Senior Project

2011-2012

Senior Project Vision Statement

In the early 1980s, a high school in Oregon had such success with their senior projects that the idea grew, and now senior exhibitions are becoming popular throughout the United States. The Casa Grande Senior Project offers each of you an opportunity to select a topic of particular interest and showcase your best thinking, unique talents, maturity, creativity, and presentation skills. It offers a level playing field for ALL STUDENTS to excel because you choose how to document and showcase your best efforts, incorporating all that you have learned in your years of schooling. The Senior Project is not about competing with others for grades, but instead it is a personal challenge to learn something you will be able to value for the rest of your life. Teachers, students, administrators, parents, and community members have been very impressed with the exceptional quality of many Senior Projects.

The goal of education is to have young people become lifelong learners and problem-solvers. The greater Petaluma community uses the Senior Projects to evaluate the school just as students are graded in classes. The school district believes that students should be able to demonstrate learning, be accountable to the standards that have been set, and be able to communicate well with others—all students should be able to show that they can read, write, think, speak, and act effectively in order to receive a diploma. More than a one-day test, the Senior Project is a truly authentic way of demonstrating to the public what you have learned.

The Senior Project allows you to exhibit good time-management skills, diligence in designing and handling a long-term project, critical-thinking skills, and the ability to access and use information in this technological age. As many schools move towards more authentic learning experiences, this assignment is a partnership involving the home, the school, the community, and you. Together, local professionals, parents, and teachers will volunteer to sit on your senior board panels.

The standards for evaluating the senior project are reflective of standards across the country. Many schools in Sonoma County are including exhibitions as a requirement for graduation; your Senior Project will help set the tone for Casa Grande students in the years to come.

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Senior Project Assignment Dates & Points

Assignment Points Due Date

Initial Project Interviews _____ Week of Sept. 6

Letter of Intent _____ 50 Sept. 19/20

Parent Agreement _____ 10 Oct. 3/4

*Advisor Contract _____ 20 Oct. 11/12

Outline _____ 25 Oct. 19/20

*Advisor Interview _____ 50 Oct. 27/28

First draft of research paper _____ 100 Nov. 8/9

First drafts returned to students Nov. 30/Dec. 1

Final draft of research paper _____ 300 Dec. 14/15

Resume _____ 50 Feb. 1/2

*Advisor Mid-Way Evaluation _____ 50 Feb. 23/24

(including the 10-hour log)

Letter to Judges _____ 50 Mar. 12/13

Thank You Letter to Advisor _____ 50 Apr. 2/3

Portfolio Cover Page _____ 50 Apr. 2/3

In-class Presentations Start Week of Apr. 9

*Advisor Confirmation Form _____ 25 Apr. 10/11

Log _____ 50 Apr. 10/11

Self-evaluation _____ 25 Apr. 10/11

Portfolio _____ 75 Apr. 10/11

Visual Aid _____ 100 Date of in-class presentation

Presentation _____ 200 May 1/2/3

POSSIBLE TOTAL _____ 1250

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All aspects of Senior Project are mandatory and are required to pass Senior English and government/economics. Senior English, government, and economics are graduation requirements. All assignments given during a grading period must be completed within that grading period or the student will receive an “I/Incomplete” grade. Participation in the Senior Project Board presentations are a requirement for all students. *Advisor-related assignments (two per semester) will be collected by students’ social studies teachers and will total 5% of each semester’s grade.

CAMPUS IMPROVEMENT PROJECTS

Over the years, many students have chosen to give back to the Casa Grande community through their Senior Projects. The sculpture near the quad was a past Senior Project, as well as many of the trees we see on campus, benches you and your friends sit on, and some of the planters that decorate our campus. The administration, faculty, and support staff at Casa Grande greatly appreciate these projects and would like to see more. If you are planning on completing a Senior Project that is a campus improvement project, there are some steps you need to follow.

1. After turning in your Parent Agreement and Letter of Intent, you must set up a meeting with the principal or an assistant principal in order to get approval for your project. Your senior English or social studies teacher can help you navigate this.

2. For the actual meeting, you will present your campus improvement project in a professional manner. Please have drawings or powerpoint ready for this appointment.

3. After this meeting, it is up to you to follow through on your project.

ON-CAMPUS EVENTS

Many successful Senior Projects have been on-campus events. The Complete Works of William Shakespeare Abridged, talent shows, fashions shows, and fundraisers are all examples of successful Senior Projects that have contributed to the Casa Grande community and beyond. If you are planning on hosting an on-campus event, either before school, during lunch, or after school, there are some steps you need to follow.

1. After turning in your Parent Agreement and Letter of Intent, you must set up a meeting with Casa Grande’s principal or an assistant principal. Once you have approval, you will need to fill out a facilities use form, submit it to the principal and be sure the dates you want are available.

2. All flyers must be approved by your teacher and by the principal before they are distributed at school or in town.

3. If your event is a fundraiser, you must speak to Mr. Backman (assistant principal) about specifics of raising and donating money.

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4. Be sure to advertise your event for at least a straight month before the actual event. The most successful Senior Projects events that we’ve seen have been the ones where marketing was a priority for those putting it on.

LETTER OF INTENT - Format

123 Dairy Street (Student’s address)Petaluma, CA 94954September 19, 2011 (Today’s date)

(4 spaces)

Ms./Mr. English Teacher (English teacher’s name)333 Casa Grande Road (School address)Petaluma, CA 94954

Dear Ms./Mr. Teacher: (Salutation)

Describe the general area of interest, i.e., history, art, music, etc., and why you chose this area. Also explain what you already know or have accomplished in this area.(Paragraph 1)

Include the specific topic on which your project and paper will focus, the essential question, some of the ideas you hope to include, and possible resources you may use. (Paragraph 2)

Begin with a transitional sentence showing the relationship between your paper and your physical product/fieldwork, what it will be, your project’s Statement of Worth, who will be involved, potential cost, potential time spent, and possible resources. (Paragraph 3)

Sincerely, (double-space here and between each paragraph)

(4 spaces for student’s signature)

Bill Duncan (student’s name word-processed)

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123 Dairy StreetPetaluma, CA 94954September 19, 2011

Mr. Dan D’Angelo or Ms. Elena Richer/Kim Sharp/Shauna Ferdinandson333 Casa Grande RoadPetaluma, CA 94954

Dear Mr. D’Angelo or Ms. Richer/Sharp/Ferdinandson:

I chose the area of entertainment to research and explore, more specifically, magic. I have about two years of experience in magic, mostly consisting of watching close-up small shows. I have also worked with a partner in magic shows although never independently. I am taking Drama II this semester. I have also taken a speech class and love being in front of people.

In my research paper I will link some of the great magicians to their marketing skills, i.e., Houdini, Thurson, Blackstone, and Copperfield. I will also describe my inspiration to study magic. My resources will come from the use of the SOSC college library, the local public library, and the school library. I also hope to interview the owner of the Magic Man and two magicians who do children’s parties.

Because my paper is factually based and ties magicians and marketing together, I plan to put on a large, independent magic show for my project. I hope to perform at La Tercera Creek Elementary School for an audience of two or three hundred; the money generated from the cost of admission will be donated to Heifer International. My cost factor will be in set design, costume, and props. I plan to build all my own sets and practice my new magic tricks every day. I will recruit some of my friends to be stage hands for me. I cannot, at this time, begin to estimate the hours all this will take.

Sincerely,

Jane Doe

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ADVISOR INTERVIEW ASSIGNMENT

Part of your Senior Project necessitates a professional interview with your advisor. Your advisor should be actively involved in your project from beginning to end. This preliminary interview will help establish or deepen your connection and it will also hopefully supply you with research information sources for your paper. Although you are encouraged to ask questions that will also help you to get to know your advisor on various levels, the questions that you include in the write-up of your interview should pertain to your Senior Project topic.

Before you interview your advisor, you should first decide the purpose of your interview. What do you hope to learn from the interview? After you are able to answer this initial question, write out clearly phrased questions that reflect your purpose. Organize your questions in a logical fashion, for example, from simple to complex or from objective and factual to personal (or vise-versa). Lastly, make sure you have all of the materials you might need before the interview (i.e. pen/pencil, ample paper, tape recorder, video or digital camera.)

For the actual interview, dress appropriately and be punctual. If you are using a tape recorder, you should first ask the permission of the interviewee. Try not to stray off topic during the interview; stay on task. Listen for other possible leads, and be ready to pose new questions. Ask for clarification if needed and don’t be embarrassed to ask your advisor to repeat an answer. Take the time necessary for you to keep accurate notes.

It is important to review your notes and complete the assignment as soon after the interview as possible.

You should be ready to turn in a clear, readable, organized interview before, or on, the due date. This typed summary should include:

A formal header (follow the example exactly)o A short introduction in which you tell a little about your advisor and identify what you hoped

to get out of the interview.o A minimum of 10 questions (italicized) and the advisor’s answers (each must be at least two

sentences long).o Concluding paragraph or two summarizing your final thoughts and feelings about the

interview.

Follow the guidelines listed below when you set out to word process your interview.

1. Use 12 point Times New Roman font (yes, this is a part of your overall grade) and one-inch margins. Microsoft’s Word programs automatically set the margins to 1.25, so you will need to adjust this.

2. Remember that the answers to at least ten of the questions need to be at least a minimum of two sentences long. If you ask a question that gets you a one-word answer, and then you ask a follow

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up question, you may combine those questions into one and then combine the answers (see Q2 on the sample).

3. Format your paper exactly in the manner shown in the example. Note the use of single and double spacing. The first part shows what the heading of your paper should be like.

4. You are expected to use proper grammar and punctuation when writing up someone else’s words.Interview with John Smith, D.V.M.

Large Animal VeterinarianThis interview was conducted on February 12, 2009

By: Joanne Riley

Dr. John Smith is a friend of my parents, and I’ve known him for about five years. We own three horses, and he has treated them whenever they have needed care. Although I have seen him working on our animals, I have never really had a chance to talk with him one-on-one about what it’s like to do his job. By doing this interview, I hope to find out more about the veterinary profession and more about Dr. Smith’s experiences.

Q1: Why did you decide to become a large animal veterinarian?A1: Several reasons. I was raised on a ranch and worked around animals my whole life. I

rode around with a vet since fourth grade until I graduated vet school. It was a good experience, and I really enjoyed it. I did well in sciences and liked school, so I went to vet school.

Q2: Have you ever regretted a diagnosis of an animal, and what do you fear most when dealing with animals?

A2: Oh, yeah! If you’re a good vet, you’re constantly second guessing yourself, and that’s what makes you a better vet. Thinking I should have done this or that differently. It’s not like putting an engine in a truck; you’re working with a live organism. Sometimes you can do everything right, and still lose animals. The other most fearful thing would have to be putting animals down because you don’t get used to it, unless you don’t care.

The rest of the interview write up will be formatted as the questions and answers shown above. Notice the way the questions and answers are numbered, that they are single spaced, and that a double-space is used when transitioning to the next question. No quotation marks need to be used. After you have included at least ten questions and two-sentence answers, you will include your summary paragraph.

I think that by asking Dr. Smith these questions, I have found myself. Many of the things that he said, I can relate to. Like him, I have also wanted to be a vet my entire life. He taught me what a good vet is like, and what it takes to be a vet. He made me realize that not all people are perfect and that mistakes happen. I will always fear, but may be a little more relaxed about making the right diagnosis. Things go wrong even when they are done right; it’s a fact of life. By doing this interview, I gained more knowledge about him and the veterinary practice in

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ten questions than I ever have from anything else I have done. He has demonstrated to me through this interview the type of person and the type of veterinarian that I want to be.

RESEARCH PAPER

The Senior Project Research Paper is the single most important paper that you will write at Casa Grande High School. After it is completed and graded, your English and social studies teachers, other English 12 teachers, your peers, and various members of the community will read it. Thus, it should be the most profound paper your have ever written. The research paper is assigned because research skills are essential for college and for life. Additionally, it is always important to be able to articulate and support the claims you make.

Everyone should be starting to do both formal and informal research immediately. You should be thinking about whom you could interview that is a professional in this field. In addition, you should also start scanning newspapers, the Internet, magazines, etc., for articles that support your research. Current evidence and current research are what you want to cite in your paper. Remember that you generally do not want to use data in a research paper that is more than ten years old.

In order to write a research paper, you have to…research! This is not an opinion or history paper. The thesis and the heart of your paper are not what YOU think about the topic, but rather what the research evidence shows about the topic. You may find that your opinion differs from what your findings show, especially after you have completed your paper. That’s okay, but again, you must remember that this is not a personal opinion paper, and you aren’t trying to show how much you personally know about the topic. The strength of your thesis is in the validity of the facts/details/evidence that supports it.

While our class will be visiting the CGHS library to start the research process, this will not suffice. You will need to do lots of outside research in order to make this a well-supported, excellent paper. We suggest you visit not only the Petaluma public library, but also the Sonoma State and Santa Rosa Junior College libraries. You should be interviewing experts from your area of research (you can use their comments in your paper), and you should be talking to your teachers, parents, and friends to see who/what they can put you in contact with in order to further your research. Like college and the work-world, you will need to be self-motivated. You will be doing most of your research and writing outside of class, so you will need to manage your time wisely. Remember that any plagiarism is punishable by failing and possible expulsion: it is deeply unethical and will not be tolerated.

The Senior Project Research Paper’s requirements follow. The entire research paper will be written in third-person, present-tense. It must be in MLA format with parenthetical citations.

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A minimum of FIVE sources must be used with at least THREE different types (database, book, interview).

Wikipedia and blogs MAY NOT BE USED for research. The completed paper will be six-to-eight pages in length PLUS the Works Cited page.

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CASA GRANDE HIGH SCHOOL SENIOR RESEARCH PAPER SCORING GUIDE

5/A PAPERS

RESEARCH Research is clearly demonstrated. Research is properly cited. Research is supported with concrete (specific) examples with excellent commentary (analysis) relevant to thesis. There are at least five different sources with a minimum of three different types.

ORGANIZATION

Thesis and topic sentences are clear, interesting, and thought provoking. The order and structure are compelling and move the reader through the text easily.

WRITING CONVENTIONS

The writing demonstrates strong control of standard writing conventions. T he writing uses academic voice (3rd person). Sentences are carefully crafted with strong and varied structure and powerful vocabulary.

MLA FORMAT All MLA formatting rules are followed. Parenthetical citations and works cited page are formatted correctly.

4/B PAPERS

RESEARCH Research is substantially demonstrated is cited. Research is supported with some concrete (specific) examples with commentary (analysis) relevant to thesis, although with fewer than five sources and/or three types of sources.

ORGANIZATION

Thesis and topic sentences are clear and present. The order and structure move the reader through the text easily.

WRITING CONVENTIONS

The writing demonstrates control of standard writing conventions. The writing uses academic voice (3rd person). Sentences are crafted with some variety and effective vocabulary.

MLA FORMAT MLA formatting rules are followed, although there may be minor errors.

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3/C PAPERS

RESEARCH Some research is demonstrated and cited. Support from concrete (specific) examples is limited. Commentary (analysis) relevant to thesis is limited. Fewer than five sources and/or three types of sources.

ORGANIZATION

Thesis and/or topic sentences are vague. Paper lacks clear order and structure.

WRITING CONVENTIONS

The writing demonstrates inconsistent control of standard writing conventions. The writing inconsistently uses academic voice (3rd person). Sentences have little variety and basic vocabulary.

MLA FORMAT MLA formatting rules are followed inconsistently.

2/D PAPERS

RESEARCH Minimal research, support, commentary, and/or citations are present.

ORGANIZATION

No thesis present. Vague or missing topic sentences. Paper lacks order and structure.

WRITING CONVENTIONS

The writing demonstrates minimal control of standard writing conventions. The writing lacks academic voice (3rd person). Sentences have minimal variety and limited vocabulary.

MLA FORMAT Numerous errors in MLA formatting.

1/F PAPERS

RESEARCH Research, support, commentary, and/or citations are not evident.

ORGANIZATION

No thesis. No topic sentences. Paper is unclear and disorganized.

WRITING CONVENTIONS

The writing does not demonstrate control of standard writing conventions. The writing does not use academic voice (3rd person). Sentences are poorly constructed.

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MLA FORMAT MLA formatting is not demonstrated.

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Letter to Judges: Outline

1231 Park Street ---------------------- (Your Address)Petaluma, CA 94954May 8, 2012

------------------------ (4 spaces)

Judges, Senior Project Boards ------------------------ (Judges’ Address)Casa Grande High School333 Casa Grande RoadPetaluma, CA 94954

------------------ (Double Space)Dear Judges: ------------------ (Greeting to Judges)

------------------ (Double space)Introduce yourself; mention lessons learned about your project and senior year.------(Paragraph 1)

Personal background: This may include a significant experience in your life, a brief personal overview, a focus on your growth in your senior year, or what is really important in your life.------ (Paragraph 2)

The Senior Project itself: This part can explain its relationship to your career goal or why you chose it. Go into more depth about lessons learned (successes or frustrations).------ (Paragraph 3)

How did the Senior Project affect your life? BE POSITIVE!-------(Paragraph 4)

Thank you to the judges. -------(Paragraph 5)

------ (Double Space here and between each paragraph)Sincerely, ------- (Closing address)

------ 4 spaces (Sign your name here!)

Patti O’Furniture ------- (Your name typed)

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Letter to Advisor: Outline

1231 Park Street ---------------------- (Your Address)Petaluma, CA 94954April 7, 2012

------------------------ (4 spaces)`Leigh Sanders ------------------------ (Advisor first & last name & address)1643 Corral DriveHealdsburg, CA 95448

------------------ (Double Space)Dear Ms. Sanders: ------------------ (Formal greeting to Advisor)

------------------ (Double space)Thank your advisor for the time and dedication that s/he has volunteered to you. Describe one or two meetings which were especially helpful and explain why they were so.-------(Paragraph 1)

Specifically explain what you have learned from your advisor using examples. Explain how your advisor helped you make your Senior Project what it is today. ------ (Paragraph 2)

Explain what you plan to do with the skills you were taught and/or how you plan on building on these skills. ------ (Paragraph 3)

Thank you sentence.------ (Double Space here and between each paragraph)

Sincerely, ------- (Closing address)

------ 4 spaces (Sign your name here!)

Stan Dalone ------- (Your name typed)

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Portfolio Cover Page Assignment

This assignment is very creative and requires very little writing! Follow the directions below and have fun!

1. Create a visual that represents the heart of your Senior Project. This will serve as the cover to your portfolio. You may be as creative as you want, but it may not include the following:

a. Nudityb. Obscene gestures or wordsc. Illegal drugs/alcohol (if your project centers on one of these issues, and you think

that your cover page is enhanced by the use of one of these images, you must see me first to get approval before your idea will be accepted).

*Your cover page will not be accepted if it includes any of the above-mentioned material. You will be required to redo the cover page, and you will be given late credit for it.

2. Include the following wording somewhere on the front of the cover page. Use lettering and colors that are READABLE!

a. Your nameb. What you did for your Senior Projectc. The topic of your research paper; a great idea is to use your thesis.d. Your English teacher’s name and your class period

3. Make your cover page on the computer or by hand. Your final product needs to be 8½ x 11. We STRONGLY encourage you to do these on the computer.

4. Turn it in on time!

*THAT’S IT! This is an incredibly easy assignment, but you would be surprised just how many people do not turn it in even close to on time! Do not let this happen to you!

Scoring: This cover page is worth up to 50 points!

Organization/effort/clarity/accuracy _______30

Wording _______20

Total: _______50

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Senior Project Log

Your log is a critical part of this year’s work. It provides you with the documentation of your work in progress from the very beginning, i.e., when you initiate your project--to the point when you hand in your portfolio. It is a record of all of the hours you put in on your project, as well as your thoughts, plans, discussions…everything that you have done for your completed Senior Project. Follow the example below exactly.

Format:

November 18, 2011

Today I met with my advisor and we worked on the beginning phases of our soap. We went to Whole Foods in Petaluma and bought lavender and olive oil. After returning from the store we mixed all of the dry ingredients and all of the oils and set them aside to work with next week. We also cut out molds (for the soaps), which was much more difficult than either of us expected because we had to use a handsaw and a file.

2.5 hours

November 26, 2011

Today we cut the soaps out of their molds and wrapped them in wax paper. We had way more soap that we thought so I had to borrow wax paper from the neighbor. You have to be super precise when cutting the soap out of the mold so that it looks great. If the soap looks flaws at all, people will be as inclined to buy it.

3 hours

Keep going in this format!

Some ideas for what you can include in your log: Interesting things you saw, learned, experienced, or heard while working on

your project. Whom you spoke with and what you discussed Photos of your work in progress Flyers, handouts, or relevant paperwork you created or picked up while

working on your project

Keep your log somewhere safe. Back it up on a flash drive.

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ORAL BOARDS REQUIREMENTS

It’s up to you to make your speech professional and positive! Think of this as an opportunity for you to share with others about your Senior Project experience.

You will be evaluated on your ability to:

1. Present a 6-10 minute speech to a panel of judges composed of members of the community, staff, and district personnel.

2. Demonstrate knowledge and mastery of skills (project) through speech, physical product/fieldwork, and portfolio.

3. Use correct speech and body language tactics.4. Incorporate a visual display/aid during the speech. This should be the

best visual you have ever made in high school.5. Speak and present in a professional and formal manner.6. Answer questions the judges ask.7. Dress professionally. (Dress for success, as you would for an interview,

for church or for a formal/conservative affair.)

Practice and rehearse your speech to be prepared for your panel of judges. Remember that the more you practice, the less nervous you will be.

GOOD LUCK!

You will present your speech on (please circle):

MAY 1 MAY 2 MAY 3

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Senior Project Speech: Sample Outline

By following this format, your speech will be organized and will cover all the points the judges will be evaluating. Recreate this outline on 4x6 or 5x7 cards, fill in the appropriate material, and you’ll be ready to practice this last milestone of your Senior Project journey. For your final presentations both in and out of class, you will be allowed to use two notecards only. Your final speech must be 6-10 minutes, not counting the question-and-answer portion.

I. IntroductionA. Use a story, a personal experience, background info, a joke, a quote…create a “hook”

to catch the audience’s attention.B. Introduce yourselfC. Purpose statement

1. Project/physical product/fieldwork…explain what you did for your project in a general manner.

II. BodyA. Project/physical product/fieldwork

1. Define your project: explain it! How did you become interested in the topic?2. Explain and show your physical product3. Problems encountered and solutions4. Costs/time involved5. What did you accomplish? (Be specific)6. What are you proud of?

B. Skills involvedC. Visual: ExplainD. Paper

1. Thesis-what is it?2. Connection between the research paper and physical product/fieldwork

a. How was the topic chosen?b. How was the knowledge from the paper applied to your project?c. Make as many connections as possible.d. What did you learn from your paper?

III. Conclusion (End simply, with a connection to [an echo of] your introduction)A. Repeat project and paperB. What you learned from doing this project/fieldworkC. Learning stretch/risk/challenges

1. Explain the learning stretch/risk/challenge2. What you learned about yourself

D. Reflection and closing1. Your feelings about the overall experience2. “I hope that you…” or “Thank you for…”

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