The Promise Academy @

Martin Luther King

High School

SENIORPROJECT2011-2012

4 MAIN PARTS

• THESIS-BASED RESEARCH PAPER• FIELD WORK/PROJECT• PORTFOLIO• PRESENTATION

2012 PROJECT TIMELINE

January• Brainstorm/initial topic

proposal (1/11/12)• Mentor Letters (1/13/12)• Driving Questions (1/20/12)• Formal Proposals (1/27/12)

February• Thesis Based Research

(2/3/12)• 1st Mentor Progress Report

(2/6/12)• 1st draft with thesis statement

(2/10/12)• Fieldwork proposals (2/17/12)• 1st draft (2/24/12)

March • 2nd draft (1-3 pages) (3/9/12)• 3rd draft (full paper) (3/23/12)

April• Final Paper (4/2/12)• Fieldwork journal (4/6/12)• Portfolio (4/13/12)• Presentation work (4/16 – 4/20)• Panel presentation window:

April 23-May14, 2012

SENIOR PROJECT PROPOSAL TEMPLATE John Senior 1 Main St. Main, PA 10000 March 1, 2008 Senior Project Coordinator Main High School 2 Main, PA 10000 Dear Senior Project Coordinator: Paragraph 1: Describe the general area of interest, such as art, music, politics, community, and why you chose this area. Explain what you already know or have accomplished in this area. Briefly state the topic of your research paper and a general picture of your project. Paragraph 2: Discuss the focus and thesis of your research paper, and mention some of resources you hope to obtain to help you prove your point. Explain how the research and the subsequent activities will be a learning stretch. Paragraph 3: Describe the relationship between the paper and the project, or fieldwork. Describe your, what it will be, who is involved, potential cost, potential time spent, and possible community resources. Explain who will be your mentor and why this person is qualified to be your mentor. Explain how you will monitor your time and how it will be a learning stretch. Also, what will tangible evidence be. Paragraph 4: Explain your understanding of plagiarism, forgery, and misrepresentation of your paper project, and portfolio. Explain in your own words the repercussions of plagiarism. Sencerely, John Senior John Senior

Student Proposal letter SAMPLE

Dear Parent/Guardian:

Our goal for this Academic School Year, 2009-2010 is to work collaboratively in preparing our seniors with the skills necessary to become successful leaders of tomorrow. We will accomplish this by setting high expectations for all students. Together, we will make dreams become a reality by ensuring we have 100% of our students graduating in June and attending a Post Secondary Institution and/or the workforce. Each senior at The Promise Academy @ MLK will be obligated to complete a new version of the Senior Project during this school year. It is a rigorous project that is divided into 4 main parts. Your child’s name is ___________________________.

The Research Paper – Each student will complete a 6 – 10 page, double – spaced, 12 font term paper on a topic approved by the Senior Project Committee. The paper will include a title page, outline, citations, and bibliography. The final copy will be due March 26, 2012.

Field Work – The Field Work portion of the project will be completed from January 4 to February 26. This part ties the research paper to an independent activity within the community and will require 15 hours working with a community mentor. The fieldwork agreement must be on official letterhead by December 19, 2011. Logs/Journal reflections must be submitted at scheduled intervals to show evidence of fieldwork experience,

The Portfolio – The Portfolio is a professional documentation of the entire project. This includes the Research Paper, Resume, Senior Letter, Mission Statement, Approval Letter, Field Logs, Audience Form, and Table of Contents. All final products of project are bound in his/her binder. The portfolio is due April 16, 2012.

The Presentation – The Presentation, is the culmination of the Project. During the month of April 23-May 14, 2012, all seniors will be expected to present their topic to a panel of teachers, staff, and community members. The PowerPoint must include tangible evidence of the research. The panel will review the Research Paper and student portfolio. The student will present to the panel evidence of his/her growth experience and community involvement during the fieldwork of the project.

The Senior Project Committee invites you to participate by joining our team to help move our students forward! If there are any additional questions please contact our school counselor. Please have your child return the Senior Project Awareness information sheet by September 26, 2011.

______________________ ____________________ ______________________ Principal SR. Project Teacher Parent

PART 1

THERESEARCHPAPER

PAPER GUIDELINES

6 – 10 total

typed pages

Double spaced 12 font

Times New Roman

or Calibri (NO BOLD PRINT)

1” margin Variety of 5

Sources

Note cards/ outline

October to

January

Proposal letter

Interesting

Thesis

January 9, 2012 Final Draft due

Works cited page (MLA format)

CHOOSE A TOPIC

• Brainstorm ideas

• Area of interest or passion for the student

• Adequate resources available for research in periodicals, journals, primary sources

• Learning stretch for the student

RESEARCH PAPER CHECKLIST

Thesis:

• Is clearly defined

• Is based upon prior research; is focused on a point that can be fully explored within confines of paper

Organization:

• Uses specific examples to support thesis

• Each paragraph logically connects to ones before and after

• Information in body clearly related to thesis

• Contains introductory paragraph with thesis • Conclusion follows logically from paper and thesis

statement   

RESEARCH PAPER CHECKLIST Continued

Research• Uses at least five scholarly sources that are

cited in paper

• All sources are properly cited in MLA format

• Includes bibliography or works cited page

• Includes interview with expert in the field  Style

• Written in own words • Varied and appropriate word usage

• Quotes used to support argument

• Varied sentence structure • Uses formal language (no slang)

Proofreading• Completed at least

two revisions

• No spelling errors

• Correct punctuation

• Correct grammar

INTRODUCTION Broad overview of research topic   

 THESIS STATEMENT

  

TOPIC I Main point AMain point BMain point C

  TOPIC 2 Main point A

Main point BMain point C

  TOPIC 3 Main point A

Main point BMain point C

   

 

CONCLUSION Restate the main points      

WHAT IS IN THE RESEARCH PAPER?

RESEARCH PAPER PAGE ONE EXAMPLE

RESEARCH PAPER TOPIC OUTLINE

I. Introduction

A. Hook (statistic or quote) general B. Description of topic in general more specific C. Thesis Statement most specific

II. Body

A. Part I 1. Sub point 2. Sub point 3. Sub point

B. Part II

1. Sub point 2. Sub point 3. Sub point

C. Part III

1. Sub point 2. Sub point 3. Sub point

III. Conclusion (restated topic)

A. Restated thesis statement most specific B. Restated description of topic in general more specific C. End general

OUTLINE SAMPLE

PART 2FIELDWORK/PROJECT

“Real World Application”JANUARY 9 TO FEBRUARY 15, 2012

Fieldwork is an opportunity for students to:•Demonstrate a newly learned skill or teach others a skill•Do something new, not connected with another school requirement •Provide clear connection between fieldwork and thesis•Connect with possible vocational interest•Meet professionals or experts in field of study

WHAT CAN STUDENTS DO FOR FIELDWORK?

Fieldwork: Description

Service What organization (or kind of organization) would make the most sense to host you?Example: volunteering for required hours at a homeless shelter. (Paper topic: Homelessness)

Product What type of product would make an impact and be most meaningful? Who is the intended audience? What is its purpose?Example: Logs/Journal Reflections

Learning/ Performance

Can you learn this new skill/art on your own or will you need an instructor? Once completed, how can you best demonstrate your learning?Examples:•Student learns a new musical instrument and performs for an identified audience outside of school hours•Student becomes certified in first aid/CPR (is this long enough)•Student talent show performed by students learning totally new artistic skill (ex: may know jazz but learned ballet for the senior project).

SENIOR PROJECT FIELDWORK SCORING DOMAIN

Advanced Proficient Basic Below Basic

Relevance to research topic

Fieldwork is clearly linked to the research topic and

enables student to explore a particular aspect of topic in

more depth

Fieldwork is linked to the research topic as a whole

but not necessarily the specific aspect of the

student’s research focus

Fieldwork is loosely linked to the research topic

Fieldwork is not linked to the research topic in any meaningful way

Time spentMore than 20 documented

hours15-20 documented hours 15 documented hours

Fewer than 15 documented hours

Learning Stretch

Fieldwork demonstrates uniqueness, passion,

creativity, and craftsmanship. Clear

evidence that fieldwork stretched student’s prior

learning

Clear evidence that fieldwork stretched

student’s prior learning but is not unique or creative in

any way

Relatively standard fieldwork. Some evidence that fieldwork stretched student’s prior learning

No clear evidence that fieldwork stretched

student’s prior learning

Analysis and Critical thinking

Through journals or logs, clear evidence of student’s

ability to reflect on fieldwork experience and

synthesize with prior research to create new

meaning

Through journals or logs, clear evidence of student’s

ability to reflect on fieldwork experience. Some

synthesizing with prior research to create new

meaning but less in a less sophisticated manner and with less demonstrated

areas of connection than “advanced”

Through journals or logs, little evidence of student’s

ability to reflect on fieldwork experience and

synthesize with prior research to create new meaning. Students can

articulate how fieldwork related to the research

paper

No sense of any analysis, higher order thinking

skills, or critical reflection gained from fieldwork experience.

Students unsure of how fieldwork related to, and

was enhanced by, the research paper.

FIELDWORK GUIDELINES

15 + HOURS MORE THAN A

VISIT

AUDIENCE

VERIFICATION FORM

SHOWS REFLECTION,

EMOTION,INTELLECT

LEARNING

STRETCH

PARTIALLY

COMPLETED OK

FIELDWORK VERIFICATIONS*must be on official letterhead

LEARNING LOGS SHOW AND TELL(PICTURES, BROCHURES, PAMPHLETS)

(EVIDENCE of EXPERIENCE)

MENTOR

VERIFICATION FORM

PARENT

VERIFICATION FORM

CERTIFICATES COMMUNICATION

WITH MENTORS/CONTACT PERSON

PART 3PORTFOLIO

The collection of the student’s best written work and

documentation of the learning process

CONTENT

TABLE OF CONTENTS MISSION STATEMENT

RESUME SENIOR LETTER

PROPOSAL LETTER LETTER TO JUDGES

SCORING DOMAIN PURPOSE STATEMENT

RESEARCH PAPER FIELDWORK DOCUMENTATION

PARENT LETTER LOGS WITH MENTOR

AUDIENCE FORM LOGS/JOURNAL REFLECTIONS

PORTFOLIO CHECKLIST 

COVER PAGE ____ PARENT LETTER ____ PROPOSAL LETTER ____ RESUME ____ SENIOR LETTER ____ STAGE 1 AND 2 MENTOR PAPERS ____ FINAL GRADED PAPER ____ FINAL GRADED SCORING DOMAIN (STAGE 3) ____ SENIOR FIELDWORK INITIAL INFORMATION ____ FIELDWORK HOURS SHEET ____ FIELDWORK JOURNAL / REFLECTION LOGS ____  FIELDWORK RUBRIC ____ ORAL PRESENTATION SCORING DOMAIN ____ PORTFOLIO CHECKLIST ____ ____

PERSONAL STATEMENT Write about challenges you had to overcome. Write about important events, persons, or places in your life. Write about your education or goals. Focus on one of the themes above. Your essay, which will be used as part of your senior project and college application process, will not be a year – by – year biography of your life. Avoid trite statements that include being a nice person or an intelligent young person. Use adjectives with specific meanings and weight. Choose one of the following ways to introduce your letter:

Anecdote Question Quotation Starting statement

The letter should be one page in length.

SAMPLERESUME

SAMPLE RESUME

Judges, Senior Project BoardPhiladelphia High School111 S. Broad StreetPhiladelphia, PA  19130   SAMPLE LETTER TO THE JUDGESDear Judges: 

As a soon-to-be graduate of Philadelphia High School, I will take the opportunity to tell you about some things I learned this year. I learned the following: procrastination is not the answer, graduation is earned (not just given as an automatic ticket at the end of the senior year), and I can accomplish a lot more than I ever realized I could if I work hard and stay with it. These lessons will be very useful to me when I leave here and go onto further training and into the workforce.  

Completing four years of high school and graduating is challenging. My family has moved around a lot, and I always felt behind in school. Whenever we would move into a new area, I would go to the nearest school, but often it was very frustrating. I would have to repeat something I had already learned, or be confused because I had come in during the middle of the unit. But it has always been important to me to get a good education because I want to have a productive life for myself and for my family in the future. I will be the only member of my family to have graduated from high school. They are very proud of me and I am proud of myself. 

The choice of my Senior Project on carpentry relates to my career goal. I want to be a master carpenter. I love wood and working with it. I can see myself making beautiful pieces of furniture and cabinets for new homes. Too many people these days don’t appreciate the time and skill it takes to make quality furniture. I would like to draw their attention to the craft of carpentry. Before I began my project, I had made a few simple pieces, but had never attempted a piece of furniture.  My family really appreciates my hard work in this area. In fact, my parents and brothers and sisters are currently fighting over who gets to keep the maple dresser I made for my project. I want to leave something of myself with them when I move so I gave it to them.  

Although I had to cut back on my hours at work at a nearby restaurant to work on school assignments and projects this year, I am now very happy that I did. I found that I enjoyed researching about my career goal in carpentry, and I really gained a lot of satisfaction from making my maple dresser.  

Thank you for taking the time to read my portfolio and for listening to my presentation. I hope you have found them interesting.  

Sincerely, 

(signature here) 

Johnny Smith12345 My Street

SAMPLE LETTER TO THE JUDGES

PART 4

THE PANEL PRESENTATION

APRIL 23 – MAY 14, 2012

PRESENTATION GUIDELINES

• SPEECH: 5 – 7 MIN.

• Q AND A: 5 – 10 MIN.

• AUDIO/VISUAL COMPONENT

• SCORING DOMAIN

• PROFESSIONAL DRESS

• 5 PANEL JUDGES (MIX OF FACULTY AND COMMUNITY MEMBERS)

VISUAL AIDS MAY INCLUDE:

• A created object• Graphs• Diagrams• Charts• PowerPoint Slides

PREPARING FOR JUDGING PROCESS

POSSIBLE SOURCES FOR SENIOR PROJECT PANEL JUDGES:

 •School faculty•School support staff-lunchroom, cafeteria, SSAs, school police•Neighborhood elementary and/or middle schools•Parents (non-senior parents)•Retired teachers•Community organization staff•Beacon staff and/or any other community organization staff working with the school•Local business people •Local sororities and fraternities•Service and faith-based organizations•Local professional organizations (doctors, social workers, laywers, etc)

        1.   Assign a time-keeper        2.  Assign a head judge-this judge will help the presentation process to go smoothly by:        - Reading aloud the Letter to the Judges to panel (inside portfolio) prior to the entrance of the student         - Introducing the judges to the student when s/he enters (students usually shake judges hands)         - Prompting student to begin speech        3. All judges ask questions        4. Each judge fills out scoring domain separately (or may collaborate based on your judgment)   5. Have technology available and ready to use in the room (have a technologically savvy person accessible during the panels).         6. Have process and safety net in place for students that fail to meet presentation expectations the first time. 

ADDITIONAL CONSIDERATIONS FOR JUDGING

SAMPLE QUESTIONS FOR JUDGES: 

1. How has this experience changed you? (skills, attitudes, habits, resources, capabilities, poise, presentation, etc.) 

2. What would you change if you could do this again? 3. What advice do you have for next year’s seniors? 4. What did you learn along the way which was unexpected and not anticipated? 5. Which aspect of the Senior Project stretched you the most? How did you react to this challenge? How did you feel during the learning stretch? How do you feel now that this is over? 6. Has this experience influenced your future planning in terms of work, education or the development of personal interests? 

7. Has completing the Senior Project affected the way you approach work, dealing with people or presenting yourself publicly?

SENIOR EXIT PRESENTATION/PROJECT EVALUATION

ALL STUDENTS CAN ACHIEVEALL STUDENTS CAN ACHIEVE