malad high school - oneida school district · a description of the project, documentation of work...

Malad High School

Senior Project Handbook

2018 -2019

Table of Contents

I. Introduction Course Syllabus.. ........................................................... 4

Grading Guidelines ............................................................... 5

The Five Main Components ………………………….. ..... 6

Senior Project Contract ......................................................... 7

II. Self Directed Project A. Choosing a Project Senior Project Parameters ................................................ 8

Choosing Project/Internship Requirements ……............. 9

B. Project Proposal Instructions for Project Proposal …. ...................................... 10

Action Verbs for Measurable Goals …………………….. 11

Project Proposal ……………………………………….... 12

Project Proposal Signature Page …. .................................. 13

Sample Project Proposal ………………………………….. 14

C. Mentor Selection and Guidelines Mentor Overview ................................................................. 15 Mentor Checklist ………………………………………… 16

Mid-term Mentor Evaluation Form ……………………… 17

Final Mentor Evaluation Form…………………………… 18

D. Commitment Poster and Autobiographical Letter Project Commitment Poster ................................................. 20

Project Commitment Poster Rubric ........................................... 21

Autobiographical Letter Guide .............................................. 22

Autobiographical Letter Brainstorming Sheet .................. 23

Sample Autobiographical Letter .......................................... 24

Academic Autobiographical Letter Rubric............................ 25

E. Documentation of the Project Goal Checklist & Time Log Guidelines …………………… 27

Goal Journal Guidelines ...................................................... 28

Goal Journal Evaluation Rubric ………………….. ............ 29

Goal Checklist & Time Log ............................................. 30

III. Research A. Annotated Bibliography Annotated Bibliography Guidelines .................................... 31

Sample Annotated Bibliography ......................................... 32

B. Paper Research Paper Guidelines ............................................... 33

__________________________________________________________________________ 2

Malad High School Senior Project Handbook (8/18)

IV. Portfolio/Notebook Career Portfolio Guidelines ......................................................... 34

Career Portfolio Contents……………………………………………… 35

Self-Evaluation Reflection Journal Guidelines ............................... 36

V. Display Display Guidelines ...................................................................... 37

Display Rubric .............................................................................. 38

VI. Open House Open House Guidelines ............................................................. 39

Open House Rubric ..................................................................... 40

VII. Presentation Presentation Guidelines ............................................................. 41

Presentation Rubric .................................................................... 42

Questions You May be Asked ................................................... 44

VIII. Overall Grade Overall Grade Tally Sheet ........................................................ 45

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Senior Project Syllabus

Instructor School #

E-Mail Hour

Shannon Davis 208-497-2588

[email protected] 1st & 6th

Julie Green [email protected] 1st & 3rd

Course Description

Senior Project/Leadership is a course designed to give learners support in the process of completing their

senior project graduation requirement and preparing for the senior project presentation. This course will allow

students to explore character traits and to discover the characteristics that are needed to become an effective

leader. Instruction will be given in each of the critical components of the communication process, human

relations skills, listening, and speech preparation and delivery. Students will develop skills which will enable

them to engage critically, constructively, and effectively in various communication settings. Students will be

given the opportunity to apply the content taught in this course through the planning and implementation of the

senior project and presentation. Students will also give several speeches during the semester, i.e. impromptu,

narrative, informative, persuasive, and they will also participate in a debate. This course will meet the Speech

graduation requirement.

The Senior Project/Leadership instructor will help students develop skills in the areas of writing a project

proposal, selecting a mentor, organizing, interviewing, researching, managing time, meeting deadlines,

writing, using technology, and presenting information. The instructor will do his/her best to encourage

students and support their efforts. The instructor is committed to working with students who want to produce a

quality Senior Project. Student projects are to be done outside the classroom, and each student will need

to exercise self-motivation. Students will spend a minimum of 15 hours actively engaged (hands-on) in the

project's completion. THE STUDENT MUST DO ALL THE WORK ON THE PROJECT. Students will

present projects to a panel of teachers, administrators or school board representatives, and community

members.

Class Expectations 1. Students will come to class with initiative and self-discipline, committed to working everyday

toward achieving a high quality end product.

2. Each student will spend a minimum of 15 hours actively engaged (WORKING hands-on) toward the

project’s completion during the semester (NO ONE ELSE’S TIME COUNTS FOR THIS 15

HOURS—the student MUST do all the work on the project).

3. Students will be responsible for finding and securing an outside resource person with expertise in the area

under investigation (i.e. “mentor”). The mentor must be 24 or older. He/she must be an expert in

the project area and be willing to do the following things for the student: approve the

proposed project, teach (NOT DO THE WORK) throughout the process of the project,

monitor progress, certify that all goals have been completed, and grade the final project. The mentor will have to meet and/or agree to all of these requirements to be approved by the

Oneida County School District. 4. Students will document every stage of their project and have a visible record of their work and learning

as shown in checklist/log entries, goal journal entries, annotated bibliography, and other evidences such as

photos, videos, receipts, etc.

5. Students must meet all standards by 4:30 on Monday, December 3rd for the Autobiographical Letter,

Self-Directed Project with Proposal, Annotated Bibliography, Research Paper, Documentation (logs,

journals, and photos), Portfolio, Final Mentor Evaluation Forms, Display, and Self-Evaluation Reflection

Paper to be eligible for their panel presentation on Friday, December 14th – THIS IS A GRADUATION

REQUIREMENT so please make note of the date.

Students who do not present on the assigned presentation day will not earn credit for the class nor

meet this graduation requirement.

__________________________________________________________________________ 4


Grading Guidelines Students will receive a letter grade at mid-term and the end of the semester based on the grading standards explained below: The Speech Portion of the Overall Class Grade will be 50% and the Senior Project

Portion of the Overall Class Grade will be 50%. Students MUST pass both portions to receive a

passing grade in the class.

Points

Senior Project Assignments Possible Due Dates

Career Portfolio and Miscellaneous Class Assignments:

• Signed Contract 50

Aug 22 • Personal Creed 50 Aug 27 • Commitment Poster 50 Sept 27 • Career Portfolio completed and turned in

100

Nov 20 • Self-Evaluation Reflection Paper

OpenHous(REQUIRED)

50 Nov 26

• Display 100 Nov 28

• Community Open House (REQUIRED)

Contents in Portfolio

Reference List

3 Letters of Recommendation

Skills/Achievements/Awards/Scholarships

Career Exploration

Samples of Best Work

Work/Community Service Experience

Cover Letter

Resume

Pictures of Process & Finished Project

100

50

60

50

50

50

50

50

50

50

Dec 3

Oct 2

Oct 2

Oct 9

Oct 16

Oct 23

Oct 30

Nov 6

Nov 8

Nov 26

Project Proposal:

• Project Proposal (must be signed by student, parent & mentor) 50 Aug. 28

Academic Autobiographical Letter: • 2nd Draft peer edited in class Sept 4

• Due Date 100 Sept 5

Goal Checklist & Time Log (15 hours) 50 Nov 26 Goal #1 Journal Entry & Video 50 Each one is due

Goal #2 Journal Entry & Video 50 as soon as Goal #3 Journal Entry & Video 50

goal Goal #4 Journal Entry & Video 50 is completed Goal #5 Journal Entry & Video 6

50

Goal #6 Journal Entry & Video 50 ALL must be Goal #7 Journal Entry & Video 50 completed by Goal #8 Journal Entry & Video 50

Nov 26

Mentor Mid-term and Final Evaluations:

• Signed mentor form – Mentor Information

• Mid-term Evaluation

75

Oct 18

• Final Evaluation

100

Nov 29

Annotated Bibliography: (completed in Sr. English)

• Final draft

100

TBA Research Paper: (completed in Sr. English)

• Final draft

200

TBA

Final Presentation

200

Dec 14

TOTAL 2235

__________________________________________________________________________ 5


The Five Main Components of the Senior Project

A. The Paper

Students will research a topic related to the chosen project and compile the research into a 4-6 page

research paper using at least 5 sources (one will be a personal interview). The paper will be graded

according to Senior English Guidelines and will receive a grade in Senior English and in the Senior Project

Class.

B. The Project

Planning for the Senior Project will involve student, faculty, and parents. The Senior Project instructor

reviews, advises, and monitors project choices. Students should seriously consider the type of project they

wish to undertake. (IT IS SUGGESTED THAT THE STUDENT FIND SOMETHING HE/SHE HAS A

PASSION FOR AND HAS ALWAYS WANTED TO DO). The project may be in any of the following

areas:

Further academic pursuit

Social service

Career exploration

Creative endeavor (e.g. in the field of art, drama, dance, writing, photography, etc.)

Examples:

■ A physical product: painting, scientific model, fashion outfit, computer

program, rebuilt engine, cabinet, etc.

■ A written product: short story, book of poetry, novelette,

newspaper articles, etc.

■ A performance: dance or singing recital, theatrical production,

video creation, production of a fashion show, etc.

■ A teaching or leadership experience: teach junior high health

classes about teen alcoholism, etc.

■ A physical experience: learn to scuba dive, run a marathon, start a

fitness program, etc.

■ A career-related project: investigate a career by working in the field

with someone who is currently employed in the area and produce a

document related to that field (brochure, guide, pamphlet).

■ A technology project: develop a home page on the World Wide Web,

create a video game, build a robot, draw blue prints, etc.

C. The Portfolio

A career portfolio will be compiled that includes everything required as outlined in the Portfolio Contents.

D. The Display

A tri-fold display will be created to document work. It should include student’s name,

a description of the project, documentation of work through pictures, etc., and proof of

student learning from the project.

E. The Presentation

A formal 10-15 minute presentation of the project, portfolio, research paper, and display will be given to a

board of judges. The paper and portfolio should be presented to judges several days before the actual

presentation in order to allow judges preparation time. The student must be prepared to answer questions

about project. A community open house will be held to display tri-fold display and answer

community members’ questions.

__________________________________________________________________________ 6


SENIOR PROJECT CONTRACT

____ 1. My signature confirms that I have carefully read this handbook, and I have made note of any

questions I have for class discussion.

_____ 2. My signature confirms I will ask my parents to read my Senior Project Handbook, paying

close attention to the Course Syllabus on page 4 and the grade requirements and due

dates on page 5. We will ask questions if we do not understand the expectations.

____ 3. My signature confirms I understand that all Senior Project components are due on the

assigned date. In order to earn credit for meeting assignment due dates, I must turn my

work in by 4:30 on the due date. Credit will not be given for late work, but all

requirements MUST BE in the portfolio. Incomplete portfolios will result in

failing the class.

____ 4. My signature confirms I understand the Dec 3rd, 4:30 PM due date must be met in order to

pass the class and be eligible to make the December 14, 2018 panel presentation which

is a graduation requirement.

____ 5. My signature confirms I understand that I must do at least one prepared, 10-15 minute

presentation rehearsal in class prior to the end of the semester in order to be allowed to

present to the panel on December 15th. The rehearsal presentation will be the final speech grade.

All MHS Senior Project Components must be at standard by 4:30 pm, December 3, 2018 in order

to be eligible to present on December 14th.

____ 6. I understand if I present on December 14, 2018 and do not meet all presentation standards,

my grade will change to an Incomplete for the Senior Project class. If the only standard I

missed in the presentation is time (presentation must be between 10 and 15 minutes) I will

meet with my Senior Project Instructor to arrange a re-do presentation. For students presenting

again, the same standards must be met (show up on time, dress appropriately, etc.). I will have

until December 20, 2018, at 4:30 pm, to meet all presentation standards or I will fail the

class and have to take it online next semester and pass it or not be allowed to graduate.

Printed Student Name __________________________________________ Period __________

Student Signature _________________________________________ Date _______________

Student Cell Phone _________________ E-Mail Address ______________________________

Parent Signature __________________________________________ Date _______________

Home Phone ______________________ E-Mail Address _______________________________

Parent Daytime Phone or Work Phone_______________________________________________

__________________________________________________________________________ 7


Senior Project Parameters

Approval Parents/Guardians are asked to certify that they understand what their student plans to do for their Self-Directed Project. A panel of senior project committee members must approve a Project Proposal before a student begins work. Only activities documented after teacher approval will count toward project completion. Work required for a course other than Senior Project that receives high school credit cannot be used for the Senior Project. Senior Projects must comply with parameters established by the Oneida County School District and federal & state laws. Although students are encouraged to challenge themselves in original and creative ways, certain hazardous activities are prohibited. The district has the right to reject any project that is judged to be unsafe.

Costs Despite its status as a graduation requirement, the Senior Project need not cost any more than a typical school project. Malad High School is not responsible for funding any expense incurred during the Senior Project. While projects may require some expense, the high school encourages students to work within their means. During the planning phase, students will be encouraged to develop a reasonably accurate estimate of costs, a guaranteed source for those funds, and parents are asked to plan accordingly.

Facilities Malad High School's facilities are not automatically available to students for work on their Senior Projects. Students wishing to use school facilities will be required to follow all procedures for an outside group wishing to use facilities including a formal request for use of facilities and any required fee. Because facilities are scheduled well in advance, students cannot be assured of use. If any part of the school is to be used for a senior project (i.e., painted murals, tournaments, concerts, etc.) permission from the principal must be granted in writing, in order for the project proposal to be at standard. Even though the principal has given permission, the facility must still be reserved with the appropriate person (Ami Foust).

Students with Disabilities Students with disabilities may require accommodations and/or adaptations to complete their work. For students on an IEP or 504 plan, the Senior Project teacher will consult with the student's case manager about any necessary accommodations and/or adaptations.

English Language Learners Students who have limited English Proficiency (LEP) and are receiving services at the high school may require accommodations and/or adaptations to complete their work. The Senior Project teacher will consult with the student's case manager about any necessary accommodations and/or adaptations.

Transfer Students Students who transfer into Malad High School from another district and are given junior, sophomore, or freshman standing will be required to complete all components of the Senior Project.

__________________________________________________________________________ 8


Choosing a Project

Your choice of a topic and your focus on research are critical to your success. Think about an interest that you have that you would like to pursue or extend. Review what you want to do or learn during your lifetime. Ask yourself what you are passionate about or what can sustain your attention for long periods of time. You should view the project as an opportunity to explore and learn about something you are sincerely interested in and passionate about.

Malad High School and the Oneida County School District is reluctant to place limitations on what you can choose to do for a project. It is important that you direct this learning experience and take responsibility for it. Basically, use your common sense and pursue something that genuinely interests you.

You must visually document yourself completing each stage of your project (photos and/or videos). Keep all other evidence as well (receipts, sketches, brochures, interview notes, etc.).

The following parameters must guide your choice: □ Your project must represent a "learning stretch" that you, your mentor/instructor, and your Senior Project

teacher will determine. Remember that what represents a "stretch" for you may not be for someone else. Do not expect to simply apply your current knowledge about a topic and do a related project. You and your mentor will decide how you will expand your knowledge base and then apply your new learning or understanding.

□ If your project involves something you are learning or doing in a current class, afterschool activity, or have studied in a previous class, you must clearly explain in your project proposal how your project extends beyond the requirements of the course or existing activity. Current and/or previous instructors may be contacted for clarification and confirmation prior to proposal.

□ Your project must not involve undue risk to yourself and others. Safety will be a primary consideration as the Senior Project Committee reviews project proposals.

□ One student's success may not depend on another student's performance. Therefore, two seniors may not work together to complete one project and both earn credit.

□ The project must have a secular, rather than sectarian purpose. It should not involve religious services, instruction, programs, worship, or other devotional activity, and should not convey a religious or devotional message.

□ The project must not involve the use of district facilities or equipment to assist an election campaign or the promotion or opposition of a ballot proposition.

□ Your project must be approved by the MHS Senior Project Committee.

A Project………. Must produce a FINISHED PRODUCT

Must be SIGNIFICANT to you or others

Must be a LEARNING STRETCH

Could be…….. A new skill that results in a FINISHED PRODUCT

Service Project with a FINISHED PRODUCT

A Project is NOT … A fundraiser

A job shadow or internship

Starting a new club/organization

Coaching or Teaching

Something that fulfills other Youth

Program Requirements

Something that you already know

Something already required in a class TOO EASY because the student did not do all the work

__________________________________________________________________________ 9


Project Proposal Instructions

Description of Project: Briefly state what you will do. What will you create, design, investigate,

build, learn, produce, develop, etc.

Significance of Project: What is the significance of this project to you, the school, and or the

community?

Choice of Mentor: Provide first and last name of your mentor, email address, and phone number

and explain why he/she is a qualified person to mentor you in this project. (Give a description to prove

that he/she is an expert about your project area.) MUST BE AT LEAST 24

Prior Knowledge and Skills: What do you already know regarding your project? What have

you already done in this area? Do you have any formal training, have you taken any classes, or are you

currently taking a class in this area?

Learning Stretch: How will this project be a new and meaningful challenge for you? This is the

place where you specify how your project goes beyond what you have studied in a class or are

currently studying in a class.

Finished Product: Describe your finished product. What will you produce?

Learning Goals/Outcomes: Write these in complete sentences. Write goals in the order you

anticipate completing them. These are the steps you will take to complete your project. Have your

mentor help you write your goals. He/she will be the most qualified person to help you know what

your goals (steps) will be and the order they will need to be completed.

Goal #1 MUST relate specifically to your required research paper topic. Goal #2 MUST BE to

interview an adult who has extensive experience in your project area. Give specific information about

who this person will be. (You might want to interview your mentor.)

You MUST have at least 8 goals. These goals must be listed and stated in concrete and measurable

terms. For example, a student who wishes to learn about photography might state the following immeasurable goal:

3. I will learn to take good pictures. (How do you measure what is good?) A more clearly stated and measurable goal is:

3. I will learn how to use the "Rule of Three" when taking pictures.

A measurable goal is one that your mentor can evaluate and see that you have

completed it.

__________________________________________________________________________ 10


Here is a list of action verbs that will help you write measureable goals.

__________________________________________________________________________ 11


Project Proposal

Student Name:

Project Title:

OVERVIEW

Description of Project:

Significance of Project:

Choice of Mentor:

DETERMINING LEARNING GOALS

Prior Knowledge and Skills:

Learning Stretch:

Finished Product:

Learning Goals/Outcomes:

1.

2.

3.

4.

5.

6.

7.

8.

__________________________________________________________________________ 12


Project Proposal Signature Form

Mentor

I understand that my position is primarily one of advising and giving technical assistance when

needed and appropriate. I understand that it is not my responsibility to complete the project or

to continually monitor ___________________ to see that the project is completed. When

requested, I will send a written evaluation of ____________________’s work. Based on my

experience and expertise, I approve of the Project Proposal. I am willing to serve

as __________________________’s mentor and understand that I will be expected to

complete a final evaluation and grade the finished project.

Mentor signature _______________________________ Date ______________________

Mentor Name (please print) ________________________________________

Parent/Guardian

As the parent/guardian of ____________________________, I am aware he/she is engaged in

completing the Senior Project at Malad High School. I approve of the project proposed on this

form and the choice of mentor. As a parent I understand that I am responsible to insure that all

student/mentor contact time is supervised and appropriate.

Parent/Guardian Signature ___________________________ Date _____________________

Parent/Guardian Name (please print) _____________________________________

Committee Member’s Signature _________________________________ Date _____________

__________________________________________________________________________ 13


SAMPLE

Project Proposal

Student Name: Joe Woodman

Project Title: Coffee Table Design and Construction

Overview

Description of Project:

I will design and build a coffee table.

Significance of Project:

I will be moving out soon and living on my own. I would love to have a piece of furniture

that I made to take with me to my new place. Also, it will be helpful to know how to use a

variety of power tools and build items with them for the future whether it may help me with

my own furnishings or get a job.

Choice of Mentor:

I've chosen to use John Smith, a friend of my father's, to be my mentor. He has worked

in the construction and carpentry fields for the past 30 years. He owns a remodeling

business, John Smith Carpentry and Design. Email: [email protected]

Phone: (208)766-1111

Determining Learning Goals

Prior Knowledge and Skills:

My father has some power tools at our house that I've seen him use. In middle school, I

took a tech class with Mr. Silva and used a sander. I know how to use a computer which

I think will help me with my design.

Learning Stretch:

I have never drafted or designed anything functional myself. I have only a minimal

understanding and experience with power tools. I have never built anything from start to

finish on my own.

Finished Product or End Result: A coffee table.

Learning Goals/Outcomes:

1. I will research different power tools, woods, and sanding/staining techniques to use

for my table.

2. I will interview a professional carpenter about the tricks of the trade and seek advice

for my project.

3. I will research various table designs, choose one to replicate, and make any desired

modifications.

4. I will draft two, to-scale drawings of my table, a top view and a side view.

5. I will acquire the necessary materials and tools for my project.

6. I will use the tools to make practice cuts, drills, sands, etc. before beginning my table.

7. I will construct my table.

8. I will finish the wood with stain.

__________________________________________________________________________ 14


Mentor Overview

Your Senior Project teacher will guide you through the phases of your project. However, you must

find a mentor. The mentor must be 24 or older. Your mentor must have expertise in your area of

interest, approve the proposed project and be willing to commit the time to teach you as needed

(NOT DO THE WORK) throughout the process of the project, monitor your progress, certify that

all goals have been completed, and grade the final project. The mentor will have to agree to all of

these requirements to be approved by the Oneida County School District.

Do not begin working with your mentor until approval by the Oneida County School District

has been obtained. This approval will come from the Senior Project Committee. Once the mentor

is approved, meet as soon as possible to have your mentor help you develop your goals (steps) for

completing your project. Once your Project Proposal is completed, have your mentor review and sign

it, giving you their approval. When the Project Proposal Signature Form is completed, submit it and

your Proposal to your Senior Project teacher. We strongly advise that your parents help you arrange

meetings and work time with your mentor. Your parents should support and encourage you with

your project and should be in regular contact with your mentor, but ultimately, the success of your

project is dependent on you.

Mentors should:

□ Assist you in formulating measurable goals or steps of completion for your Project Proposal

and sign the required Project Proposal Signature Form and any requested emails and

evaluations.

□ Be a resource for you; however, you are expected to do your own work with mentor

giving assistance through teaching and answering questions.

□ Provide guidance completing the goals of the project. The Senior Project teacher will

help determine whether or not a project is too broad or too narrow, but the mentor

will help determine the form the project takes and what you need to learn in order to

accomplish the goals of the project.

□ Mentors should help students get started and then guide them through the process of

deciding what steps to take and in what order. The mentor should not make the

decisions.

□ Provide emotional support when you experience roadblocks and setbacks. The Senior

Project teacher will provide guidance when obstacles arise, but the mentor can

support you by helping you brainstorm alternative plans.

□ Be able to attest to what they have seen you do as you work on your project. Mentors will

be asked to send three (3) emails verifying student progress throughout the semester and

complete a final evaluations of the student's work. They should be prepared to grade the

completed project when all goals are met.

□ Mentors should be available for scheduled meetings throughout the semester and complete

emails and evaluations in a timely manner.

□ Mentors should attend your final presentation and be ready to give feedback and grade your

finished project.

__________________________________________________________________________ 15


Mentor Checklist

□ Help the student throughout the process of completing the Senior Project: • Assist in formulating the project proposal, especially in listing the learning goals. See the

instructions for the project proposal and make sure the student’s goals are measurable. (Guide the student through the process of deciding what steps he/she will take to finish the project and in what order the goals should be listed.)

• Help student get started and then act as a resource as needed. Teach the student and give advice, but do NOT do the work. • Provide support when roadblocks and setbacks are experienced, and possibly help brainstorm

alternate plans.

• Return student's calls or emails and participate in scheduled meetings with student.

□ Attest to what you have seen. Mentors will be expected to approve modifications to the

goals and report progress. Mentors will be asked to fill out a mid-term evaluation and a final

evaluation after all goals have been completed and give the student a grade for the project.

The evaluations and the grade will be submitted directly to the student's Senior Project teacher.

Students will be required to take pictures and make a video documentation of them working

on or completing each goal. These videos and pictures are required to be in the student’s

portfolio.

□ Project Dates Please help the student create a tentative schedule to complete the project. Let the student know if you will be gone during the semester so they can plan accordingly. It is a very important that the mentor attend the Senior Project Presentation on December 15th. The student you are working with will let you know what time his/her presentation is.

Thursday, October 18 Mid-Term Mentor Evaluation is Due by 4:30 p.m. The student

is responsible to get you a copy of the evaluation. This evaluation will be sent directly to the teacher via mail, email, or fax. It can also be delivered to the school.

Monday, November 26th Completed Goal Checklist & Time Log must be turned in.

Thursday, November 29th Final Mentor Evaluation & Grade must be emailed, faxed, mailed

or delivered to the school by mentor to the student’s Senior Project Teacher. The student is responsible to get you a copy of the evaluation which includes a place for you to grade the project.

All requirements should be completed and turned in by this date.

Monday, December 3rd Community Open House at the High School

Friday, December 14th Final Presentation given to Senior Project Panel Mentor will be asked to attend and student will be responsible to give him/her the presentation time.

__________________________________________________________________________ 16


Mid-Term Mentor Evaluation 1st Semester 2018-2019

Student:

This form is a required part of the documentation for the Senior Project. It is your

responsibility to remind your mentor to fill this out and submit it to your teacher by October

18th at 4:30 pm.

Student’s Name: _________________________________________________________

Senior Project Instructor’s Name: ___________________________________________

Mentor’s Name: __________________________________

Mentor:

Please assess the student's achievement of the project learning goals at this time. Please note any

modifications that have occurred. The student is not expected to have reached all goals at this time – THIS IS THE HALF-WAY MARK. This evaluation is due by October 18th at 4:30 p.m.

Please meet with the student you are mentoring and review the Goal Checklist & Time Log

to see which goals have been completed.

1. Which goals have been completed.

2. The requirement is a minimum of 15 hands-on hours to complete the project by the end of the semester. This is mid-term so the student should be approximately half-way there. Are you

satisfied with the progress the student is making toward this time requirement?

□ YES □ NO Please explain:

3. Have any modifications been made to any of the project goals?

□ YES □ NO If yes, please describe:

Additional comments:

Forms MUST BE faxed or emailed to the high school. Please fax all pages including this one. The

school's fax number is: 1-208-497-2586. Instructors’ emails are: [email protected],

and [email protected]

__________________________________________________________________________ 17


mailto:[email protected]


Final Mentor Evaluation

Student: This form is a required part of the documentation for your Senior Project. It is your

responsibility to provide your mentor with a copy of this final evaluation and to remind him/her

to fill this out and submit it to your Senior Project teacher by December 3rd at 4:30 pm. YOU

SHOULD FILL OUT YOUR NAME, TEACHER’S NAME AND MENTOR’S NAME

BEFORE YOU GIVE THIS TO YOUR MENTOR.

Student’s Name:

Senior Project Teacher’s Name:

Mentor’s Name:

Mentor: Please fill out this evaluation for the student you have been mentoring. The student should have

ALL of his/her goals completed at this time. The due date for this evaluation is December

3rd at 4:30 p.m. This evaluation MUST BE faxed, mailed, or emailed to the student’s Senior Project

teacher at the high school. The school's fax number is: 208-497-2588, address: 181 Jenkins

Avenue and instructors’ emails are: [email protected] & [email protected]

Please meet with the student you are mentoring and review the Goal Checklist & Time

Log, videos to document work, and photographs the student has taken to make sure all

goals have been completed and then provide the following information:

1. The student has completed ALL of his/her project goals successfully.

□ YES □ NO Please comment:

2. Have any modifications been made to any of the project goals?

□ YES □ NO If yes, please describe:

3. The requirement is a minimum of 15 hands-on hours for the student to complete the project

during the semester. Are you satisfied that the student completed at least 15 hours of work since the beginning of school?

□ YES □ NO Please explain:

Additional comments:

__________________________________________________________________________ 18



Please rate the student’s performance during the completion of the project. Provide a score

from 1 - 10 for each description with 10 being Outstanding.

Category

Description

Score

1-10

Learning Growth Personal relevance; project meant something to the

student

Showed dedication

Willingness to learn

Project showed new learning for student and was a

challenging stretch

Use of Resources

Identified resources needed and found them

Used resources successfully

Effectively used mentor as a resource

Time and Effort

Completed 15 hours in a timely manner

Project finished with maximum effort

Documented work with pictures, journal, & videos

Showed evidence of effective time management

Skills Utilized

Utilized adequate planning

Showed good organization skills

Used problem solving effectively to overcome

obstacles

Deadlines

Worked consistently to meet deadlines

Provided mentor with information and papers in a

timely manner to meet deadlines

Communication Communicated appropriately with mentor verbally and

non-verbally

Followed directions

Worked enthusiastically toward completion of goals

Workmanship Project finished with attention to details;

Finished product was high quality

TOTAL POINTS

If you were to give the student a letter grade for the project, what would it be? A B C D F

__________________________________________________________________________ 19


Project Commitment Poster

Purpose: To create a visual representation of your Senior Project

Once your project has been approved, you must design a poster that represents your

commitment to the project. The posters will be displayed during Parent/Teacher

Conference and at a designated time for underclassmen to see. If you attend and stand by

your poster to answer questions, you will be given extra credit points.

Requirements:

Size: Standard 22" x 28" poster board (which can be purchased from your Senior Project

instructor).

Layout:

• Your Project Title should be neat and prominently displayed.

• Your first and last name should be neatly printed in the lower right corner.

• A recent picture of you must be present and big enough to identify who it is.

• A brief description of your project AND the topics you plan to research for

your paper must be included.

• Two pictures (don’t have to be photographs) need to be on poster: One to represent

your project AND one to represent the topic(s) you plan to research for your paper.

Craftsmanship:

• Lettering of title should be legible and easily read from at least 20 feet

• Lettering should be neat

• Use correct spelling of all words

• Images used must be school appropriate

• All items must be carefully glued down so they remain flat

• Poster must be smudge and smear free

Important:

Remember that your poster will help to create a first impression of your project.

SCORE MUST BE 40/50 TO BE AT STANDARD

__________________________________________________________________________ 20


Project Commitment Poster

Student: ____________________________________

Meets Standard ________________ Needs Revision _________

Points

Possible

Score Requirements

5 Project Title: neat and prominently displayed – can be

seen from at least 20 feet away.

5 First and Last Name: in lower right corner

5 Your Picture: recent and big enough to identify who it is

5 Project Description AND Topics You Plan to Research:

described in writing

5 Project Description AND Topics You Plan to Research:

represented by pictures

5 Lettering: legible and neat; displayed in an appealing

manner

5 Correct Information: grammar and spelling must be

accurate

5 Pictures: easy to see and school appropriate; must be

carefully glued down so images remain flat

5 Organization: poster is attractive and well-organized

5 Neatness: must be smudge and smear free

TOTAL POINTS: ____________ (50 excellent, 45 good, 40 passing)

__________________________________________________________________________ 21


Academic Autobiographical Letter Guide

Who am I? Where am I going? How will I get there?

The purpose of the Academic Autobiographical Letter is to reflect on yourself as a learner, evaluate your readiness (maturity, responsibility, academic preparedness) for graduation and express your plans for after graduation. When you do your presentation, you will use your letter as a tool to help you introduce yourself to the panel - helping them gain an understanding of who you are as a person and a student. This will also help you reflect on how you have prepared yourself for life after high school. The audience of this letter includes the community panelists for your senior project, and the Oneida School District teachers, administrators and school board members.

After reviewing your school career, examine the importance of key learning experiences, draw conclusions, and explain plans for your future. Make your letter professional NOT personal.

Criteria for success on the Autobiographical Letter require that it be reflective, thorough, well organized, and engaging (interesting to read).

Requirements for Preparation

• Follows acceptable business letter format. • Word-processed, single spaced, appropriate font, 1" margins.

Content Requirements

• Traces your development as a learner, crediting people, places, events and/or ideas that have influenced you in significant ways.

• Narrates at least two pivotal learning experiences, one of which must be an academic experience which will help you justify your strengths and/or weaknesses as a learner.

• Discussion of a person who has had a major influence on you. This could include a parent, teacher, coach, etc.

• Explains how your skills, strengths, interests, and values define you as a learner. • Describes workable, immediate, and long-range employment and/or education plans based on your

skills, strengths, interests, and values.

Organization, Style, & Conventions Requirements

• Meets acceptable writing standards for a business letter and the "6 Traits of Writing": Ideas, Organization, Voice, Conventions, Word Choice, and Sentence Fluency.

Below is a suggested outline for your letter.

Contents

At first... Introduce yourself to the reader. Grab your readers in your first sentence or two and

make them want to keep reading. Try using a short anecdote, quote, brief telling of

future goals, etc. Do not tell us you're a senior (we know!) and do not write, "My

name is..."

Next... Trace your development as a learner, crediting people, places, events and/or ideas that

have significantly influenced you.

The "meat" of

your letter

Narrate at least two pivotal learning experiences, one of which must be an academic experience which will help you justify your strengths and/or weaknesses as a learner. You must also discuss a person who has had a major influence on you. This could include a parent, teacher, coach, etc. Develop separate paragraphs for each experience.

Near the

end... Clearly identify and describe your workable, immediate and long-range employment

and/or education plans based on your skills, strengths, interests, and values (which you

have already explained in your letter).

Finally... Conclude the letter so it doesn't just end. Summarize the letter content. Be sure

to show your enthusiasm (or apprehension) about the next stage of your life.

__________________________________________________________________________ 22


Academic Autobiographical Letter Brainstorming Sheet

Think about all the years you have attended school. Brainstorm for any significant

learning memories and list them on the chart. You don't need to write all the

details!

School Year Significant

Places/School

Significant

People/Teacher

Pivotal Experience, Event, Idea,

Successful School Performance,

Kindergarten

1st

2nd

3rd

4th

5th

6th

7th

8th

9*

10th

11th

12th

__________________________________________________________________________ 23


Academic Autobiographical Letter Sample Personal Business Letter in Block

Style

Your Mailing Address

City, State Zip

Today’s Date (4 returns)

Senior Project Panelist

Malad High School

181 Jenkins Avenue

Malad, ID 83252 (2 returns)

Dear Panelist: (2 returns)

In the first paragraph introduce yourself to your reader in a creative and interesting way. Do not tell us

you're a senior (we know!) and do not write, "My name is..." Single space the paragraph, focus on

learning, be sincere, and provide sufficient information. Use 1" margins, Times/Times New Roman

12-point font, and follow this standard business letter format. Your letter must be at least 2 pages

in length. (2 returns)

Middle paragraphs should trace your development as a learner and analyze academic skills, knowledge,

strengths that indicate readiness to graduate, credit significant classes, people, places, and events that

have helped shape you as a learner, and narrates your pivotal experiences and examining their

implications for successful school performance and future learning or work. Be specific, continue to

link learning, elaborate, reflect, and continue to address your growth as a learner. Be sure to connect

school performance to future learning. Provide smooth transitions from paragraph to paragraph, using

well constructed sentences that have easy flow and rhythm. (2 returns)

(Assume you are at the bottom of the page at this point) ___________________________

(Assume you are at the top of page two at this point)

Senior Project Panelist 2 Today’s Date (3 returns)

Final paragraph(s)

should conclude with the impact of skills and knowledge on future career and educational plans. Note

the format for the second page that is shown directly above this paragraph. (2 returns)

Sincerely, (4 returns)

(Your first and last name signed in black or blue ink)

Your typed first and last name

__________________________________________________________________________ 24


Academic Autobiographical Letter Rubric

Student ______________________________________________


If student does not make significant revisions (as suggested by teacher), credit will not be

earned.

Content and Organization Between 8 – 10 points each Between 0 –7 points each

□ At Standard - Introductory Information

Introduces self in first paragraph

Identifies self as a learner (favorite

subjects, strengths and weaknesses, etc.) Provides example(s) of strengths and

weaknesses as a learner.

□ Not At Standard

Introduction is missing or misplaced

Supporting examples of self as a

learner are not included or well

developed.

□ At Standard - Pivotal Learning Exp. Narrates at least two pivotal learning

experiences, examining its connection to future plan(s).

Discusses a person who has had a major influence on you. This could include a parent, teacher, coach, etc.

□ Not At Standard

Missing a pivotal learning

experience.

Does not address experience in

relationship to plans.

Connection to plan is not clear.

□ At Standard - Skills, Strengths, and

Interests

Explains how skills, strengths, interests, and values as a learner justify plan(s).

□ Not At Standard

Explanations are missing.

Explanations only involve interests without

addressing current skills or strengths.

Explanations do not reflect what action will

be necessary to build on/acquire to move

from present to goals.

□ At Standard - Development of Skills,

Strengths and Interests

Traces development of skills, strengths,

interests, and values crediting classes,

people, places and events.

□ Not At Standard

Development of skills, interests, etc. is

missing.

Development does not reflect skills,

strengths, interests, and values.

No crediting of people, classes, places or

events is done.

□ At Standard - Future Plans (placed at

closing of letter)

Describes well-defined immediate and long-range employment and/or education plan(s).

If further education is a goal, lists school names and reasons for these choices.

□ Not At Standard

Plans are missing or unclear. Plans are too simplistic. Plans do not include steps being

considered. Plans do not indicate an understanding of

what it will take to realize them.

□ At Standard -- ¶ Organization

Paragraphs are organized in a way

that makes sense

Transitions help letter flow.

□ Not At Standard

Letter's organization is distracting or

confusing.

Transitions are missing and letter does

not flow.

__________________________________________________________________________ 25


Style, Format and Conventions

Between 8 – 10 points each Between 0 –7 points each

□ At Standard - Word Choice

Uses language that is precise,

engaging, and well suited to the project

and the audience.

□ Not At Standard

Limited or vague word choice

Too many passive verbs and/or over-

used/dead words and clichés or slang

Inconsistent use of language

Repetitive

Weak descriptors

□ At Standard - Sentence Fluency

Correctly constructs sentences that

have an easy flow and rhythm.

□ Not At Standard

Sentences are choppy, incomplete,

rambling, awkward, run-on,

Sentences lack variety, begin the

same way, have repetitive length or

structure. □ At Standard - Formatting

Word processed 2-3 page paper Correctly spaced

Size 12 standard (Times New Roman) font.

Follows acceptable block-business letter format.

□ Not At Standard

Text is not between 2-3 full pages

Incorrect spacing is used

Incorrect font and/or type size

Paragraphs are not in block format.

□ At Standard - Conventions

Makes few errors of convention. Heading is correct y Student has signed letter in the

appropriate spot.

□ Not At Standard

Conventional errors interfere with

understanding Too many spelling, capitalization,

punctuation, and/or usage errors Incorrect sentence or paragraph

structure. Heading is done incorrectly Signature is missing.

__________________________________________________________________________ 26


Goal Checklist & Time Log Guidelines

The student will type his/her goals into the Goal Checklist & Time Log. You will be required to have

your mentor fill out the date each goal is completed, figure out the amount of time it took for goals 3-8,

and then sign off that it is complete.

Your Senior Project teacher will ask to see this checklist periodically throughout the semester.

Goal Journal Guidelines

The students will produce a video of themselves completing the goal and a journal entry for each

goal after it has been completed. The videos will be included in the senior project portfolio.

Each progress journal entry will contain:

The amount of time spent working on the goal

Task(s) completed

Learning that occurred – show evidence that it has been a learning stretch

Challenges encountered and how they were overcome

Involvement with mentor

Reflections on your experiences, thoughts on your personal growth and feelings about your

successes and setbacks.

__________________________________________________________________________ 27


Goal Journal Evaluation Rubric

Student Name: ______________________________

Format: Journal entry included the

following: Time spent, Task(s)

completed to finish goal, and

Learning that occurred.

4

Complete

description of

tasks and

learning. Time is

adequate for this

goal.

3

Good

description of

tasks and

learning. Time is

adequate for

goal completion.

2

Fair description

of tasks and

learning. Time is

too short for goal

completion.

1

Poor

description of

tasks or learning.

Time is not

enough for goal

completion.

Problem Solving: Journal

illustrated challenges encountered

by student, and how they were

overcome.

4

Examples relate

challenges

encountered and

describe results

of each

3

Examples fail to

relate

challenges

encountered or

describe results

of each

2

Examples fail to

illustrate or

relate any

challenges

throughout the

process

1

Example fails to

relate to the

project

Mentor Involvement:

Journal illustrated involvement with

mentor.

4

Illustrates

meaningful

contact with

mentor

3

Illustrates fair

contact with

mentor

2

Illustrates

inconsistent

contact with

mentor

1

Illustrates little

contact with

mentor at all.

Learning: Apparent learning stretch

present through reading journal

entry.

4

Demonstrates &

documents in

depth what

learning was

applied to project

3

Demonstrates

& documents

that some

learning was

applied to

project

2

Demonstrates

& documents

very little

learning that

was applied to

project

1

Does not

demonstrate or

document any

learning being

applied to

project

Presentation: Journal is easy to

read and meets conventions of

mechanical accuracy

4

Journal is easy

to read-few

errors

3

Journal is fairly

easy to read-

errors are a bit

distracting

2

Journal is

difficult to read

- errors are

frequent

1

Journal is very

difficult to read -

errors overwhelm

the content

Total for each column

Overall Total

__________________________________________________________________________ 28


Name _____________________________

Goal Checklist & Time Log

Date

Completed Goals Time

Spent

Mentor

Signature

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

__________________________________________________________________________ 29


Research: Annotated Bibliography

WHAT IS AN ANNOTATED BIBLIOGRAPHY?

As you stated in your project proposal, this project will be a learning stretch. Therefore, research must

be performed prior to any work on your project. As you prepare and do your senior project, you need to

learn how to do it correctly. Research can be found in many ways including, but not limited to: reading

articles, books (sections and chapters of books), manuals, and documents; viewing videos or

documentaries; and questioning people with experience in the field of your project.

An annotated bibliography is a documentation of your research done in a very precise way. We're using

the MLA style you've used before in your English and social studies classes. Each source's citation

(publication information) is followed by an annotation.

Simply stated, the citation is how you let your reader know where the information came from. It is the

first thing you see when you look at an annotated bibliography (it has the author's name, title of the

work, etc.). The annotation is a summary of the source, identifies the validity of the source, and

explains why the source was useful, and in what way you used or will use the information as you

complete your project.

Typed Citations

■ Refer to the MLA Sample Citation Entries (pages 30-32) and the sample Annotated

Bibliography on the next page for format guidelines and examples. Your senior project teacher has

a copy of the MLA Handbook if you have less common sources you need to cite.

■ Only list sources that are used in the research paper.

■ List your 5+ varied sources alphabetically. You must use at least three different types of sources

including one personal interview.

■ Double space the entire document.

Typed Annotations Conventions

■ Begin your annotation at the end of your citation (do not skip any lines).

■ Type a double-spaced summary (annotation) of your source.

■ Summary (2-3 sentences): Be descriptive, explaining what was learned from the source.

■ Validity (1 sentence): Inform the reader of the accuracy, and quality of each source.

■ Application (2 sentences): Explain how you will use the research while working on your

project.

ANNOTATED BIBLIOGRAPHY RESOURCES

This website provides information about the construction of annotated bibliographies in MLA. https://owl.english.purdue.edu/owl/resource/614/01/

This website provides other annotated bibliography samples. https://owl.english.purdue.edu/owl/resource/614/03/

Students should always refer to Owl Purdue Online Writing Lab for up to date MLA guidelines.

__________________________________________________________________________ 30


https://owl.english.purdue.edu/owl/resource/614/01/


Annotated Bibliography (2 sample entries for 2 different projects)

Butterworth, Rod R., and Mickey Flodin. Signing Made Easy. New York: The Berkley Group, 1989. Print.

This book is a basic dictionary of hand signs for the American Sign Language. It also gives a brief history of the

language stating where and when it originated. Some of the signs it provides include numbers, the alphabet,

family and social life, work and careers, food, and so on.

The main author of the book has an M.A. and an M.Ed.

This book is very useful to me because it will help me reach my 3rd goal of learning the alphabet. Also, if I need to

know how to say something, I can look it up and it shows me the hand signals for it and also gives a written

explanation of the hand motions. I found the brief history for each hand signal very interesting. I believe that this

was written for anyone who wants to learn American Sign Language.

McCray, Winkie. Personal interview. 22 Jan. 2010.

I have acted in several community plays that Winkie designed the costumes for. I know that Winkie is a very

knowledgeable seamstress and costumer. She has a passion for making costumes; that passion is evident by the

square footage that is dedicated to her costume creation and storage. Winkle gave me generous instruction and

advice. She told me to look for easier pieces to make, that you can then embellish to make them look more

elegant. She explained that the shape and the outline of the costume are the important details to show a time

period.

Winkie has successfully directed the majority of costume production on several productions.

This interview helped me with so many of my goals -just visiting her barn and seeing her costumes helped me

make some decisions about my Elizabethan costume design and her tip on sticking to a more simple design but

adding embellishments helps with all three of my costume designs.

_________________________________________________________________________________ 31


Research Paper Guidelines

Students will research a topic related to the chosen project and compile the research into a 4-6 page research paper

using 5 sources, one of which will be a personal interview. Citations will be made in the body of the paper that

corresponds to a Works Cited page. The paper will be graded according to Senior English Guidelines and will

receive a grade in Senior English and in the Senior Project Class.

The research paper associated with the Senior Project is an organized compilation of the research that you used to

increase your level of expertise in the subject areas surrounding your project; it is not a how-to article, a journal or a

narrative.

Refer to Owl Purdue Writing Lab for an in-depth definition and qualities of a strong research paper.


Refer to the following outline as an organizational guide throughout the writing process.

The Basic Outline of a Paper

The following outline shows a basic format for a research paper.

I. Introduction

The introduction should have some of the following elements:

Start with an attention grabber: a short story, example, statistic, or historical

Give an overview of any issues involved with the subject

Define of any key terminology need to understand the topic

Highlight background information on the topic needed to understand the direction

The introduction must end with a THESIS statement (1 to 2 sentences in length):

Tell what the overall paper will focus on

Briefly outline the main points in the paper

II. Body

Clearly present the main points of the paper as listed in the thesis

Give strong examples, details, and explanations to support each main points

If a research paper, use strong evidence from sources—paraphrases, summaries, and

quotations that support the main points

III. Conclusion

Restate your thesis from the introduction in different words

Briefly summarize each main point found in the body of the paper

End with a strong clincher statement: an appropriate, meaningful final sentence that ties

the whole point of the paper together (may refer back to the attention grabber)

__________________________________________________________________________ 32 Malad High School Senior Project Handbook (8/18)


Additional Tips

Decide on the thesis and main points first

You do not need to start writing your paper with the introduction

Try writing the thesis and body first; then go back and figure out how to best introduce the body

and conclude the paper

Use transitions between main points and between examples within the main points

Always keep your thesis in the forefront of your mind while writing; everything in your paper

must point back to the thesis

Use the back of this handout to make an outline of your paper

PLAGIARISM–any evidence will result in FAILURE of the paper.

Plagiarism is defined as–representing by paraphrasing, or direct quotation, the published or

unpublished work of another person as one’s own in any academic exercise or activity without full and

clear acknowledgment.

__________________________________________________________________________ 33


Career Portfolio Guidelines

Students will create a career portfolio that can be used for a job interview or scholarship application.

__________________________________________________________________________ 34


Career Portfolio Contents

Personal Introduction

Autobiographical Letter

Creed

Job Readiness

Cover Letter

Resume

List of 4 References (Name, Mailing Address, Email Address, Phone Number, Connection to Person)

3 Letters of Recommendation (1 Educator, 2 Community)

Academic Achievements Senior Project Annotated Bibliography

Senior Project Research Paper

Samples of Best Work (*2 minimum – more preferred)

Critical Thinking

Writing

Research

Videos

PowerPoints

Projects (photo or printout)

Test Scores

Skills/Achievements/Awards/Scholarships (3 Minimum)

Computer Skills/Software Expertise or Computer and Technical Abilities

Photo or Written Description of Job-Related Skill (ex, woodworking, art, welding)

Boy Scout Achievements

Church Youth Group Leadership or Achievements

Involvement in Sports/Associations (professional-technical membership)/Clubs

Certificates for teamwork or leadership

Leadership Training/Conferences

Leadership Certificates

Career-Related Licenses

Newspaper Articles (Big Deal Achievement)

Work Experience Career Exploration

Description and/or Photos of:

Work Experience

Community Service/Volunteer Work

Job Shadowing

Internships

Senior Project

Project Proposal (without signature page)

A video to document work for each Project Goal

Pictures of Process and Finished Project (Minimum of 4 – At least 1 Picture of You with Mentor)

Self-Evaluation Reflection Paper

___________________________________________________________________ 35


Self-Evaluation Reflection Paper Guidelines

This reflection paper will be written in MLA format. Include the following:

Describe your physical project IN DETAIL.

List the date you started and the date you finished. Include the total number of hours you spent on

your project.

Describe the materials you used.

Describe at least three things you learned from working on the physical project.

Describe at least three things you learned from your research paper.

Defend the importance of your project and the work that you did to complete it. Tell whether or

not your project turned out the way you planned and explain why or why not.

Tell what you would do differently if you could start all over. If nothing explain why.

Describe what you learned about yourself.

Using 50 words or more, tell the grade you think you deserve and justify it.

__________________________________________________________________________________ 36


Display Guidelines

A tri-fold display will be created to document work. It should include your name, a description

of the project, documentation of work through pictures, etc., and proof of student learning from

the project and research paper. Display should be visually appealing, and organized with correct

grammar and spelling.

__________________________________________________________________________ 37


Display Rubric

Student: ____________________________________


Points

Possible

Score Open House Requirements

5 Name

5 Project Description

45 Documentation

Pictures, charts, graphs, etc.

10 Proof of student learning through project and research

10 Organization

20 Attractiveness/Appeal

5 Correct information, grammar and spelling

TOTAL POINTS: ____________ (100 excellent, 86 good, 70 passing)

__________________________________________________________________________ 38


Open House Guidelines

Students will participate in a community open house on an assigned date. Students will display

their completed tri-fold and any accompanying materials. Students will dress appropriately.

Some will be in costume or uniform. If neither, business attire is appropriate. Students will be

expected to stay at their display and explain their project to community members and answer

questions. Students will be expected to have their portfolio/notebook on the table in front of their

tri-fold display.

__________________________________________________________________________ 39


Open House Rubric

Student: __________________________________

Points

Possible

Score Open House Requirements

30 Participation: At display during entire open house to

answer questions from the community about all parts

of Senior Project—paper and physical project

50 Display appropriately represents work done by the

student for the research paper and the project equally

15 Display includes a tri-fold board with graphics,

pictures, etc that represent the paper and the physical

project, and the actual physical project is present (if

possible)

5 Student is dressed appropriately. Some will be in

costume or in uniform. If neither is used, business

attire is appropriate.

Total Points ____________/100

(100 Excellent, 86 good, 70 Passing)

_________________________________________________________________________________ 40


Presentation Guidelines Presentations: 10-15 minutes

The following must be covered in your presentation to make standard. You can manipulate the order as you see fit. Just be sure you cover all the checkboxes.

Opening/Ice Breaker

Presentation opens creatively (use an icebreaker, humor, anecdote, etc.) Student introduces self to panelists

Opening naturally leads to your presentation Discussion of Your Project

Explain how and why you selected your project. Include the significance of your project to yourself and others. Explain how project represents a learning stretch for you

Explain the completion of the project What were your learning goals? Did you meet them all? What were your steps in completing the goals?

How well did you do as a self-directed learner?

What were some problems you encountered? How did you solve them? Were you satisfied with your time management?

What sources did you use in your research? How did they help? Mentor/Mentor's Role (mention any other instructors here)

How did you choose your mentor?

What kind of relationship did you develop with your mentor? How helpful was he/she? How much did you rely on him/her?

What new skills and knowledge did you gain while completing your project? Provide a visual or demonstration to support your presentation. You can do this at the end or throughout

the explanation of your project. If your presentation includes an audio or video portion, keep it under three minutes.

Readiness to Graduate and Assume Responsibility for Lifelong Learning

This discussion does not necessarily need to focus on your senior project. Why are you now ready to leave the sheltered environment of high school? What do you know about

yourself as a learner and a person that will help you be successful in the "real world"?

What are your future plans? If you're going to college, where have you applied? Do you know what you plan to study? What do you know about yourself that supports this choice? If you plan to work, what will you do and why this choice? Travel? Why and where?

Link learning experiences with future goals and plans (travel, education, work), leading to your closing.

Other: The following must be incorporated where it fits most appropriately: Analyze yourself as a learner

What are your strengths and weaknesses?

Credit significant classes, people, places and events that have helped shape you as a

learner. Talk about yourself as an independent/self-directed learner. Pivotal Learning Experience

Tell about the experience examining its implications for successful school performance and future learning. How did the experience change your outlook or performance in school and/or life?

Conclusion It is important to conclude and not just taper off.

Thank the panel for their time and interest.

Offer to answer any questions they may have.

_____________________________________________________________ 41


Final Project Presentation Rubric

Student ____________________________________ TIME __________ AUDIO TIME ______

Project Title ________________________________ Above Below

High Average Average Average Poor Fail

(5) (4) (3) (2) (1) (0)

Organization and Content 1. Introduction Stimulated Interest

* Started with an attention-getter

2. Introduction Stimulated Interest

* Student introduced self

3. Introduction Stimulated Interest

* Gave a preview of what was to come

4. Body – Ideas Logically Organized

5. Body – Ideas Developed & Supported

6. Body – Provided Appropriate Information

* Discussed the Project in Detail

Why selected, how it was a learning stretch,

problems encountered & how solved, mentor’s

role, skills gained


* Discussed the Research Thoroughly

Included thesis statement, three main points

with supportive information, conclusion made


* Discussed Student as a Learner

Described how he/she learns best, strengths &

weaknesses, credited significant classes, people,

places & events that shaped him/her as a

learner, shared a pivotal learning experience

and what he/she learned about self


* Discussed Readiness to Graduate

Described how he/she is ready to leave

sheltered high school environment, explained

future plans & linked them to learning

experiences, told plans to become a lifelong

learner

10. Conclusion – Summarized points given in presentation

11. Conclusion – Ended with something thought-

provoking

Media Used 12. Appropriate for presentation and referred to

effectively

13. Looked professional and met guidelines

(No more than 2 minutes of audio, PowerPoint

summarized information and was easy to read.)

High

(5)

Above

Average

(4)

Average

(3)

Below

Average

(2)

Poor

(1)

Fail

(0)

Question and Answer Period 14. Responded coherently and answered questions

thoroughly

15. Demonstrated knowledge

Delivery 16. Used Proper Grammar/Vocabulary

17. Made Eye Contact with Minimal Dependence on

Notes

18. Used Appropriate Volume/Rate

19. Was Energetic and Engaging

Used appropriate posture, gestures, and movement

20. Dress/Appearance Appropriate

Total points in each column

TOTAL OF ALL COLUMNS COMBINED ____________/100

TOTAL SCORE: ______________ x 2 = ________________/200

Presentation met STANDARDS ___________ Presentation needs REVISION ______________

COMMENTS:

_____________________________________________________________ 43


PRESENTATION QUESTIONS YOU MAY BE ASKED

Be ready to fully respond!

You should be covering most, if not all of this during your presentation, but you may be asked for

clarification or for more details. IF you become nervous and omit something that is required, the panelists

are instructed to prompt you for the information. All of the panelists will be doing their part to help you

meet standard on the presentation. IF you cannot answer a question, offer related information that you do

know. Take time before the presentation to prepare your answers. BE prepared to discuss details of your

Autobiographical Letter and your project. Community members are very interested in what you have done.

Remember that some of them have expertise in your areas of study, so know your details!

How did you plan and direct your work?

What new skills and knowledge did you gain?

What was your best source of information and why?

What plans do you have for the future that relate to your project?

How many hours did you spend on your project, and when/how did you spend

them?

What was the most valuable part of working on your project? Why?

What was the most difficult part of working on your project? Why?

Would you recommend other students do a similar project? Why?

Describe how best you learn, and give an example.

Explain in more detail the incident or person that influenced you the most as a

student - the pivotal experience.

What was the most difficult thing about writing your Autobiographical Letter?

How did you deal with time management while doing all the parts of this Senior Project

work?

What would you do differently if given the opportunity, and why?

What advice do you have for next year's students?

What do you plan to do after high school?

__________________________________________________________________________________ 44


Overall Grade Tally Sheet Student Name ________________________

Points

Earned

Points

Possible

Assignment

50 Senior Project Contract

50 Project Proposal

75 Mid-term Mentor Evaluation Form

100 Final Mentor Evaluation Form

50 Project Commitment Poster

100 Autobiographical Letter

50 Personal Creed

50 Goal Checklist & Time Log

50 Goal Journal & Video #1








200 Research Paper

100 Annotated Bibliography

50 Cover Letter

50 Resume

50 Reference List

60 3 Letters of Recommendation

50 Samples of Best Work

50 Skills/Achievements/Awards/Scholarships

50 Career Exploration

50 Work/Community Service Experience

50 Pictures of Process & Finished Project

100 Career Portfolio

50 Self-Evaluation Reflection Journal

100 Display

100 Open House

200 Presentation

2235 TOTAL

_________________________________________________________________________________ 45


malad high school - oneida school district · a description of the project, documentation of work...

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