w il l r ece i ve a l ett e r re du ct i on on my p re s e n t a t i on g r a d e .

I understand the requirements set forth by the Project Overview. I have been advised to make multiple copies of my research, both electronic and hard copy.

Student Signature: Date:

CCPS Senior Project 2011 13

Br a i n s t o r m i n g R ubr i c REQUIRED FORM #3

Many weeks will be spent on this project. Consider your topic ideas carefully. Think about what you would like to learn, understand, see, improve, create, experience, fix, or own.

1. Circle/highlight any of the subjects which hold your interest: (You may add your own.)

art literature dance local industry electricitycareers biology communications social studies languagesbooks manufacturing comics collecting ecologyeconomics anthropology marketing government cookingfilm making space business cultures movieswriting special hobbies science photography genealogyhistory computers sewing religion astronomygameconservation

business politics government engineering

literature music military woodworking travelmechanics endangered species psychology computer

graphicsrobotics

math health theatre education carpentrymedicine taxidermy social problems sports philosophy

2. Next, think about those circled items and narrow them into research project ideas. Put your ideas in the boxes as they come to you.Idea #1:

Research Focus:

Visual:

Idea #2:

Research Focus:

Visual:

Idea #3:

Research Focus:

Visual:

3. Next, ask yourself these questions for each idea to help make your final decision. Try to visualize the final product as you would like to present it to the public.Questions Idea #1 Idea #2 Idea #3Can I write a research paper on of this topic?Is there adequate information from a variety of sources?Can I make a product to relate to my research paper?Can I afford the materials needed to make the product?Will I be learning anything new from this research?Will this keep my interest over the next 14 weeks?Could this lead to a possible career opportunity?Which area will generate a unique Senior Project?Which area best demonstrates my talents?


M y Se n i o r P r o j ec t P l a n

The next phase of preparation is the outline. Refrain from selecting a topic that is t oo b r o a d for your project such as “space” or “medicine.” Narrowing the topic is part of the process.

One must find areas of the topic that are specific and factual to research to avoid stating the obvious. For example, if the topic was becoming a teacher, one would not research the length of the school year. The research should focus on a teacher’s daily responsibilities. Students should seek guidance from a mentor, parent, or otherprofessional resource about what those responsibilities may entail. Examples may include aspects such as: specific curriculum, classroom management, progress monitoring, differentiated instruction or assessment, and/or evaluation. These subtopics make up your outline.

I. My topic:

All of these areas/categories MUST support the claim/thesis statement (the position which will be supported throughout the paper). This statement must be included in the introductory paragraph of the research paper.

For example, if the research paper is focused on becoming a teacher, the specific purpose might be: “A secondary English teacher’s responsibilities extend beyond grade level instruction.

II. The possible claim/thesis statement supported throughout the paper:

.

III. The subtopics:A)

B)

C)

D)

E)


REQUIRED FORM #4

CCP S Se n io r P r o je c t Letter o f I n t e n t

Your Mailing Address City, State, Zip Today’s Date

Your English Teacher’s NameSchool Name Street Address City/State and ZIP

Dear (English Teacher’s Name):

Paragraph 1: Describe the general area of interest (history, art, science, technology, recreation, etc.) and tell why you chose this area. Explain what you already know or have accomplished in this area.

Paragraph 2: Describe your overall project. Tell what it will be, who will be involved, when and where it will take place, indicate how it will be accomplished, how it is a "stretch" beyond your current abilities, and estimate how much it might cost in time and money.

Paragraph 3: Begin with a transitional sentence that shows the relationship between your project/product and your research paper. State the specific research topic and include some of the ideas you hope to cover, and some of your possible resources.

Paragraph 4: Finally, explain your understanding of plagiarism and the repercussions of such an act, including the fact that this would result in failing the Senior Project and possibly your English class. Conclude with a statement affirming that you will not plagiarize or falsify any of the information in your research or your project.

Sincerely,

(Your signature)

(Your typed name)


S a m p l e Letter o f I n t e n t

245 Hope LanePort Charlotte, FL 33952September 15, 2011

Mrs. English TeacherCharlotte County Public High School1445 Education WayPort Charlotte, FL 33948

Dear :

For as long as I can remember, I have been interested in woodworking, specifically the design and manufacture of home furnishings like chairs and tables. I have virtually no experience in this area, aside from making a cutting board and a mailbox for my grandmother 3 years ago in middle school wood-shop class, so I would be learning almost from scratch.

I plan to build two Adirondack chairs with footstools and a matching small table. I recently purchased a table saw for my shop, so I will be able to work at home during the winter after school and on weekends. I haven’t priced wood recently, and I’m not sure yet what wood I will use, but I expect this project to cost about $100 for the wood, sandpaper, screws, and paint. I’m not sure how long the entire project will take, but I expect to spend three-four weeks on it, working several hours at a time two-three days a week. Given my lack of previous woodworking experience, completing two chairs with footstools and a table will be quite a challenge and certainly a stretch of my current abilities. To help me settle on the exact design of the chairs and table, I will research the history and evolution of Adirondack furniture. Using both woodworking and historical sources, I hope to find the origin of this distinctly American designand some of the reasons Adirondack furnishings have remained so popular through the years.

My research paper will not only cover the historical aspects of woodworking and furniture building, but also the cultural significance of changes across time that impact the woodworking and creation of Adirondack furniture. This may include the development of new tools that change the way woodworking is done. I intend to look at careers that are connected with this line of work from past to present. For a more present view, I expect to work with my mentors.

Just as it would wrong to take credit for someone else’s creation, I know that plagiarism is stealing another author’s words or ideas without giving him or her credit or copy and pasting words without credit. I understand that if any part of my research paper is plagiarized, I will receive an F on the paper and possibly in my English class.

Sincerely,

(Signature here)

Typed Name


Section I – Research Paper Instructions Se n i o r R e s e a r ch Pa per A g e n d a Proposal, Brainstorm, and Plan

It is i m p e ra ti v e that each student keep a copy of all rough drafts, notes, and final draft of his/her research paper as a hard copy as a 2003 Microsoft Word document or Rich Text

Format (RTF), and saved on a flash drive, so it can be read on school computers.Phase I: Materials

- index cards (50- 3 x 5 or 4 x 6)- 10”x 13” brown envelope with a clasp (optional)- paper, pens, rubber bands, paper clips- change for the copy machine (if your research is in the library and you will need

copies)- jump drive for storage of files- 1” 3-ring binder- divider pages- plastic sheet protectors (optional)

Phase II: Research and Works Cited – a list of resources used in your research paper. Bibliographical information must be written on index cards in correct MLA Style (guide and/or on line). You must cite a minimum of five sources in your paper. Library research time will allow you to complete these research components:

(1) bibliography cards (2) index note cards (3) outlines

The class will spend at least eight day(s) researching during school hours (dates to be announced). One must also spend time out of school doing research. Your five+ bibliography cards should contain a variety of reliable sources, including:

(1) primary sources (interviews, surveys, photographs, letters, diaries, journals, etc.) and(2) secondary sources (books, magazine articles, scholarly journals, visual media, manuals, etc.) One must be hard copy print media.

As materials are collected, the bibliographical information must be recorded. This includes: author or editor, title of article or media used, the date of creation/publication, publisher, place of publication, date, and/or complete URL address. Be sure to consult the MLA style handbook or resources for all the information needed as this varies from source to source. Complete information for the above areas must be neatly and accurately recorded on note cards. See the sample that follows:

Sample Bibliography Card1

“Author or Editor’s Last, First. Title. City: Publisher,Year of publication.”

Call No. Location of Source(i.e. Media, Library, etc.)


BrainstormingPossible Resources

Primary: (interviews, surveys, photographs, letters, diaries, journals, etc.)

Secondary: (books, magazine articles, scholarly journals, visual media, manuals, etc.)


Phase III: Preliminary Outline – Develop an outline to guide note taking. Outlines normally change as you research a topic. Below is what a preliminary outline might resemble.

I. Key pointA. Support

1. Detaila. Sub-detail b. Sub-detail


B. Support1. Detail

a. Sub-detail b. Sub-detail


II. Key pointA. Support



B. Support1. Detail



III. Key pointA. Support



B. Support1. Detail




Phase IV: Writing the Note Cards (50 minimum)

Note cards are index cards that contain specific notes or information gathered for your research paper, supports your claim/thesis statement and preliminary outline. The focus must be on reading and evaluating.HINTS:

I. When you switch key point or sources, you m u st move to another card.II. Information must be factual and relevant data. It is pointless to fill a note card

with trivial, irrelevant information.A. Non example: Firefighters put out fires.B. Example: A firefighter’s outer gear withstands temperatures up to 451 degrees Fahrenheit.

II. When writing note cards, you may use either of two methods.A. Direct Quote Method cites information exactly as it appears in a source, or…

When using the direct quote method, remember to place quotation marks around the sentence you copy and note its page numbers.

B. Paraphrase Method puts the author’s thoughts into your own words...When paraphrasing, be careful not to distort or alter the original idea presented by the author. It is not your original idea, so you must give the author credit and note the page number.

IV. Clearly label and cite each card you write. Inaccurate documentation on cards may result in inadvertent plagiarism when you transfer the information from the card to your research paper. Each note card must contain the following:the outline topic, the corresponding bibliographic reference number, the quoted or restated information, and the page number(s) where the information was found in the source.

Sample Note Card:

corresponding bibliography #---- Outline topic---------- -----

Coffee is addictive5

“coffee is the most popular drug on earth”

Info copied or rewritten from source

Page number where 6the info appeared in the---- source you used

Remember that the bulk of your research paper must be written in your own words and contain only supporting quotes.


Phase V: Final Outline – Make any necessary revisions to the preliminary outline, adhering to the same format as described in Phase III.

Phase VI: Writing the paper

A. Rough Draft: Place note cards in order according to the final outline. Begin the rough draft by writing the introduction with the claim/thesis statement located within the first paragraph. Use transitions and topic sentences to connect ideas and to lead in to different supporting points so that the work flows. Information that is paraphrased and/or quoted directly must be cited in the body of the research paper. This means that you must state in parentheses the source of your information (parenthetical in-text citation). Use correct MLA form such as the author’s last name and the page number. If there is no author, or one author wrote more than one of the books used, write the title of the bookand the page number. MLA allows abbreviations for long titles; however, check the guide for exact citing rules. A model example will be provided in class.

B. Works Cited: Following the text of the paper, a page called “Works Cited” contains the bibliographical information. The resources must be documented in MLA format (just as the bibliography cards).

C. Final Format: Place the paper in this order:

• Final Outline• Body• Works Cited

I nte r v i e w G u i d e l i n e s

Interviews provide a valuable source of information and must be used as a primary source in the research paper. Interviews are most productive when the questions have been carefully crafted. To take full advantage of the time with an expert, prepare in advance, use proper interviewing skills, and have on hand a copy of the Senior Project Interview Evaluation Form. Compile notes directly after the interview process. This is important to fill in any gaps, or to remind you of something you may have forgotten. Then, follow up with a thank you letter to the interviewee.


The following interview guidelines have proven to be effective:

Bef o r e the I n t e r vi e w • Research the interviewee in terms of the individual's position, background and

education, as well as a special skill this person possesses, and experiences he/she has had.

• Clearly define the purpose or goal of the interview, i.e., what you intend to accomplish.

• Write clearly phrased questions that reflect the purpose, research, and knowledge.• Organize questions in a logical fashion: for example, from simple to complex or

from objective and factual to personal.• Gather necessary materials, i.e., pen/pencil, ample paper, and/or digital recorder,

if desired. Check the functioning of the technology before the interview.

The I n t e r v i e w • Dress appropriately - be well groomed.• Be punctual -5-10 minutes early is desirable.• Make introductions in a professional manner with a firm handshake, smile, and

eye contact. State the purpose of the interview and thank the interviewee for his/her time.

• If preparing to use a digital recorder, ask permission of the interviewee.• Ask permission if you plan to quote your interviewee in your paper or

presentation.• Honor "off the record" remarks.• Stay focused and on task. Use your questions as a guide.• Take skeletal notes consisting of key points (you’ll complete them later). This

maintains an effective pace, providing adequate engagement and quality listening.• Listen actively for possible leads and formulate new questions.• Ask for clarification if needed and don't be embarrassed to ask for an answer to be

repeated. Take time to be correct in note taking. Be sure to mark the notes with a date, time, and place of interview.

• Thank the interviewee again in a professional manner with a firm handshake, smile and eye contact.

It is important that you keep a record of all interviews and surveys that you conduct during the course of your research. Remember that it is important to give proper credit where credit is due. If you plan on using quotes, facts, or any information you’ve gained during an interview, these must be treated as a resource and documented accordingly. (Reference MLA resources.) The MLA guide will also tell you the information needed when recording the date, time, and place of interviews. Consult it prior to doing so.


Se n i o r P r o j ect I nte r vi e w Pl a n n i n g F o r m

N OTE : Important. This form must be completed p r i or t o conducting an interview with any individual for the Senior research paper or project.

Name: Date Period

Person to be interviewed:

Place of interview (specific address):

Date and time of the interview:

If interviewing another student during school time, has permission of that student's teacher been secured?

Yes No Teacher's Name

Estimated length of interview: (If you anticipate an interview will extend beyond class, it is your responsibility to pre-arrange absence with your other teachers.)

1. Briefly state nature and purpose of interview.

2. List objectives you intend to accomplish during interview.

3. Describe what actions you took to prepare for the interview.

4. List 10 questions you intend to ask during the interview. Be thorough.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


Se n i o r P r o j ect W r i t i ng S t yl e S h ee t

All Senior Project research papers must conform to the latest edition of the MLA Handbook. See Purdue University Online Writing Lab (OWL) or consult a current MLA Guide.

• Body of eight – ten pages typed

• Standard white 8 ½ x 11” paper

• Times New Roman Plain Text 12 point font

• Double-spaced (like this list)

• One-inch margins (like this page)

• Only supporting graphs, tables, or illustrations (no decorative graphics)

• Staple vertically in upper left corner

• One-sided

• The upper right-hand corner of all pages except the first page should include your

last name and the page number.

• No unexplained gaps or spaces

• 8-10 MLA style in-text source citations from at least (5) different sources

Direct quote:

• “... Is seldom true” (Brown 126).

Paraphrase:

Brown believes it is seldom true…(Brown 126).

• Appropriate “Works Cited” page


REQUIRED FORM #5

S e n i o r P r o je c t R e s e a r c h P a p e r Ro u gh Co p y – Edi t in g S h ee t

Name Date Period

A. Content and Organization:

1. How long is your paper? (Use word to determine words/pages)

2. State your claim/thesis:

3. What are the major sections of your paper?

a.

b.

c.

d.

4. Do all the sections of your paper support and develop the claim/thesis? Yes No

5. Is the paper well-written with well-phrased topic sentences? and needed transitions?Yes No

6. Does your conclusion restate your claim/thesis? Yes No _

7. Have you left the reader with something to think about or act upon? Yes No

8. What is it? (Please explain):


S e n i o r P r o je c t R e s e a r c h P a p e r Ro u gh Co p y – Edi t in g S h ee t /continued

B. Use of Sources:

1. Does the works cited page have five or more sources? Yes No

2. List the types of sources used.

3. How many times did you document sources within the context of the paper?

4. Do you have enough sources cited in your paper to make it a research paper versus a personal essay? Yes No

5. Was all paraphrased information honestly documented? Yes No

C. Mechanics:

1. Did you underline all book, magazine, and play titles? Yes No

2. Did you put quotation marks around magazine articles? Yes No

3. Did you use parentheses around in-text documentation? Yes No

4. Do periods follow parentheses and not before them? Yes No

5. When using a direct quote, is the end punctuation beforethe last quotation mark? (i.e., John said, "I love to write papers.”) Yes No

6. Did you circle all possible spelling errors on your rough draft? Yes No

7. Check commas. Are commas used between two sentencesjoined by a coordinating conjunction (for, and, nor, but, or, yet, so)?Yes No

8. Do commas exist after a long, introductory clause? Yes No

9. Consider writing or typing another draft to edit and revise. Will you do this?Yes No

10. Have you had a peer read your final draft aloud to you for clarityand correction? Yes No

Items to address:


P l a g i a r i z i n g vs . P a r a ph r a s i n g

Plagiarism is a form of theft. It is the stealing of intellectual property and the consequences are

often severe. This can ruin a career, academic or professional, and like other crimes, may appear

on one’s permanent record. Charlotte County Schools recognize the seriousness of plagiarism.

Therefore, if any portion of your senior project is plagiarized, the consequence is failing the

Senior English project, and possibly the course. It is imperative that you take the initiative to

learn and understand the difference between plagiarism and proper means of utilizing resources.

A paraphrase is...• your own rendition of essential information and ideas expressed by someone else

presented in a new form.• one legitimate way (when accompanied by accurate documentation) to borrow

from a source.• a more detailed restatement than a summary, which focuses concisely on a single

main idea.

Paraphrasing is a valuable skill because...• it is better than quoting information from an undistinguished passage.• it helps you control the temptation to quote too much.• the mental process required for successful paraphrasing helps you grasp the full

meaning of the original.

6 Steps to Effective Paraphrasing:

1. Reread the original passage until you understand its full meaning.

2. Set the original aside; write the paraphrase on a note card.

3. Jot down a few words below the paraphrase to remind you later how you envision using this material. At the top of the note card, write a key word or phrase to indicate the subject of this paraphrase.

4. Check your rendition with the original text to make sure that your version accurately expresses all the essential information in a new form.

5. Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source.

6. Record the source (including the page) on your note card so that you can credit it easily if you decide to incorporate the material into your paper. You will use anin-text citation to note ideas and phraseology.


E x a m p l es o f P l ag ia r is m & P a r a ph r a s i n g to C o m p a r e

The original passage:

“Students frequently overuse direct quotation in taking notes, and as a

result they overuse quotations in the final [research] paper. Probably only

about 10% of your final manuscript should appear as directly quoted

matter. Therefore, you should strive to limit the amount of exact

transcribing of source materials while taking notes”.

Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.

A legitimate paraphrase:In research papers students often quote excessively, failing to keep quotedmaterial down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47).

An acceptable summary:Students should take just a few notes in direct quotation from sources to helpminimize the amount of quoted material in a research paper (Lester 46-47).

A plagiarized version:Students often use too many direct quotations when they take notes, resulting intoo many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.

Be forewarned that teachers are increasingly aware of Internet sources and it is now fairly easy for a passage to be identified as original or as plagiarism. Many of the term papers and research materials available on the internet are of questionable value and it is not uncommon for the providers of such material to turn right around and provide institutions with the names of those who have purchased these materials.

It is important that you keep a record of all interviews and surveys you conduct during the course of your research. Remember that it is important to give proper credit where credit is due and if you plan on using quotes, facts or any information you have gained during an interview, these must be treated as a resource and proper credit and documentation must be provided.

Remember that the interview can be a valuable source of information and as a primary source can be cited in your paper and entered on your works cited page as one of your sources.

Senior Project- Research Paper Rubric

Student: Topic:

Exemplary – 10 pts. each Proficient - 8 pts. each Developing - 7 pts. each Beginning - 6 pts. each(Omitted -0) Score

Idea

Dev

elop

men

t

0 Establishes and maintains a precise thesis

0 Skillfully substantiates claim/ thesis with well-chosen specific facts, support, and details

0 Excludes extraneous details

0 Writes with a sophisticated sense of audience; uses an authoritative voice consistently and purposefully

0 Uses precise and descriptive language which clarifies and supports intent and enhances meaning; skillfully and consistently uses content- specific vocabulary

0 Anticipates and cleverly addresses potential misunderstandings, stereotypes and unfamiliar subject-specific terminology

0 Establishes and maintains a general thesis

0 Includes sufficient facts, support, and details relevant to the claim/ thesis

0 Few extraneous details

0 Writes appropriately for intended audience; establishes a strong voice

0 Uses precise and descriptive language which clarifies and supports intent; often uses content-specific vocabulary appropriately

0 Addresses some potential misunderstandings, stereotypes and unfamiliar subject-specific terminology

0 Establishes a general thesis

0 Includes limited facts, support, and details relevant to the claim/ thesis

0 Includes extraneous details

0 Attempts to write with a sense of audience; uses inconsistent or limited voice

0 Uses language which supports intent; occasionally uses content-specific vocabulary appropriately

0 Inconsistently addresses potential misunderstandings, stereotypes and unfamiliar subject-specific terminology

0 Provides an unclear thesis

0 Contains Ineffective facts, support, and irrelevant or undocumented details

0 Contains numerous extraneous details

0 Writes with a minimal sense of audience

0 Uses language which does not support intent; uses vocabulary inappropriately

0 Does not address potential misunderstandings, stereotypes and unfamiliar subject-specific terminology

60

29

Org

aniz

atio

n0 Incorporates thorough,

appropriate and relevant background information to create interest in the topic

0 Presents information in a logical order that directly connects to and effectively enhances the claim/ thesis

0 Uses advanced format and text structures which enhance ideas relevant to the focus, purpose, audience, context

0 Provides a memorable and appropriate sense of closure

0 Skillfully employs sophisticated transitions to effectively enhance meaning

0 Incorporates relevant and appropriate information to introduce the topic

0 Presents information in a logical order that connects to the claim/ thesis

0 Uses a format and text structure appropriate to focus, purpose, audience, context and focus

0 Provides an appropriate sense of closure

0 Employs a variety of effective transitions connect

0 Incorporates some effective information to introduce the topic

0 Presents information in a logical order which inconsistently connects to the claim/ thesis

0 Uses a format and text structure that ineffectively develop the focus, purpose, audience, and/or context

0 Attempts a sense of closure

0 Employs some effective transitions and devices to connect the ideas

0 Incorporates insufficient information to introduce the topic

0 Presents information which lacks logical order and/or connection to the claim/ thesis

0 Uses a format and text structure inappropriate to the focus, purpose, audience, context

0 Provides an ineffective sense of closure

0 Employs few or no transitions

50

Form

at

0 Skillfully integrates sophisticated, and appropriate paraphrases and quotations to argue perspective

0 Skillfully incorporates more than 8 significant and relevant citations from at least 5 sources

0 Uses the correct MLA format with headings, quotations, internal documentation, and Works Cited page

0 Integrates appropriate paraphrases and quotations to argue perspective

0 Incorporates at least 8 significant and relevant citations from 5 sources

0 Contains a few minor problems i.e. incorrect order and/orspacing, in the headers; indentionor title; punctuation in internal documentation and/or Works Cited page

0 Relies too heavily on paraphrases or direct quotes to argue perspective

0 Incorporates fewer than 8 significant and relevant citations from 4 source

0 Has inappropriately used the internal documentation formatin multiple instances and/or hastwo or more inappropriate citation formats and/or on the Works Cited page

0 References and/or citations do not argue perspective; offers little to no evidenceof research

0 Incorporates fewer than 8 citations from fewer than 3 sources

0 Omits Works Cited page; and/or has not used internal documentation in places, and/or sources used in the paper are not included on the Works Cited page

30

Con

vent

i on

s

0 Contains two or fewer grammar, spelling, and/or mechanical errors

0 Contains three to five grammar, spelling, and/or mechanical errors

0 Contains six to eight grammar, spelling, and/or mechanical errors

0 Contains nine or more grammar, spelling, and/or mechanical errors 10

DevelopmentScore

OrganizationScore

FormatScore

ConventionsScore Total Score/Grade /150

*Template adapted from Ponaganset Graduation Expectation Informational Writing Rubric from Ponaganset Graduation Expectation Informational Writing Rubric


Creating the Product

The next step to completing your Senior Project is creating a visual depiction/ product related to the research paper. This product represents a hands-on experience. It allows you to apply the information gained through your research to demonstrate learning and mastery. You will have weeks to complete this facet of the Senior Project. Return to your brainstorming rubric (page 13)to remind yourself of your original visual idea.

There are a variety of ways to demonstrate your information. Below is a list of possibilities;you may add your own.

Write a book Mentor a student Write a program or APPCustomize an object Write a story Make a modelMake a video Plan a political campaign Build a machinePerform an investigation Hold a mock trial Create artworkCompose a song Design a model Create a comic stripTeach a class Start a business Create a robotPlan an event Create/write a game Design a web siteSew a garment Choreograph and perform a dance Re-enact an eventDesign a marketing plan Create and prepare a unique recipe Write a playMake a commercial Complete a community service project

Design and conduct an experiment

To decide which avenue will best meet your presentation goals, ask yourself these questions:

• How much will it cost?• Do I have access to supplies and equipment?• How long will it take to produce?• Will my product sustain my interest?• Might someone else do the same thing?• Am I committed to my product plan?• Will my visual reflect the best efforts I can offer?• Are my talents being used to their fullest?• Will this product illustrate an extension of my learning?• Will my product instill a sense of pride in my accomplishments?

31

P la n o f A c t i o n REQUIRED FORM #6

Once you have realistically decided on a visual, create a plan of action to get it into existence. Begin with: Who do I need to contact? What materials do I need to secure? How and where will I physically make it? How long should each step take?

Step 1:

Date:

Step 2:

Date:

Step 3:

Date:

Step 4:

Date:

Step 5:

Date:

Step 6:

Date:

Step 7:

Date:

Step 8:

Date:

Now that the plan of action is completed, arrange your schedule to accomplish these steps.Keep a complete record of your actions on your calendar.

*Template adapted from Ponaganset Graduation Expectation Informational Writing Rubric



Speech P r e p a r a t i o n

The speech and presentation is a key component of the Senior Project. It is imperative that every effort be made to exhibit mastery of your chosen subject to your panel of community leaders, educators and peers. Your personal appearance and demeanor are extremely important. Youmust be familiar with ALL aspects of your presentation including digital media and technological components. Be familiar with the operation of any AV equipment as part of your preparation.

STE P 1: W h at a r e you go in g t o t a l k a b o u t ? Answer the following questions. Please refer to the Project Self-Analysis form and Task Analysis form.

• How do your paper and project connect?• What emotions did you experience as you worked through the paper and project? Anger,

excitement, frustration, pride, etc.?• What problems did you encounter? Money? time-management? skill deficiencies, etc.?

o Explain.• What personal growth did you gain from the paper and project? What self-knowledge did

you gain? What knowledge of your topic did you gain?o Explain.

• How did the project affect your plans for your future?o Explain.

STE P 2: H ow am I go in g t o say t hi s? Use the answers to the questions above as reference.

• Organization--jot your ideas on separate note cards and arrange them into an order that is logical and pleasing.

• Slip blank cards into spaces where a visual aid is needed or would be appropriate.• Add blank cards for an introduction and conclusion.• If you have a project that can be displayed, jot your ideas for that display on one card,

i.e., photographs.• Plan your introduction. An effective introduction should:

o Grab attentiono Make topic thesis/claim clear. (Be sure to mention both paper and project.)o Take no more than 60 seconds.

N OTE : Consider using quotations, readings. dramatics, jokes, surveys, audience participation, games, audio-visual devices, demonstrations, or questions.

• Plan your conclusion. A good conclusion should:o Restate topic thesis/claim.o Leave the audience thinking. Be thought-provoking.o Take no more than 30 seconds.

• Plan the display of your project. Will it be an on-going, integral part of your speech, such as a slide show? Part of your introduction? Happen after your conclusion? Will you wear it? Sit on it? Serve up samples?

• Plan your visual aids.N OTE : To ensure audience focus, avoid passing items around during your presentation.

• Make certain to provide your teacher with a list of needed AV equipment.• Look at each idea card and fill in details, colorful anecdotes, and factual information.• Place all cards back in order and begin practicing your speech.


STE P 3: Sp eec h t e c hniqu e s t o r e m e m b e r :

• Eye contact--is extremely important. Practice often enough that you rarely need your cards. Remember, this is a friendly audience. Your peers and judges are pulling for you. You need the reinforcement their encouraging expressions provide. Look at them. True communication happens with the eyes.

• Posture--Stand proud. You have a right to be; you have accomplished a great deal.• Avoid the following to ensure the audience is focused on your content:

o tight gripping of the podiumo locking your knees.o twitching, wiggling, or shaking.

• Voice--Your voice needs to:o Project - be loud enough to be heard.o vary appropriately in pitch and tone.

• Gesture--Use your hands to help make your point. Gestures should be natural and spontaneous, not choreographed and mechanical.

• Movement—You do not have to be glued to a spot; planned, controlled movement in front of your audience helps them to maintain focus and helps you relax.

• Props--Plan and practice using any props you will need. These help to maintain audience interest and aid you in clarifying essential points or facts.

STE P 4: P re p a r e f or qu e s t i o n s. Although you cannot predetermine panel questions, you can make some educated guesses that provide confidence and clear-headedness. Answer the following questions:

1. Why did you (or, how did you come to) choose your topic?

2. What was the most difficult part of doing your project?

3. How did your mentor contribute to the success of your project?

4. In what ways does your project illustrate a learning stretch?

5. What did you learn about yourself by doing the project?

6. What was the most valuable asset in accomplishing your project?

7. What advice would you give to juniors about to undertake this project?

8. What skills did you develop in doing this project?

9. How did you finance it?

10. What portion of your project took the most time to complete?

11. Did the project involve knowledge learned in another class?

12. Has your attitude regarding the Senior Project changed its beginning

to your presentation of it? How?


F i n a l l y , s t u den t s s p e a k o ut to he l p yo u p ut y o ur be s t f o o t f o r w a r d .

These suggestions are from seniors who have presented their projects in previous years.

P o s i t i v e r e i n f o r c e m e n t s :

• Rehearse your speech in front of your peers/ family/ sponsors and ask for critical feedback to make your presentation the best it can be. Be sure you can use alltechnology (PowerPoint, Smart board, VCR, CD player, or any digital media) before you give your presentation. You must perform a full practice in the days prior to your presentation.

• Take some time to consider your personal appearance. A shirt and tie certainly would be more impressive than jeans and a T-shirt. A nice dress or ensemble will lend an air of confidence while making your presentation. Appearance is extremely important and you should approach your presentation with the same regard that you would give to a job or college interview.

• Do go over your portfolio and fix any unsightly corrections or errors that might detract from your overall project. Your portfolio is the first thing the panel will be viewing and it is important that this first impression be a good one.

• Do prepare your presentation and be sure you know your research. Lack of preparation can cost you valuable points. There may be experts on your topic on your panel. They will expect you to be well-spoken about your topic.

• Know your information well and let the PowerPoint presentations and posters guide you and enhance understanding for your audience. The information should be self-evident and should support your presentation, not take the place of it.

• Be honest about “not” knowing. If you receive a question that you cannot answer, simply state that a good answer will require more research on your part. You are not expected to be an expert on all facets of your project although you should have a good command of the areas you have studied.

Your Senior Project Presentation is a great achievement in your young adult life that will require you to make choices, learn and work with others, and deliver information in an understandable way. It is the beginning of a bridge to the real world. Take advantage of all you can learn and know that you are being supported in this endeavor by your English teacher, family, peers, and mentors.


Rev 2012Senior Project- Product/Combined Rubric

Student: Topic:

Teacher: Panel Member:

Exemplary Proficient Developing Beginning(Omitted 0) Score

Pres

enta

tion

0 Presentation: Impressive,

thorough and professional,creative, error free. Useful, clean and clear demonstration how product illustrates and extends overall project topic & paper thesis.

16 points

0 Presentation: Completeand thorough, few errorsthat do not distract. Useful in adequately and effectively demonstrating how product illustrates andextends overall project topic and paper thesis.

14 points

0 Presentation: Mostlycomplete or complete butlacks elaboration or depth. Several errors and/or is unclear. May include unrelated information and/or is ineffective in support ofthe topic. May illustrate growth of student knowledge of topic, but lacks evidence of intellectual challenge to student.

11 points

0 Presentation:incomplete or completebut with numerous errors that distract or confuse.

9 points (or 0 points for omissions)

50


Prod

uct

0 Product: Unmistakably present (Actual or representation of), but distinctly separate from all elements (Verbal, written, or technology-based) of presentation itself. Clearly logical, supportive of topic, and illustrates an extensive impact of intellectual challenge to student.

16 points

0 Product: Present (a11ctual or representation of), but may not be distinctly separate from elements of presentation itself. May attempt but be inadequatein showing clear support of topic. May illustrate growth of student knowledge of topic, but lack evidence of intellectual challenge to student.

11 points

0 Product: Not present, or present (actual or representation of), without evident connection to topic due to nature of concept or construction.

9 points (or 9 points for omissions) 50

representation of), but shown as separate from all elements of presentation itself. Adequately supportive of topic, and demonstrates intellectual challenge to student.

14 points

Del

iver

y &

Dem

eano

r

0 Engagement: A powerfulvisual connection with the audience seldom refers to notes, clearly projects voice,posture and gestures fortify a dynamic presentation.

12 points

0 Engagement: Maintains eyecontact and projects voice, posture and gestures complement presentation

9 points

0 Engagement: Minimal eyecontact and/ or a soft voice level. Little movement and few gestures. A fewmispronunciations.

6 points

0 Engagement: Rarelyestablishes eye contact or reads off of notes, barely audible, few, if anygestures, frequently mumbles or incorrectly pronounces terms

3 points( or 0 points for non- engagement)

30

Dia

logu

e

0 Personal Stance: Confidentlyand thoroughly answers questions about the topic, personal experiences andinsights are deftly integrated where relevant and appropriate.

8 points

0 Personal Stance: Correctlyanswers questions about the topic, personal experiences and insights are integrated whererelevant and appropriate.

6 points

0 Personal Stance: Attempts toanswer questions about the topic, personal experiences and insights are mentioned, but littleelaboration.

4 points

0 Personal Stance: Clearlyunprepared, shows little interest in the topic.

2 points or (0 points will not engage in dialogue)

20

Product: Present (actual or

*Template adapted from Ponaganset Graduation Expectation Informational Writing Rubric

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