What is the Senior Project? - Weebly



School Year 2014 - 2015Name of CourseSenior ProjectTeacher Contact InformationMrs. Lisa SbragiaRoom: 14C Email: Sbragia.chs@Phone: 233-5600, ext. 2266 Website: mrssbragia.Box: 57Required Classroom Supplies due by Monday, August 18, 2014:Two 2” binders – 1 working binder (provided in class), 1 VIEW binder for panel review at Senior Boards in AprilBlue or black ink pen Red PenSharpie fine tip1 pack of index cardsFlash Drive College ruled folder paper100 sheet protectorsDivider tabs that extend from sheet protectors Pencil and eraserPost -itsStudents will need to take pictures to document their field work and project.Course Objectives for the YearWhat is the Senior Project?Senior Project is designed to provide you with a non-traditional opportunity to apply what you have learned throughout your twelve years of school into an individual project which will challenge your abilities, stretch your limitations and reward you immensely! Senior Project consists of six major components: the proposal, the paper, the mentorship/career shadow, the project, the portfolio and the presentation. General Course DescriptionThe Senior Project provides students the opportunity to demonstrate advanced proficiency in the attainment of the General Learner Outcomes (GLOs). It requires a “learning stretch” and is personally useful and relevant to the student. The Senior Project provides a venue for students to demonstrate proficiency in the following: The Proposal (due by end of 1st quarter)Research paper (due end of 2nd quarter)2) Field work / mentorship (40 hours completed by end of 3rd quarter)Project/Product – may be a performance based project or problem based project. (must be completed by end of 3rd quarter)Portfolio (due mid 4th quarter)Oral Presentation before a panel of judges including a power point (due mid 4th quarter)See attached Course Overview for more details.In accordance with the Board of Education’s policy 4540 which establishes the High School graduation requirements, students who complete the Senior Project along with: 1) maintaining a minimum GPA of 3.0, and 2) completing the required additional 24 credits including the Personal Transition Plan (which must be completed by the end of 3rd quarter) will earn the Board of Education Recognition DiplomaStandardsCommon Core and HCPS III Standards Addressed:The Senior Project will cut across all discipline areas. The standards and benchmarks will vary according to the student’s interest area. The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. In keeping with the designated outcomes that Castle High School has for math, reading/writing and technology, this course will address the following standards throughout the year:Reading: Standards for Informational Text (R1)Integration of Knowledge and Ideas: R1.11-12.7; Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.Key Ideas and Details: R1.11-12.1; Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.Writing Text Types and Purposes:W.11-12.1; Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence W.11-12.1a; Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.W.11-12.1b; Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.W.11-12.1d; Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.1e; Provide a concluding statement or section that follows from and supports the argument presented.W.11-12.2; Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of contentW.11-12.2a; Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.W.11-12.2b; Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.W.11-12.2e; Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.2f; Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).Production and Distribution of Writing: W.11-12.4; Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.5; Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.W.11-12.6; Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.Research to Build and Present Knowledge: W.11-12.7; Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.W.11-12.8; Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.W.11-12.9; Draw evidence from literary or informational texts to support analysis, reflection, and researchSpeaking and Listening Standards Presentation of Knowledge and Ideas: SL.11-12.4; Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. SL.11-12.5; Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.SL.11-12.6; Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.TechnologyStandard 1: TECHNOLOGICAL DESIGN: Design, modify, and apply technology to effectively and efficiently solves problems. Standards for Mathematical PracticeMake sense of problems and persevere in solving them.Reason abstractly and quantitatively.Construct viable arguments and critique the reasoning of others.5. Use appropriate tools strategically.6. Attend to precision.General Learner OutcomesStandards-Based Learning ensures quality curriculum, instruction, and assessment. This will provide learners with high expectations and challenging curricula. It will also prepare students for the challenges in work and life. The Senior Project inherently facilitates learning that will result in the following general learner outcomes which are the goals of standards-based learning:Self -Directed LearnerResponsible for One's Own LearningCommunity ContributorUnderstand that it is essential for human being to work togetherComplex ThinkingBe involved in complex thinking and problem solvingQuality ProducerRecognize and produce quality performance and quality productsEffective CommunicatorTo communicate effectively with a variety of audiences for a variety of purposes. OR The ability to effectively use communication skills - listening, reading, writing, speaking, and visual to function effectively in society.Classroom Expectations1. Upon entering the classroom, take your seats, get out your classroom materials, and attend to the task presented on the board (quickstart). 2. Gather supplies needed for class. You are required to bring a pencil, black pen, red pen, folder paper, school planner and portfolio daily. Don't forget to take out excursion forms or absent notes too.3. Your cell phone (on vibrate), IPOD, other school work, etc should be all in your bag, not on your body. If these items are out during class, they will be turned into the office. If you have an emergency, have your family members call the office at 233-5600. 4. Write your daily assignment and reminders in your planner or on timeline.5. Participation in class discussion, lessons and group projects.6. Pay attention, ask questions and follow directions7. Respect self, others and class, as well as other people's property.8. Organize and store all written work in an orderly manner. One 2" 3 ring binder and tabs will be needed to keep student work. 9. Computers in classroom are to be used for Senior Project Assignments only during class time.Classroom Rules:1) Be prepared by reviewing assignments, having homework completed, and necessary materials ready.2) Be on time by being punctual, ready for class, and eager to participate. 3) Be respectful by showing consideration for others, school property, appreciating peers and teachers, and being honorable.4) Be responsible by giving your best, making positive decisions, accepting accountability for both academics and behavior, and being a dependable person.Disruption during class:1. Do not speak when others "have the floor".2. Refrain from walking in and out of the classroom without the permission from the teacher. You must remain in the classroom when class is in session.3. A "hall pass" from the back of the planner must be used when leaving the classroom.4. No loitering at the doorway of the classroom.5. Respect everyone's ideas in class. No "put downs."6. Swearing will not be tolerated.7. You must be in your seat to be dismissed from each class.Grading PolicyThe Caste High School Grading Policy will be followed in this class. The Policy is as follows:Jupiter GradesJupiter Grades is the school’s on-line grade calculating and reporting program. I will do my best to update and/or enter grades on a weekly basis.5-Point Grading ScaleAlthough Castle High School is currently not a standards-based grading school, we are working toward standards based grading. Therefore, all assignments and assessments will be based on a 5-point grading scale. Some grades may reflect half credit increments. For example, a student may receive a grade of 2.5 for an assignment. I have the discretion to assign a weight to larger assessments, with the maximum weight being three.Grade for the Assignment or AssessmentLetter Grade for the Assignment or Assessment5 A4B3C2D1FFurthermore, extra credit will not be offered.Quarter, Semester, Year GradesQuarter grades will be based on this formula: All graded assignments – 15% of total gradeAll graded assessments – 85% of total gradeSemester grades will be based on the average of the two quarter grades.Year grades will be based on the average of both semesters (all four quarters), except for courses with End of Course (EOC) exams. DOE regulations state that EOC exams should account for 15% of the student’s year grade. Therefore, quarters 1 – 4 will be 85% of the year grade and the EOC exam will be 15% of the year grade.RetakesStudents need to conference with me and request a re-take. It is at my discretion to allow a student to re-take an assessment. If a re-take occurs, I will take the higher grade. Re-takes are not provided for unexcused absences and firm deadline assessments.Firm DeadlinesFirm deadlines for large projects and finals can be established if communicated at the start of the project or quarter and reiterated often.Late WorkStudents need to conference with me to request turning in late work for credit. If accepted, students may have up to but no longer than two weeks after the due date to submit work. Maximum grade for late work is a 4.Participation GradePerformance-based courses, such as band or physical education, may include participation requirements, but these requirements should be clearly stated at the beginning of the course.Unexcused AbsenceWork will be given to students and students will have the opportunity to turn in the work for a grade. Students may have up to but no longer than two weeks after the due date to submit work. Maximum grade for an unexcused absence is a 4. No re-takes allowed for work turned in from an unexcused absence. Note: Students with unexcused absences will also face the following disciplinary action:4 unexcused in a quarter – 1st: Warning; 2nd In-class consequence; 3rd Parent Contact, tell parent that referral will go in for Saturday School next unexcused absence; 4th –referral form will be submitted to the student’s counselor for Saturday School consequence Finals WeekA final exam will be given at the end of each semester. A final exam schedule will be distributed early in the semester. Students should take every opportunity (A-period tutoring, re-takes, etc) to keep up with academic work throughout the semester to be prepared for each course’s final exam. Taking children out of school during finals week may be detrimental to their overall grades.Scope and Sequence for the 1st Quarter (update will be provided at the start of each subsequent quarter)Senior Project -Health Services CapstoneFirst Quarter BenchmarksFirst Quarter BenchmarksSigned SyllabusTimelineWeekly ReflectionsGrade ChecksContact LogTOPICChoosing a TopicThinking About Topics Brainstorm: If You…What Is The Best Topic For Me? Pre-Searching ResearchPersonal Inventory Locker: Selecting A Topic That Is Right For You!Identifying Your Learning StretchGraphic Organizer – TopicFraming Essential QuestionsSign of Commitment GuidelinesSign of Commitment Checklist for EvaluationProject ProposalAnnotating an ArticleAnnotated BibliographyAvoiding Plagiarism, or How to Use Source Information ProperlyWebsite Evaluation – CARSMLA Thesis Statement/Plagiarism Exercises – Diane HackerEthical Commitment AgreementLetter of IntentLetter of Intent RubricCareer Research NotesCompany Research NotesResearch Paper NotesResearch Paper OutlineFIELDWORK DOCUMENTSParent/Guardian Informed ConsentCommunity Mentor Agreement Information SheetMentor ResponsibilityStudent EvaluationCompany /Organization WaiverFieldwork Verification FormFieldwork JournalAdvertising/Photographic ReleasePhoto DocumentationStudent Travel Permission FormStudent Off Campus PassesStudent Evaluation of MentorGoal SettingQuarter One ReflectionQuarter One Binder ChecksFall Break: Complete fieldwork hours, first draft of research paper and annotated bibliography.GUARDIAN ANGELChoose two Guardian Angels that will pick up papers, take notes and let you know what assignments that you missed when you were not in class. It is your responsibility to check with your Guardian Angel upon your return. Also check mrssbragia.. Name________________________________ Phone________________________ Email__________________________Name________________________________ Phone________________________ Email__________________________If you have any questions, please feel free to call Mrs. Sbragia at 233-5600 ext. 2266 or email me at sbragia.chs@. Don't forget to ask your child about reminders written in their planner. Remember you are always able to see their attendance, grade, and quarterly benchmarks/outline.Dear Senior Project Students, It is my intention to teach you and guide you through Senior Project in an inquisitive, intriguing, and very student involved manner. I ask you to be willing to try new things and be prepared to be challenged daily. If at any time you feel overwhelmed or have questions, do not hesitate to let me know prior to or after class. I can only help you if you allow me to do so – my door is always open. Get ready for an exciting year, and welcome to Senior Project! ~Mrs. SbragiaMrs. Sbragia, Room 14CStudent Name: _____________________Period: ____________________Please sign and turn in by ____________I have read and understood the attached syllabus for __________ class. _______________________________________________(Parent/Guardian Print Name)(Parent/Guardian email or phone number)______________________________________________(Parent/Guardian Signature)(Date)I have read and understood the attached syllabus for ____________ class.__________________________(Student email or phone number)_____________________________________________(Student Signature)(Date) ................
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