Plymouth North High School Senior Project
Table of Contents
What is Senior Project? Page 2
Pre-Approval Form (Sample) Page 3
Ethical Commitment Form (Sample) Page 4
Portfolio Requirements/Check-List (Sample) Page 5
Senior Project Reflections Page 6
Topic Selection Page 7
Product Requirements Page 8
Product Rubric (Sample) Page 9
Time/Cost Analysis Examination Page 10
Letter of Intent Page 11
Sample Letter of Intent Page 12
Parent Consent Form (Sample) Page 14
Declaration Poster Page 16
Resume Page 17
Sample Resume Page 18
Resume Yes Test (Sample) Page 19
Practicum Page 20
How to Find a Mentor Page 21
Letter to Mentor Page 22
Sample Letter to Mentor Page 23
Mentor Agreement Form (Sample) Page 24
Practicum Time Log (Sample) Page 25
Practicum Journal Writing Page 26
Sample Mentor Thank You Letter Page 27
Requirements for Research Paper Page 28
MLA Style Guide Page 32
Sample Research Paper Page 36
Research Paper Yes Test (Sample) Page 43
Peer Revision (Sample) Page 44
Writing Rubric Page 45
Midterm Exam Page 46
Oral Presentation Directions Page 47
Oral Presentation Rubric Page 49
Petition to Senior Project Advisory Board Page 50
PLYMOUTH NORTH HIGH SCHOOL
SENIOR PROJECT PURPOSE
The purpose of the Senior Project is to empower all students to explore an area of great personal interest that extends beyond the classroom setting.
Through this project-based learning, students will apply knowledge and connect research that culminates with a showcase demonstrating their learning stretch. Each student will produce physical written products, an oral presentation and a portfolio.
WHAT IS SENIOR PROJECT?
The Senior Project allows students to engage in a personalized learning experience utilizing interdisciplinary skills and knowledge while investigating an area of personal interest. The Senior Project offers broad opportunities so that all students can achieve at high standards and apply their knowledge and skills in real world situations. Senior Project allows students to demonstrate proficiency through a comprehensive exhibition which makes a meaningful connection between the skills they have acquired during their years in Plymouth North High School and the outside world. The Senior Project has five components:
1. Portfolio - Students showcase the connection between the research paper and the product, documenting the learning stretch and providing evidence of all required components of the process.
2. Practicum - A student must choose a mentor who is an expert in the student’s chosen field and who will guide them in their project. Practicum must include a minimum of 15 hours with a mentor outside the building.
3. Product - Students use the knowledge acquired during the research phase to create a demonstrable product that is related to or connected to the research paper. A demonstrable product could be a physical product, planning an event, or designing or improving a system.
4. Paper - Students write a five to six page thesis driven research paper on a topic related to a chosen field of interest. This interest, chosen by the student, could be a career or special hobby. The topic, however, must be legal, safe and moral, and must include a clear "learning stretch" that emphasizes depth of knowledge, and includes analysis, interpretation, and evaluation. Topics must be approved by the Senior Project Advisor and a parent(s) or guardian(s).
5. Presentation - Students present a culminating oral presentation (8-10 minutes) about their research paper and product to a panel of judges. Students respond to questions from the panel about their senior project experience.
PRE-APPROVAL FORM
Sample
Name:
This form needs to be submitted with student signature. Any changes must be approved using the Petition to Senior Project Advisory Board Form.
Please explain your proposed topic/idea for senior project in detail. Please be sure to include how this project will demonstrate a learning stretch.
Please identify 3 potential mentors (with contact information) for your practicum requirement. Be sure to include dates of communication.
Please explain your proposed product in detail and how it will demonstrate a learning stretch. Be sure to keep all costs and risks in mind.
Please explain the topic for your research paper. Please be SPECIFIC and explain what you will be researching and how it will be connected to your practicum and product.
Student Signature: Approved by Board ( Date:
ETHICAL COMMITMENT
Sample
As a student at Plymouth North High School completing my Senior Project, I pledge to adhere to the following as a demonstration of my honor and integrity:
1. I understand that I am responsible for meeting all deadlines and completing all
requirements as stated in the timeline of this handbook.
2. I alone will complete the research necessary to write the research paper component of my
project.
3. I will document my paper according to the MLA (Modern Language Association) format
as shown in the MLA stylebook or online guide.
4. I will maintain the highest standards of honesty and integrity while writing my research
paper.
5. I promise not to plagiarize my paper in whole or in any part, which includes submitting
the work of another, either published or unpublished.
6. I will include in my portfolio only work that I have created and completed myself.
7. I will collect accurate verifications of the practicum I do. I will not forge any verification
documents.
8. Throughout the work on my Senior Project, I will maintain the highest standards of moral
and ethical conduct.
As an honorable student of integrity with full realization of the responsibility and commitment involved, I agree to adhere to the above criteria in completing my Senior Project.
Student Signature Date:__________
Parent/Guardian Name (Print)___________________________________
Parent/Guardian Signature Date:__________
PORTFOLIO REQUIREMENTS/CHECK-LIST
Sample
In order for your portfolio to be evaluated, it must contain the following basic components
| |1 |2 |3 |4 |
|Organization | | | | |
|1 inch three ring binder | | | | |
|Label on binder spine with topic, name, course, teacher, and title | | | | |
|Cover page with name, course, teacher, and title | | | | |
|Tables of Contents with required sections in designated order: Introduction, Practicum Documentation, Research Paper, and | | | | |
|Assessments | | | | |
|Tabs or dividers for each section; plastic sleeves | | | | |
|Introduction | | | | |
|Pre-Approval Form | | | | |
|Letter of Intent | | | | |
|Declaration Poster | | | | |
|Estimated Budget | | | | |
|Resume | | | | |
|Practicum Documentation | | | | |
|Letter to Mentor | | | | |
|Practicum Time Log | | | | |
|Required chronological journal entries | | | | |
|Minimum of five documentary photos of product process (captioned & dated) | | | | |
|Thank you letter to the mentor | | | | |
|Copy of Ethical Commitment | | | | |
|Copy of Parental Consent/Form | | | | |
|Copy of Mentor Agreement | | | | |
|Research Paper | | | | |
|Clean, ungraded copy of research paper & revisions | | | | |
|Assessments (Remove before Judging) | | | | |
|Senior Project Reflections (3) | | | | |
|Graded research paper with rubric | | | | |
|Completed product rubric | | | | |
|Portfolio Checklist | | | | |
SENIOR PROJECT REFLECTIONS
You will be reflecting on the Senior Project process as a whole. During the course of the year you will have three reflections. Please be prepared to share your thoughts with your advisory.
Each reflection should be typed and minimally two pages-double spaced.
Advisory Reflection #1: Reflect on finding a mentor
How did you go about choosing a topic?
What successes have you made thus far?
What concerns do you have on your upcoming project?
Advisory Reflection #2: What sources have you found for your paper?
What sources do you additionally need?
What is your plan in order to complete the paper?
How did you decide on your research topic?
Reflect on your research paper What did you find difficult?
Strengths?
Weaknesses?
How would you take this paper to the “next step?”
Advisory Reflection #3: What did you gain?
Reflect on Senior Project as a whole.
Process of creating a product.
TOPIC SELECTION
Choosing the topic for the Senior Project is the steppingstone for completing a successful, rewarding, and exciting project. This is an opportunity for students to explore something entirely new or to challenge their skills in an area already familiar to them. One of the most important aspects when choosing a topic for the Senior Project is that it must be a learning stretch of personal choice. A learning stretch is a demonstration of knowledge and research over and beyond previously learned material.
Explanation of Personal Learning Stretch:
Academic Interest: A project may involve pursuing an area of academic interest in more depth than the student has been able to do at school. Examples: Volunteer at Woods Hole or the Plimoth Plantation; collect and analyze statistics for the tourism bureau of Plymouth.
Community Service: A project may involve carrying out community service which results in something benefiting the local community. This project should culminate in an end-product which reflects a learning stretch. Examples: Fix up a Forges Field; promote recycling awareness; or work with a food pantry.
Personal Challenge: A project may involve taking on a personal challenge, extending your current skills and abilities in a significant way, and meeting it. Examples: Create your own chorus or learn to rock climb.
Career Interest: A project may involve pursuing a career of interest, gaining valuable insight into a potential occupation. Examples: Shadow a State representative; work on a campaign; help build a house; or observe a surgical procedure.
Learn a New Skill: A project may involve learning a new skill and presenting that skill. Examples: How to be a pastry chef; how to train a service dog; or how to sew a quilt.
Other: If your passion lies outside the above areas, present an alternate approach to your Senior Project Advisor.
The Senior Project Advisor will approve no topic unless there is clear evidence of a learning stretch. Students must be actively engaged throughout the entire Senior Project process and therefore choosing a topic carefully and wisely will determine the success of the project. Parents or guardians must also approve the project and sign a waiver/consent form. All projects must be ethical, moral, and safe. Joining a team does not constitute a senior project. Mentors are mandatory and must have expertise in the topic area. Remember the sky is the limit!
TOPIC ANALYSIS
Consider the following questions before choosing a topic:
* Based on your topic what will your product be?
* Which classes have you taken that you really enjoyed?
* What would you like to learn more about?
* What would you like to do better?
* What do you wish you had more time to do?
* What is a profession you think about but have not seriously explored?
* What is one handcrafted item that you wish you could make?
* What can you not do but would like to learn?
* What community group do you admire?
* What would you like to encourage others to do?
PRODUCT REQUIREMENTS
A product reflects a learning stretch beyond the knowledge the student already possesses and demonstrates a connection to the research paper. Products must be student driven as evidenced by the portfolio documentation process and must be presented for judging.
Requirements:
• Must be selected, designed, and developed by the student.
• Products must be documented with photographs (minimum 5), videos, logs, letters, etc.
• Must be approved by Senior Project Advisors.
Examples of Products:
Physical artifacts: models, computer programs, pottery
Written artifacts: children’s book, cookbook, play
Performance-based: choreography, recital, acting, music
Teaching: teach an academic lesson, observe a teacher and develop a unit plan
Leadership: coordinate an event or coach a team and develop a training plan
Career related: develop a program based on a job shadowing experience
Community Service: organize a food bank, coordinate a charity event
Non-Examples of Products:
• Presentation boards describing the research paper
• PowerPoint presentation for the judging panel (PowerPoint can be used to show your product if it cannot physically be brought in)
• Put the student at risk
• Changed without the approval of Senior Project Advisors
SENIOR PROJECT - PRODUCT RUBRIC
Sample
|Criteria |N |M |E |Comments |
|Your product demonstrates a clear focus and | | | | |
|purpose. | | | | |
|Your product is an authentic outgrowth of | | | | |
|your senior project | | | | |
|Your message/intentions/goals are clear | | | | |
|Your product demonstrates your learning | | | | |
|stretch. | | | | |
|You apply new knowledge to complete the | | | | |
|product | | | | |
|You have demonstrated knowledge and research | | | | |
|over and beyond previously learned material. | | | | |
|Your product is complex and original. | | | | |
|Your product has a real-world connection to | | | | |
|you | | | | |
|You understand and interpret the meaning(s) | | | | |
|of your findings | | | | |
|Your product shows an understanding of your | | | | |
|findings | | | | |
|You made wise, deliberate, informed | | | | |
|decisions. | | | | |
|Your research informs the design/shape of | | | | |
|your work | | | | |
|You understand the conventions used in your | | | | |
|field of study | | | | |
|Your final product is coherent and | | | | |
|demonstrates quality work. | | | | |
|Your work is complete | | | | |
|Your final product shows good craftsmanship | | | | |
|and attention to detail | | | | |
N = Needs Improvement
M = Meets Expectations
E = Exceeds Expectations
TIME/COST ANALYSIS EXAMINATION
Consider the following questions to determine if your Senior Project is realistic in terms of time and money necessary for success:
* How much time do you estimate you need to build or create the product?
* What will the cost of building or creating the product entail?
* What raw materials will you need to build or create the product?
* What research resources will you need to build or create the product?
* How much space will you need to build or create the product?
* What human resources will you need to produce the product?
* Are there any transportation issues to be resolved?
* What, if any, will the instructional costs involve?
* What additional costs will be involved for the completion of the product?
Estimated Budget
Sample
|Estimated Costs for the Senior Project |
|Description of Item |# of Items |Price Per Item |Total Cost |
| | |$ |$ |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Estimated Total of All Costs | | |$ |
LETTER OF INTENT
All students must obtain approval of their chosen Senior Project topic before beginning it. In order to obtain approval, students must address Letters of Intent to the Senior Project Advisor. Letters must clearly state the topic for the research paper and the product, experiences and/or interest in the chosen area including a learning stretch, potential costs, and potential time line of completing the project, a potential mentor's name and connection to the project, and an explanation of how the project meets the Plymouth North mission statement. A paragraph clearly indicating the expected ethical behavior with the understanding of the penalty for violation is also required. All letters must be well written, thoughtful and properly formatted. This is the first step in the Senior Project journey.
GUIDELINES FOR WRITING LETTER OF INTENT
All students must identify topic ideas by creating a Letter of Intent addressed to their Senior Project Advisor. The Letter of Intent must explain all components of the Senior Project. The Letter of Intent becomes the blueprint of the project. Careful planning is essential to avoid potential roadblocks. Below is a model to follow in writing an insightful, thorough, organized, and engaging Letter of Intent.
TEMPLATE OF THE LETTER OF INTENT
Your full name
Your street address
Your city, state, zip
Date of submission
< three blank lines; type on the fourth>
Name of Senior Project Advisor
Plymouth North High School
41 Obery Street
Plymouth, Massachusetts 02360
* double space>
Dear Ms. Smith:
* double space>
Paragraph 1: Personal information/Rationale. Begin with an appealing introduction that includes personal information. Describe the Senior Project topic: Why did you choose this topic? What prior knowledge and/or experiences do you have about this topic? How does this project demonstrate a learning stretch?
< double space>
Paragraph 2: State possible topics of your research paper and your research question. Name any available sources that you might have.
< double space>
Paragraph 3: Describe the possible practicum and related product and how it is connected to the research paper. Identify possible mentors you hope to use and their role in assisting you.
< double space>
Paragraph 4: Conclusion: Confirm the expected ethical behavior and penalty for violation if any acts of plagiarism occur. Additionally, include how this Senior Project will benefit your future.
< double space>
Sincerely,
< three blank lines; type on the fourth; sign your name here>
Type your name here
SAMPLE LETTER OF INTENT
Joan A. Graduate
Plymouth North High School
41 Obery Street
Plymouth, MA 02360
October 23, 2007
Senior Project Advisor Name
Plymouth North High School
41 Obery Street
Plymouth, MA 02360
Dear ______________:
Ever since I was a little girl, I have always been interested in hands-on sciences. I'm independent, analytical, and driven. I like to challenge myself in a variety of different ways. In doing this, I have always taken courses that I knew would help me to become a better student. As I tried new things, I came to realize my likes and dislikes about my life and the environment around me. Through Elementary and Junior High, I continuously found ways to shine, or stand out from my fellow classmates. The difference between myself and the majority of the class was that I had a passion to learn. It wasn't until I got into High School that I realized that I had a passion for Forensic Science. I always watched television shows and imagined that I was the one solving the crime. I would think of the types of things that I would do if I were in their position. I'd imagine different approaches that I could use instead of the way they had decided. Some of the shows I watched were CSI (Crime Scene Investigation), Cold Case, Forensic Files, Law and Order and any other shows that appealed to me on Court Television. After watching so many shows, I realized that maybe Forensic Science was only appealing to me because it was on television. Most of the time television is just made for the consumer to be happy. I took the matter into my own hands by choosing a few different science courses to take this semester. Among these were Forensic Science, Anatomy, and Microbiology. So far, I love all of them. Sometimes, I can get so caught up in my work that I have to stay after class to finish up. Since I am learning all about Forensics this semester, I realized that the famous quote is true, "You learn something new everyday". It seems that no matter how many classes I have, or shows that I watch on television, or how many hours I put in studying for that course, there is always room to learn. All of the prior knowledge that I am gaining now is going to help me in the long run. As of now, I am a little more than just a novice, but soon enough, my learning stretch will be to become more efficient and intermediate in my knowledge of Forensic Science.
The topic of my research paper is Forensic Science. My research question is, how is Forensic Science used to solve crimes?
The product of my Senior Project will consist of a series of events. In sum, I will be organizing and running a Crime Day at an Elementary School for a fourth grade class. Organizing this may take a lot of tune. I'm going to need a lot of help from my mentor. Although I do not yet have a mentor, I am in the process of finding one. I have spoken with Officer Petrarca about connecting me with someone who works in a Crime Lab at the University of Rhode Island. Even though it is not for certain, I am aware that it will be costly. I will have to raise money for gas to get to/from the lab, and will need a substantial amount of money spent on materials for the final product. I will need to buy manipulatives to show the children, bring in pictures, paper, writing utensils, print up permission slips, and also the Forensic supplies for evidence. Some of the Forensic Supplies will be the Faces program on an overhead projector which allows choosing from millions of eyes, ears, noses, hair, eye brows, etc. in order to show a possible suspect. I will use hands-on techniques in fingerprinting. This means I will need ink paper, permanent ink, magnifying glasses, fingerprint powder, feather brushes, and fingerprinting tape. This product will relate to my research paper by showing others (elementary students) and giving them knowledge of how crimes are solved. They will learn to gather evidence, analyze their own data, and solve for a conclusion.
The ethics and consequences of any unethical behavior will result in failure to complete the project along with failure to graduate High School. Although cheating or plagiarizing will not be an issue with me, the consequence will be failing. I have never been a cheater and never will be. I take pride in my work and develop satisfaction after completing a project that I worked hard on. Since I was able to choose my own topic for this project, I will have more fun and instead of being overwhelmed with work that I don't have any interest in, I will strive to do the best I possible can and be proud of my final project. After completing the senior project, I will be ready for graduation. I know that my Senior Project will be a success and in the long run, it will allow me to gain an understanding for what I hope to become in the future: a Crime Scene Investigator.
Sincerely,
Joan A. Graduate
PARENT CONSENT FORM
Sample
Dear Parent(s)/Guardian(s),
Your child is about to embark upon an exciting, educational journey, The Senior Project! Attached is your child's letter of intent outlining the details of his or her chosen topic. Please take time to discuss the project with him/her, and initial each of the items below indicating that you have read, understood, and approve of each.
← I approve of the chosen research paper topic.
← I approve of the chosen practicum.
← I approve of the chosen mentor.
← I understand that all transportation for the practicum is the responsibility of the child or parent/guardian.
← I understand that all costs and risks associated with the project are the responsibility of the child or parent/guardian.
← I understand that the project must be physically at school the day of the Senior Project Presentations. If the product is a service or activity, it must be documented by photos or a video.
← I understand that integrity and honesty are just as important as all other components of the Project. This may jeopardize your child receiving credit.
Liability Waiver
I understand that my child chose his/her topic independent of the faculty and administration of Plymouth North High School, and understand that the Plymouth North High School and the Plymouth Public Schools, and its agents are not responsible for all potential risks resulting from the Senior Project. I also understand that my child may use his/her own transportation to or from Plymouth North High School for the purpose of working on the Senior Project. I know he/she may be working with a mentor at a work site. Accordingly, I release Plymouth North High School, the Plymouth Public Schools, and its agents from all claims arising from any financial obligation incurred, and damage, injury, or accident suffered while my child participates in the Senior Project.
Student Name (Print)___________________________________________________
Student Signature Date
Parent(s)/Guardian(s) Name (Print)
Parent(s)/Guardian(s) Signature Date ____________
PARENT CONSENT FORM (Back)
Sample
Student Name (Print) ________________________ Senior Project Advisor _______________________
Address_____________________________________________________________________________
Mentoring Site__________________________________________________________________________
Mentor/Contact Person ___________________________________________________________________
Address _____________________________________________________________________________
In case of a medical emergency:
Parent(s)/Guardian(s) Name ____________________________________________________________
Day Phone__ Evening Phone___________________________________
Physician__________________________ Physician’s Phone __________________________
Medications ________________________________________________________________________
Allergies or other medical concern ________________________________________________________
Insurance Carrier __________________________________________________________________
Policy Number ____________________________________________________________________
Parent(s)/Guardian(s) Signature: ______________________________________________________
SENIOR PROJECT DECLARATION POSTER
After his or her Letter of Intent has been approved, each senior will create a poster announcing his/her chosen topic for the research paper and practicum to the Plymouth North community. The variety of Senior Project topics is exciting and showcases the students' commitment to meeting the proficiency based graduation requirement. The posters will be prominently displayed in a designated area in the high school.
Students are encouraged to be creative but must adhere to the following guidelines:
The poster must be 8.5" X 11".
The poster must be in portrait format.
Student's name on the front bottom right corner of the poster must be visually clear.
4. The topic of the paper and product must be included. The product description should
include an action verb (i.e. writing; sewing; climbing; creating, etc.).
5. Visual images, symbols or a graphic design representing the project and practicum to be
performed.
Text must be legible and typed. Any computer application may be used to create signs.
First submission should be in black and white. When approved, two color copies of the poster will be needed.
One copy should be placed in your portfolio.
[pic] [pic]
RESUME
A resume is a snapshot of your professional and educational history to any potential employer.
Design Requirements
• Typed; 12 point font
• Readable (clear, crisp) font type - conservative - not script, scrolls, curls
• Should fit onto ONE PAGE.
• Your name should be no more than 26 point - and/or bolded
• Your complete name, address, phone, and e-mail included at the top
• Bulleted phrases may include full sentences
• Phrases are not punctuated - no periods, exclamations, etc.
• Sentences are punctuated
• Bold categories
• Present tense for present jobs; past tense for past jobs
Required Elements
Education
• Dates (year entered high school - present) - or dates from other schools
• Name, city and state of high school (s)
• GPA information (this should be your non-weighted GPA, and only should be listed if your GPA is over a 2.8)
Experience
• In reverse chronological order list previous/current employment
• Do not repeat information from skills section but list
▪ Name of employer / organization
▪ City and state of employer / organization
▪ Dates of employment / belonging
▪ Job Title - extremely brief description if title does not make this obvious
Activities/Interests (Including community service and volunteer work)
Abilities/Skills
• List functional titles that best describe your skill area
• Describe and stress your accomplishments, results, or abilities for each of the functional areas you decided to use
Honors/Awards (optional)
Sample Resume
PERRY JONES
1515 Stanley Drive #62
Plymouth, MA 02360
perry.jones@
(508) 555-1938
EDUCATION
Plymouth North High School, Plymouth, MA
August 2008 – present
• Graduation date: May 2012
• GPA: 3.85
• Currently enrolled in AP Chemistry and AP Calculus and Honors classes
EXPERIENCE
Newspaper Staff Member
Plymouth North High School, 41 Obery St. Plymouth MA, 02360
September 2009 - present
• Edit copy for student run newspaper, The Eagle
• Research information for news articles using library and Web sources
• Contact various sources to create unbiased articles
• Compose and edit informational articles, columns, editorials, and advertising copy
Yearbook Committee Member
Plymouth North High School, 41 Obery St. Plymouth MA, 02360
September 2008 – June 2010
• Photographed major schools events (junior prom, senior dinner dance, football games)
• Designed layout
ACTIVITIES/INTERESTS
• Volunteer at Jordan Hospital (assisted patients and their families at the front desk)
• Drama Club (lead actor in one major production, several supporting roles each year)
ABILITIES/SKILLS
• Proficient in Microsoft Office (Word, Excel, PowerPoint)
• CPR/First Aid Certified
• Web Page Design
• Proficient in iMovie (Create/edit/sound mixing for film)
HONORS/AWARDS
• U.S. Media Association Scholarship recipient
Scholarship based on academic achievement, community service, and campus participation and leadership in high school communications projects and studies
• 2010 Best High School Newspaper Design winner
Central State Regional Communications Contest, sponsored by the Communications Department, State University
• Treasurer of National Honor Society, 2010 - present
RESUME YES TEST
Sample
Personal Information
|YES |NO |ELEMENTS TO EVALUATE |
| | |Full Name no more than 26 point - and/or bolded |
| | |Complete address properly formatted |
| | |Phone number(s) |
| | |E-mail address |
Required Elements (Education)
|YES |NO |ELEMENTS TO EVALUATE |
| | |Dates (year entered high school - present) - or dates from other schools |
| | |Name, city and state of high school (s) |
| | |GPA information (if appropriate) |
Required Elements (Experience)
|YES |NO |ELEMENTS TO EVALUATE |
| | |In reverse chronological order list previous/current employment; do not repeat information from skills section list |
| | |Name of employer / organization |
| | |City and state of employer / organization |
| | |Dates of employment / belonging |
| | |Job Title - extremely brief description if title does not make this obvious |
Required Elements (Activities/Interests)
|YES |NO |ELEMENTS TO EVALUATE |
| | | |
Required Elements (Abilities/Skills)
|YES |NO |ELEMENTS TO EVALUATE |
| | |List functional titles that best describe your skill area |
| | |Describe and stress your accomplishments, results, or abilities for each of the areas you decided to use |
Required Elements (Honors/Awards)
|YES |NO |ELEMENTS TO EVALUATE |
| | |Information presented with proper style, wording, etc. |
Design Requirements
|YES |NO |ELEMENTS TO EVALUATE |
| | |Typed; 12 point font |
| | |Readable (clear, crisp) font type - conservative - not script, scrolls, curls |
| | |Fit onto ONE PAGE |
| | |Present tense for present jobs; past tense for past jobs |
| | |Bold categories |
| | |Correct spelling |
PRACTICUM
What is Practicum?
Your practicum is an opportunity to extend your learning beyond the classroom by working with an expert in the area of interest you have selected. For your Senior Project you are required to complete a minimum of 15 hours of practicum, which must be in direct contact with the mentor outside of school. Practicum can take many forms and may or may not result in a tangible product. Your practicum may build upon previous knowledge or experience but must represent a "learning stretch." If you stretch to apply your current skills and knowledge, your project should be challenging but achievable. If you choose to observe or take lessons, you must take the information you receive from the observation or lesson, and apply or communicate it to an audience.
Your practicum cannot simply be a continuation of a current job or extracurricular activity. If your practicum objective is to learn a new skill or talent, you must then extend or apply this talent. Simply taking a class does not satisfy the practicum requirements. Practicum should not be so easy and/or beneath your skill-level that there is no challenge for you. Your hours cannot include travel time. In addition, you cannot be paid for your practicum hours.
Who can be a Mentor?
A mentor is a member of the community who has professional expertise or considerable experience and knowledge in the field of study you have selected. In addition to this requirement, your mentor must:
* Be at least 21 years of age
* Not be a family member or relative
* Not be a current employer
* Not be a teacher from the high school
What is a Mentor's Role?
Before you begin, you will develop a plan for your practicum. Once you have done this, you will discuss it with your mentor and fine-tune your plan so that your experience is both challenging and beneficial. Your mentor may oversee your project, guiding, advising, and encouraging you throughout. It is your responsibility to stay in contact with your mentor before and during the practicum process. Ultimately, this is your project, and the mentor is there to assist you along the way.
How is practicum documented?
As you work with your mentor on your project, keep track of the hours, dates and individual tasks you complete using the Practicum Time Log sheets. Your mentor must sign your time logs to verify your hours. With each entry, you should write anecdotal notes which describe and reflect on your practicum. Remember: You will use these notes to write a minimum of a five journal entries consisting of 500 words each. All practicum journals must be typed
HOW TO FIND A MENTOR
Professional communication is a skill that needs to be mastered and will be useful in all future endeavors. These communications come in a variety of forms: letter, phone call, email.
TALKING POINTS:
1. Background Information: Plymouth North High School has adopted the Senior Project to enhance its curriculum. The components of the Senior Project include:
• A research paper reflecting in-depth study of a topic chosen by the student
• A student created product, or service combining the knowledge gained in the research process and the experience with an expert mentor in the field
• A portfolio documenting the entire Senior Project process conducted by the student
• An oral presentation describing the students' Senior Project presented to a panel of judges comprised of faculty and staff
2. Mentor Requirements: A successful Senior Project involves parental, advisor, teacher, and community mentors, as well as the student's commitment, responsibility, and self-discipline. As a community member, we invite you to serve as a student's mentor for the practicum component of the student's Senior Project. As a mentor, you would be required to fulfill the following obligations:
• Be a community member who is willing to work with a high school Senior for a minimum of 15 hours to further their knowledge of "real world" experience
• Be at least 21 years of age, and not be a relative, household member ,employer or
employee of the student, or the students military recruiter
• Have expertise or certification in the student's area of interest
• Be willing to help the student with his/her product
• Give information, instruction, guidance, support, and encouragement to the student
• Confirm the completion of the required 15 hours
3. Contact Information:
• Plymouth North High School (508) 830-4400 x_________
• Senior Project Advisor Name: _____________________________________________
• Students Contact Information
LETTER TO MENTOR
Format:
Readable (clear, crisp) font type - conservative (Times New Roman) - not script, scrolls, curls
Font size 10 or 12 point (adjust for spacing)
Enter 4 times (quadruple spacing) after the school's city, state, zip and after the closing (Sincerely)
Enter 2 times (double spacing) after the date, mentor's city state and zip, salutation (Dear), and the end of each paragraph.
Generally, use 1" margins all around- Except if letter goes to 2" page - then play with the top and bottom margins to "fit" the letter to one page.
SIGN your full name in the space under the closing above your typed full name using blue or black ink.
TEMPLATE OF THE LETTER TO MENTOR
(Your Full Name)
Plymouth North High School
41 Obery Street
Plymouth, MA 02360
(Date)
Mr./Ms. Mentor's Name
Street or PO Box
City, State ZIP
Dear Mr./Ms. Last Name of Mentor:
Paragraph 1: Introduce yourself and your project briefly.
Paragraph 2: Request for them to be your mentor and describe what you need from a mentor.
Paragraph 3: Explain the mentor responsibilities.
Paragraph 4: Give deadlines and thank you.
Sincerely,
Your Full Name Typed Here
SAMPLE LETTER TO MENTOR
Joan Graduate
Plymouth North High School
41 Obery Street
Plymouth, MA 02360
November 16, 2010
Ms. Jan Jones
Jones Interior Designs
222 Cooperville Road
Plymouth, MA 02360
Dear Ms. Jones:
I am Joan Graduate from Plymouth North High School. I would like to thank you for speaking to me on Tuesday November 14, 2010. As you may remember, I am going to redecorate my brother's room as part of my senior culminating project.
This project will present me with challenges. In particular, I will need help with determining the sequence of tasks, budgeting my time and money, and choosing an effective color scheme. Your experience as an interior designer will be tremendously helpful to me. Therefore, I would appreciate your mentoring me in this project.
I am enclosing the mentor agreement for you to look over, sign and return as soon as possible. I will be happy to meet with you first if you have any questions or concerns. The plan is for me to spend 15 hours with you over the course of the project, where I will be able to learn from your experience and knowledge concerning…
In order for me to start work on my project, the mentor form must be submitted. If you are unable to be a mentor at this time, please contact my Plymouth North Senior Project Advisor, (Name of Advisor) by phone at (508) 830-440, or via e-mail (@ Senior Project's Advisor's address here) as soon as possible. Please include my name with your communication to (Name of Senior Project Advisor). I look forward to meeting with you and planning our work together.
Sincerely,
Joan Graduate
MENTOR AGREEMENT FORM
Sample
Date: _______________________
Dear ________________________________,
Thank you for accepting the role of mentoring ___________________________________________,
through his/her Senior Project. As outlined in the invitation to be a mentor, your responsibilities are the following:
• Be a community member who is willing to work with a high school Senior for a minimum of 15 contact hours to further his/her knowledge of “real world” experience.
• Be at least 21 years of age, and not be a relative, household member, employer or employee of the student, or the student’s military recruiter.
• Have expertise or certification in the student’s area of interest.
• Be willing to help the student with his/her product.
• Give information, instruction, guidance, support, and encouragement to the student.
• Completion of the required 15 hours in direct contact with you.
• Completion of Mentor Input Form.
Please fill out the form below and return it in the stamped envelope addressed to the Plymouth North High School/Senior Project provided by the student.
Name ____________________________________________________________________
Occupation ______________________________________________________________
Business Address ________________________________________________________
City/State/Zip Code ________________________________________________________
Day Phone ______________________________________________________________
E-mail Address ________________________________________________________
I understand my role as a mentor and confirm the information I have provided is accurate.
Mentor Signature Date ___________
Thank you for being a part of this valuable and rewarding Senior Project experience.
PRACTICUM TIME LOG
Sample
Name______________________________________________________
Mentor’s Name______________________________________________
Mentor’s Occupation__________________________________________
Description of Practicum_______________________________________
All hours spent completing the product are to be recorded. Only those hours in which there is direct contact with the mentor should be initialed. The mentor will then verify the completion of all hours with their signature at the bottom.
|Date |Number of Hours|Description of Practicum |Mentor’s Initials |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
Total Hours________________
As a mentor, I attest that the student spent a minimum of 15 hours of practicum work in direct contact with me.
Mentor Name (print)_______________________________________
Mentor’s Signature_________________________________________ Date_________________
PRACTICUM JOURNAL WRITING
An important step in the Senior Project process is reflection. Looking back on your experiences with your mentor will allow you to see the growth you have made. It will also allow you to show your learning stretch clearly.
To get the best results, it is best to have detailed notes written after each time that you work with your mentor. The more details you include then, the better your reflections will be for the practicum journals. There will be many times when you do something new, meet someone, or learn something new that you are going to want to be able to use later in your oral presentations.
The journal entries should be formatted as follows:
HEADING:
At the top of each entry should be
• the date of the practicum journal
• the dates covered by the practicum journal
Example:
December 18, 2011
November 20 - December 15
ENTRY: (5 total)
Your entry should consist of at least 1 – 2 pages (500 words) between at least two paragraphs.
Paragraph 1: Describe exactly what you did during your practicum with your mentor. Describe how your practicum aided/aids/will aid you with your product.
Paragraph 2: Write your personal reaction or evaluation of what you did. Some ideas for consideration are:
• Did you like what you were doing? Why or why not?
• Why do you suppose you were asked to do a certain activity?
• Did everything happen exactly as you expected, or were there some surprises?
• How will you benefit from what you were learning?
• What frustrations did you experience?
• What successes did you achieve?
SAMPLE MENTOR THANK YOU LETTER
As a professional courtesy you are required to send a thank you letter to your mentor in appreciation of their time spent with you.
Joan A. Graduate
Plymouth North High School
41 Obery Street
Plymouth, MA 02360
November 1, 2011
Dr. Julie Gama
Director of Pediatric Care
South County Hospital
100 Woodruff Avenue
Boston, MA 02124
Dear Dr. Gama:
Thank you very much for the time you have spent with me working on my senior project. The information you shared with me concerning increased respiratory illnesses among children whose parents smoke in the home will be very helpful as I write my paper and create my final project. The practicum hours I have spent with you have been invaluable.
Thank you again for your assistance with my Senior Project. Once again, I appreciate the time you took from your hectic schedule to spend time with me.
Sincerely,
Joan A. Graduate
REQUIREMENTS FOR RESEARCH PAPER
1. Cover page
2. 5-6 pages
3. Typed using Times New Roman font size 12 with one inch margins (double spaced)
4. Works Cited page
5. Works Consulted page
6. MLA Style used throughout the paper
COVER PAGE
1. Two inch margins on all sides.
2. Center all text.
3. Information divided into five parts: title, student's name, “Senior Project”, Advisor's name and date. Space these parts evenly down the page.
SOURCES
1. A minimum of ten references must be consulted and listed on the Works Consulted page.
2. A minimum of three sources must be cited in the text and be listed on the Works Cited page.
3. Use a variety of sources.
At least one of the sources cited must be:
• Books (NO general encyclopedias or dictionaries of any kind).
• Professional journals, articles, magazines, newspapers, and periodicals, etc.
• Interview with an expert in the field.
TEXT
1. Title: Repeat the title on the first page
2. Spacing: Use double spacing for the entire text including the Works Consulted page.
3. Margins: A basic one-inch margin on all sides.
4. Header: Number the pages consecutively throughout the text in Arabic numerals typed in
the upper right-hand comer. If you are using MS Word, under View, select
Header/Footer. Tab to the far right of the box and select the icon for Insert Page Number. The Works Cited and Works Consulted pages are numbered consecutively with the text. Please note that not all software programs follow this same format.
5. Documentation: Provide all appropriate parenthetical documentation of cited sources.
All data whether quoted or paraphrased must be properly introduced and documented at the end.
6. Thesis Statement: The thesis should be within the introductory paragraph(s) of the paper.
7. Introduction and Conclusion: Use quotations sparingly in these two parts of the paper. Original thoughts and words are best.
8. Quotations: Introduce and provide a context for each quotation. While frequent quoting from primary sources is acceptable, avoid over quoting from secondary sources.
9. Length: 5-6 pages excluding tables, illustrations, figures and the Works Cited and Works Consulted
pages.
10. Audience: The audience will extend beyond the Senior Project Advisor, and
will probably include people who have no knowledge of the topic.
11. Style: Paper is written in the third person. Do not use contractions in the paper.
DOCUMENTING SOURCES
1. The Works Cited and Works Consulted pages are double-spaced just like the text. Center and type Works Cited. Hit return once and begin entries.
2. Type first lines flush with the margin. Subsequent lines of the entry are indented five
spaces.
3. Entries are organized alphabetically.
4. Refer to pages 32 in this packet.
SUBMISSION
1. The final paper along with the Works Cited and Works Consulted pages must be submitted to (see teacher for directions).
2. The draft and a clean copy of the final paper including Works Cited and Works Consulted must be submitted on the due date. (one graded/one portfolio).
3. The paper should be white, the ink black, and the paper should be stapled in the upper
left corner.
BEGINNING YOUR RESEARCH PAPER
Once you have identified your topic, the next step is to conduct your research. You want to collect as much information as possible to support your claim (thesis statement). Begin by getting an overview of your topic. Encyclopedias and dictionaries contain general information about many topics and are a good starting point. However, they should be used only to get a general idea, can not be used as a cited source. Use the library catalogue and the online services that the library subscribes to for newspapers and periodicals (magazines, journals, yearbooks) to obtain up-to-date information. A library catalogue can be used to locate books on your subject. There are four basic ways to search for information on your topic when using the library catalogue: keyword, author, title, and subject which allow you to look for a book by a keyword that may appear in the title or subject area, the author's name, the title of the book, or the subject.
When you find a book on your topic, do not feel you have to read the whole thing. Look at the table of contents and the index for information related to your subject. Check the book's bibliography for other sources that you may wish to review. When browsing through the book, look for words associated with your topic that you may use when you continue your search.
Magazines can also be very important sources of information. Use the Reader's Guide to Periodical Literature (at your town library) or the online periodical service that the PNHS library subscribes to in order to locate articles related to your topic. The Reader's Guide will tell you the magazine name, the month and date of issue, and even the pages the article will appear on. The online services will allow you to access newspaper and magazine articles stored daily in the database. When using the online subscription services, make sure you write down the date that you accessed the information.
A variety of sources are available for you to collect information about your topic. You need a minimum of ten references for your paper. These may include books, periodicals (such as science journals), reference materials, professional journals, articles, magazines, newspapers, and credible internet sites.
BUILDING YOUR RESEARCH PAPER
Format
All documentation must follow MLA guidelines. A minimum of ten approved references must be submitted as previously stated. Graphics may be a part of the paper, but may not be included for the length of the research paper.
Outlining
Organize your research notes by topic. Then consider how you want to organize your ideas. It could be chronological, cause and effect, comparison and contrast, or problem and solution.
Create an outline for yourself that will shape your paper using these main ideas. This suggested outline is a guide that will help you give your paper an orderly and logical beginning, middle, and end.
Drafting
Remember, drafts are a start, not a finish. You will be expected to have at least one rough draft of your research paper. Your thesis is the heart of your introduction. It should clearly state what your paper is about. Elaboration on the thesis should give the reader a sense of how the paper is ordered, and what the reader can anticipate in the body of the paper.
The rest of your paper should support your thesis statement, using your research as examples, facts, statistics, and quotations. Your role as the writer is to present the information you have found as well as to explain what causes your topic to work the way it does.
Revising
Reread your draft and make revisions. This may include adding or deleting information. As you read each paragraph, ask yourself if it helps explain your main idea, is the information used correctly, and can the information you are trying to relay be understood by the reader?
Proofread for mechanics and usage. Mechanics include punctuation, spelling, and capitalization. Usage includes the verb tense, subject-verb agreement, and sentence structure. Also, read for voice, is it factual and formal (not using "I"). Speak to your Senior Advisor and your peers about making suggestions for your paper.
Final Submission
The final submission should be the product of the drafting and revising. This is not a rough draft. This represents what your final paper.
MLA STYLE GUIDE
Note: Titles of complete works should be italicized when typed and underlined when hand-written. Titles of shorter works such as poems, short stories, articles, essays or songs are placed between quotation marks.
BOOK BY A SINGLE AUTHOR
Last name, first name. Title of Book. City of Publication: Name of publisher, date of publication. Medium of publication (Print).
Hemingway, Ernest. For Whom the Bell Tolls. New York: Scribner, 1940. Print.
BOOK BY TWO AUTHORS
First author’s last name, first name, and first name last name of the second author. Title of Book. City of publication: Name of publisher, date of publication. Medium of publication (Print).
Winkler, Anthony C., and Jo Ray McCuen. Writing Research Papers: A Handbook. 2nd ed. Washington: Harcourt, 1985. Print.
BOOK WITH AN EDITOR
Editor’s last name, first name, ed. Title of Book. City of publication: Name of publisher, date of publication. Medium of publication (Print).
Miller, James, ed. The United States in Literature. Oakland, CA: Foresman, 1981. Print.
[Note: If the city of the publication could be confused with other cities of the same name, include the abbreviation of the state after the city.]
BOOK WITH NO AUTHOR
Title of Book. City of publication: Name of publisher, date of publication. Medium of publication (Print).
World Almanac and Book of Facts 1999. Mahwah, NJ: World Almanac, 1998. Print.
POEM, SHORT STORY, OR ESSAY IN AN ANTHOLOGY
Author’s last name, first name. “Title of Poem.” Title of Book. Editor [if applicable]. City of publication: Name of publisher, date of publication. Page numbers. Medium of publication (Print).
Burns, Robert. “Red, Red Rose.” 100 Best-Loved Poems. Ed. Philip Smith. New York: Dover, 1995. 26-28. Print.
ARTICLE IN A MAGAZINE
Author’s last name, first name. “Title of Article.” Title of Periodical Day Month Year: pages. Medium of publication.
Poniewozik, James. "TV Makes a Too-Close Call." Time 20 Nov. 2000: 70-71. Print.
ARTICLE IN A NEWSPAPER
Author’s last name, first name. “Title of Article.” Title of Magazine or Newspaper Day Month Year: Newspaper Pagination. Medium of publication.
Brubaker, Bill. "New Health Center Targets County's Uninsured Patients." Washington Post 24 May 2007: A1. Print.
ESSAY IN A WORK OF LITERARY CRITICISM
Author’s last name, first name. “Title of Essay.” Title of Journal Volume number. Issue number (year of publication): Page numbers. Print.
Bufkin, E.C. “Lord of the Flies: An Analysis.” Georgia Review 19.1 (Spring 1965): 40-57. Print.
PHOTOGRAPH, PAINTING, SCULPTURE
Artist’s last name, first name. Title of Work. Year created. Medium of composition. Institution that houses the work. Location of institution.
Evans, Walker. Penny Picture Display. 1936. Photograph. Museum of Modern Art, New York.
FILM OR VIDEO
Title of Film or Video. Dir. Director’s first name last name. Perf. Names of main actors and actresses. Name of studio, date of release. Medium consulted (Film).
Macbeth. Dir. Roman Polanski. Perf. Jon Finch, Francesca Annis, and Nicholas Selby. Caliban, 1971. Film.
INTERVIEW, PUBLISHED OR RECORDED
Last name, first name of person interviewed. Interview. Radio or TV Program where interview was conducted or Publication where interview was conducted. Day Month Year of interview. Medium of publication.
Morrison, Toni. Interview. Lehrer News Hour. Dallas. 21 Mar. 1987. Television.
INTERVIEW, PERSONALLY CONDUCTED
Last name, first name of person interviewed. Personal Interview. Day Month Year of Interview.
Moon, Mary. Personal Interview. 22 October 2002.
WEBSITE
Author’s last name, first name [if available]. “Title of Page.” Title of Website. Name of institution/organization affiliated with the site, date of resource creation (if available). Medium of publication. Date of access.
Quade, Alex. “Elite Team Rescues Troops Behind Enemy Lines.” . Cable News Network, 19 Mar. 2007. Web. 15 May 2008.
ARTICLE FROM AN ONLINE MAGAZINE
Author’s last name, first name [if available]. “Title of Article.” Title of Magazine or Newspaper. Publisher Name, Publication Date. Medium of Publication. Date of Access.
Saletan, William. "The Ethicist's New Clothes." . Slate, 16 August 2001. Web. 17 August 2001.
FULL-TEXT ARTICLE THROUGH AN ONLINE DATABASE
Author’s last name, first name [if available]. “Title of Article.” Title of Periodical. Volume number. Issue number (Year of publication): page numbers. Title of Database. Medium consulted. Date of access.
Smith, Terry. “Lord of the Flies.” World Book Online Reference Center. 45.3 (2008): 45-47.
Infotrac. Web. October 2010.
PLAGIARISM
The word "plagiarism" comes from the Latin for kidnapper (MLA Handbook 1.8). It is the act of taking another person's words or ideas and presenting them as your own. Blatant forms of plagiarism such as copying a classmate's paper or copying word-for-word from a book or downloading a paper from the internet are quite obvious and easy to avoid. Unintentional plagiarism is not as obvious to the writer and therefore students must know and learn how to avoid it.
Expository writing and research projects require the use of sources, which can include people, books, newspapers, magazines, or online services. All information taken from primary and secondary materials must be cited. The failure to do so results in plagiarism, which is the intellectual theft of another's ideas. When a person uses the work of another person(s) and presents it as his/her own, plagiarism occurs. Using original language to repeat the author's idea is still plagiarism. Credit must always be given to the person(s) who has done the work. To prevent plagiarism use a "Works Cited" page.
Specifically, credit must be given to the creator when a direct quotation is used, when someone's idea(s), theory (ies) or thoughts are used, when a paraphrase or summary of someone's ideas, theories, or thoughts is used, or when material that is not common knowledge is offered. Common knowledge is material such as dates that can be found in several sources. Generally, students seem to think that paraphrasing or summarizing or putting into other words someone's words, ideas or thoughts eliminates plagiarism. This is not true. The use of another's thoughts, ideas, words, or theories in any form without proper documentation is, in fact, plagiarism.
In the University of Indiana's Student Code of Rights, Responsibilities, and Conduct examples of acceptable and unacceptable paraphrasing are offered.
Here is the original text from page 1 of Lizzie Borden: A Case Book of Family and Crime in the 1980 's by Joyce Williams et al.
"The rise of industry, the growth of cities, and the expansion of the population were three great developments of late nineteenth century American history. As new, larger, steam powered factories became a feature of the American landscape in the East, they transformed farm hands into industrial laborers, and provided jobs for the rising tide of immigrants. With industry came urbanization the growth of large cities (like Fall River, Massachusetts, where the Bordens lived) which became the centers of production as well as of commerce and trade."
Here is an UNACCEPTABLE paraphrase that is plagiarism:
"The increase of industry, the growth of cities, and the explosion of the population were three large factors of nineteenth America. As steam-driven companies became more visible in the eastern part of the country, they changed farm hands into factory workers and provided jobs for the large wave of immigrants. With industry came the growth of large cities like Fall River where the Bordens lived which turned into centers of commerce and trade as well as production."
The above paraphrasing is considered plagiarism because only a few words or phrases have been changed from the original, a source is not cited, and even the meaning of some sentences is altered.
Here is an ACCEPTABLE paraphrase:
Fall River, where the Borden family lived, was typical of northeastern industrial cities of the nineteenth century. Steam-powered production had shifted labor from agriculture to manufacturing, and as immigrants arrived in the US, they found work in these new factories. As a result, populations grew, and large urban areas arose. Fall River was one of these manufacturing and commercial centers (Williams 1).
This paraphrase is not plagiarism because the information is accurately stated in the writer's own words, and the source of the material is stated. (ww\v.indiana,edu)
Students who have any questions about plagiarism should ask their teacher for further clarification.
SAMPLE RESEARCH PAPER
A Skillset For Success:
How To Run An Effective Chorus
“Harmony” is defined by The New Grove Dictionary of Music and Musicians as “The combining of notes simultaneously, to produce chords, and successively, to produce chord progressions” (Dahlhaus 175). In a more general sense, the term “harmony” refers to multiple entities working together to create a more complex product. Music is entirely based on the concept of creating sounds that compliment each other while creating a whole and harmony adds a whole new level of complexity to the mix. Creating vocal harmonies is easy to experienced musicians who have spent time developing the skill, but for younger musicians harmony can present a daunting challenge. How can someone take multiple sounds and combine them to form a single, complimentary sound? What does it take to make the voice fall in just the right place to make it sound good with another voice? Some kids figure out this technique with little or no help, but still need to refine the craft. Others need the close instruction of an experienced professional. Either way, the task of helping young choristers develop their skills will fall to the musical influences who children remember most from their early music careers: their chorus teachers. Chorus teachers are often paid meager salaries with hard hours and extra classes that they are required to teach, but they still find an incredible amount of satisfaction in their work. Molding a group of young singers into a choir of accomplished vocalists is an involved and rewarding process that takes immense skill and precise technique. But just what are these methods that teachers use to create successful choruses? Although there are no concrete answers, chorus teachers agree that promoting proper technique, planning ahead, and addressing a group’s issues head on help to create a more successful chorus.
To begin with, chorus teachers who emphasize proper technique and vocal health run more effective, professional choruses at any level. Proper technique is one of the hallmarks of a standout chorus. Crisp consonants, tall vowels, and proper breathing help to create a more mature and experienced sound. However, the stereotypical children’s chorus is a group that does not sound the best it can, but looks cute onstage. Keeping a strong, centralized focus on learning proper singing technique is one of the best ways to combat this issue. Technique emphasis should start as soon as a student enters a chorus environment. Kathy McMinn, an elementary school teacher at Federal Furnace Elementary School, teaches both general music classes as well as choruses outside of school. Using creative methods, McMinn teaches students how to breathe properly and produce quality sound during what is usually the students’ very first choral experience. McMinn’s teaching style is a combination of teaching by wrote and an introduction to sight reading. Everything from vowel shape to posture is modeled for the choristers. Using the modeling technique at the elementary level can bring about greater improvement in vocal technique than vocal health lessons from later on. McMinn describes the children in her chorus as, “…sponges, they soak [the music and all the techniques] up.” (McMinn). In addition to starting vocal technique emphasis early, vocal health lessons should begin as early as grade four or five, where students should learn the basics to keeping their voices healthy and functional. Class topics include learning about the physiological aspects of singing, such as where sound is produced and how to keep the voice in shape (Phillips 91-101). As the students progress to secondary education, technical study changes from introductory training into advanced refining. Middle school teachers have the tough job of teaching vocal health while voices are changing the most. Especially in boys, the voice change is a drastic shift musically, socially, and emotionally. Music teachers need to recognize the gravity of this change and be able to continue to teach vocal health despite the voice feeling drastically different. Modeling is especially helpful in this stage because many boys push their voices to do more, leading to adverse results. Keeping a light tone while demonstrating helps to ensure that the boys in a choir do not hurt their voices when it is most delicate (Pagel and Spevacek 104). By the time students reach the high school level, a well-cultivated choral student should have an obvious technical emphasis that is evident in his or her singing. Blending should start to become second nature among students in a high school choir, and any other blending issues can usually be resolved by maintaining emphasis on posture and making sure that individual voices, whether they sound better or worse, do not “stick out” (Jipson 96). Those who have exceptional aptitude for such technique have better chances of being accepted into choral festivals at the district and state levels. By constantly reinforcing technical studies and vocal health, a chorus will reach a level of performance that directors would not have thought possible.
In addition to emphasizing technique and vocal health, directors agree that planning ahead for rehearsals helps make a chorus better in the long run. Choral curriculum is written in an effort to give teachers the opportunity to plan for the long term, but short term planning is essential to a chorus’ growth. By planning out day to day rehearsals, issues in a given area can be addressed before they become problematic or detrimental to the group. A goal should be set daily to either address a previous problem or to learn something new about the music or about the voice. Planning is essential at every level of choral training. Kathy McMinn plans out rehearsal time to make sure that she can address hardships from last week’s rehearsal before they take root. “If there’s a train wreck,” she says, “don’t just leave it. Address it quickly before [elementary school kids] learn it that way,” (McMinn). On the opposite side of the spectrum, Jonathan Richter, Director of Choral Activities at Roger Williams University, plans out his rehearsals just as much as McMinn. Richter plans out individual rehearsals, but also prepares for each rehearsal himself. When asked about his preparation process, Richter answers, “Having a solid understanding of the nuts and bolts of music is critical to a conductor's success,” (Richter). Richter tries to know his music backwards, forwards, up, and down in order to ensure that he can address any issues as soon as they arise and pinpoint any possible trouble spots before they happen. One of his techniques includes knowing his music “vertically,” meaning that he analyzes the structure of each chord in order to better understand what he is teaching. By better understanding each piece of what he is teaching, Richter is able to predict which voice parts will have trouble working together and can anticipate which parts will need more time to rehearse. The preparation before rehearsals is an essential to utilizing all rehearsal. Taking ten or fifteen minutes of preparation before a class can mean the difference between correctly learning a section of music and jumping from topic to topic without any clear goal for the day.
Lastly, addressing a group’s main issues head on is one of the most effective ways to help make a chorus more effective. Every chorus teacher will agree that each group has specific issues. Instead of avoiding the issues, it is best to look at the issues facing a group and address them before they become a great hindrance to the group. Chronic choral problems can range from technical issues to behavioral problems. Kathy McMinn’s groups’ core issues revolve around inexperience in music and reading ability. Some of the children in her choruses have just begun school and as such have difficulty understanding written word and music notation. Jessica Vaitkus, a middle school chorus teacher at Plymouth Community Intermediate School, directs the school’s choruses. Her main issue is the changing voice, which simply requires continuous technical training (Vaitkus). Jonathan Richter directs the Roger Williams University Chorus and talks about some of their big issues. He says that the group suffers from a, “…lack of true discipline. I am partly to blame for this because I have admittedly taken on a "populist" mindset when approaching the group. That is to say that I have tried very hard to make the experience a fun one for all members so as to increase enrollment in the ensemble,” (Richter). He intends to use next year to really refine the group’s discipline and refocus the goals of the group.
As music teachers continue to enter the workforce, the pressure is on for universities to prepare rookie teachers for their first step up to the plate. The odds are stacked against them as they enter the realms of their new jobs. Elementary school teachers must be prepared to deal with inexperienced singers and lack of focus in the classroom. Middle school teachers must be prepared for the emergence of adolescent dissent and difficulty retaining members who are dealing with negative stereotypes surrounding the social connotations of remaining in a chorus. High school teachers must brace themselves against the full manifestation of teenage angst and prepare to earn respect from their students rather than inherently have it. Collegiate conductors have to be ready to teach the finest, most precise points of musicality to students who may be unwilling to divert away from the doctrines of other teachers. No matter what level, choral conductors have the difficult task of making ten to two hundred kids work together to create one unified body. From the discourse of the first day of sight-reading to the last frantic dress rehearsal, students begin to feel less like one singer and more like one chorus member. When people behold the spectacle of a chorus working together in harmony, the experience is breath-taking. Thanks to chorus teachers, students learn how to cooperate, interact, and understand one another. They learn how to work towards a common goal and strive to be the best group they can. As long as chorus teachers draw breath, students will grow into more affable, selfless adults who will make the world a better place for future generations.
*Original paper meets requirement. Margins altered to fit packet.
Works Cited
Dahlhaus, Carl. “Harmony.” The New Grove Dictionary of Music & Musicians. Ed. Stanley Sadie. Vol. 8. 1995. Print.
Jipson, Wayne R. The High School Vocal Music Program. West Nyack, NY: Parker Pub., 1972. Print.
McMinn, Kathleen. Telephone Interview. January 23, 2012.
Pagel, Randy, and Linda Spevacek. The Choral Director's Guide to Sanity ... and Success!: How to Develop a Flourishing Middle SchoolJunior High School Choral Program. Dayton, OH: Heritage Music, 2004. Print.
Phillips, Kenneth H. Teaching Kids to Sing. New York: Schirmer, 1992. Print..
Richter, Jonathan. Email Interview. February 7, 2012.
Richter, Jonathan. Email Interview. February 9, 2012.
Vaitkus, Jessica. Email Interview. January 27, 2012.
Works Consulted
Bellman, Jonathan. A Short Guide to Writing about Music. New York: Longman, 2006. Print.
Dahlhaus, Carl. “Harmony.” The New Grove Dictionary of Music & Musicians. Ed. Stanley Sadie. Vol. 8. 1995. Print.
Jipson, Wayne R. The High School Vocal Music Program. West Nyack, NY: Parker Pub., 1972. Print.
McMinn, Kathleen. Telephone Interview. January 23, 2012.
Pagel, Randy, and Linda Spevacek. The Choral Director's Guide to Sanity ... and Success!: How to Develop a Flourishing Middle SchoolJunior High School Choral Program. Dayton, OH: Heritage Music, 2004. Print.
Phillips, Kenneth H. Teaching Kids to Sing. New York: Schirmer, 1992. Print..
Richter, Jonathan. Email Interview. February 7, 2012.
Richter, Jonathan. Email Interview. February 9, 2012.
Sampsel, Laurie J. Music Research: A Handbook. New York: Oxford University Press, 2008. Print.
Vaitkus, Jessica. Email Interview. January 27, 2012.
RESEARCH PAPER YES TEST
Sample
In order for your paper to be evaluated, it must contain the following basic components.
|YES |NO* |COMPONENTS |
| | |Paper is typed in TNR font size 12 and double-spaced with one-inch margins |
| | |Title page is correctly formatted |
| | |Pages are numbered properly |
| | |Works Cited page is present |
| | |Works Cited page is correctly formatted |
| | |Works Consulted page is present |
| | |Works Consulted page correctly formatted |
| | |No general encyclopedias or dictionaries are cited or listed |
| | |Internet websites are credible |
| | |Minimum of three sources listed on Works Cited page and are cited in paper |
| | |Minimum of ten references listed on the Works Consulted page |
| | |At least one source is a book, professional journal, article, magazine, newspaper, periodical |
| | |Thesis statement is an argument/states a position/analyzes an issue or idea |
| | |Paper is written in the third person |
| | |Paper contains no contractions |
| | |Citations properly formatted |
| | |Paper is a minimum of 5-6 pages |
| | |Submitted to |
* A "No" on ANY single item will result in the paper being returned to the writer so that the omission or error can be corrected. Evaluation will stop until the "No" error is corrected.
Peer Revision
Sample
Research Paper Title: _____________________________
Writer: ______________________________
Introduction
Please identify the thesis of the research paper:
Body Paragraphs (minimum of three body paragraphs)
What is the first body paragraph topic sentence?
What is the second body paragraph topic sentence?
What is the third body paragraph topic sentence?
What is the fourth, fifth, sixth, etc. body paragraph topic sentence? (if there is one)
Are all topic sentences appropriate for the body paragraph? Y/N
If not, give suggestions on the research paper itself
Conclusion
Was the conclusion adequate? Why or why not?
Requirements
← Cover page - done correctly (please see Handbook)
← 5-6 pages (typed, using Times New Roman, size 12, with one inch margins)
← MLA in-text citations - done correctly
← MLA Works Cited page - done correctly (see Handbook)
← Works Consulted page – done correctly (see Handbook)
← Minimum of three sources cited in the text and on the Works Cited page
← Minimum of ten sources cited on the Works Consulted page
Conventions
← Please read the research paper twice and make any necessary revisions on the speech itself. (Please revise SYNTAX, grammar, spelling, punctuations, capitalization, etc.)
MIDTERM EXAM
The midyear exam is a presentation of the students’ experiences in the first semester. The first part of the presentation will be infused with technology, at the choice of the student (no PowerPoints). Because of the importance of demonstrating an understanding of technology, a Mid-Year presentation without an infusion of technology will result in a failing Mid-Year Exam grade.
The following items must be present in the technology portion of the presentation:
• Practicum experience thus far: acquiring a mentor/explaining his or her role/describing what he or she did or will do during practicum hours.
• Description/explanation of product
• Research experience
• Reflection
The second part of the presentation will consist of a mini-Triboard made of two file folders (see teacher for instructions). All of the items included in the technology portion of the presentation will be included on the mini-Triboard. The following additional items will also be included on the Triboard:
• Smaller, color version of the Declaration poster
• Pictures documenting the practicum and/or product
The technology piece will receive up to 50 points, while each of the other bulleted areas will receive up to five (remember the first bullets are counted twice) points for a total of 100 points.
ORAL PRESENTATIONS
The culmination of the Senior Project is the oral presentation. Your presentation, infused with technology, will serve to explain your research paper, practicum, and the “link” or connection between the two. This is your opportunity to inform an evaluation panel of your learning.
Presentation checklist:
| |Introduction: your name, your topic and a welcome to the judges |
| |Motivation: why did you choose this topic? |
| |Subject of your paper: your thesis and key findings |
| |Product description: evidence that your project is complete |
| |Practicum experience: who was your mentor? What did you learn? What are your overall impressions of the experience with your mentor? |
| |Learning Stretch: describe your learning stretch. How was your project a challenge for you, and |
| |how did it "stretch" or enhance your skills and knowledge? |
| |Conclusion: overall impressions, future applications of your project, examples of personal discovery |
| |Use of technology: include technology that will serve to help your audience better understand what you did and what you learned from your Senior |
| |Project. This technology must be integrated into your speech. The product or pictures of the product should be a part of your presentation. |
| |Timing: no less than 8 minutes, no more than 10 minutes. Rehearse for timing. |
| |Questions and answers: brainstorm questions the judges may ask you |
| |Attire: neat and professional clothing (see guidelines) |
GUIDELINES FOR ORAL PRESENTATION ATTIRE
The purpose of these guidelines is to uphold the professional image of this presentation and to better prepare you for the working world. When you deliver your Senior Project oral presentation, it will be to your advantage to make the best “first impression” you can. How you look, your dress and personal appearance, is an important part of this presentation and is one of the requirements on the scoring rubric.
Presentation Attire for Females:
• Skirt and dress pants and appropriate, professional shirt OR
• Business suit or dress
• Dress shoes are required
• Attire must adhere to the school dress code
Presentation Attire for Males:
• Collared shirt with tie and appropriate pants OR
• Sports coat, collared shirt, tie, and appropriate pants OR
• Business suit with collared shirt and tie
• Dress shoes are required
• Attire must adhere to the school dress code
SENIOR PROJECT - ORAL PRESENTATIONS RUBRIC
Sample
|Essential Trait |Exemplary |Proficient |Developing |Emerging |
| |Clear and consistent mastery |Adequate mastery |Approaching mastery |Little mastery |
| |Exceeds standards; may have a few|Capably meets standards; will |Approaching standards; with clear|Attempts to meet standards; has |
| |superficial errors. |have lapses in quality. |weaknesses. |significant weaknesses. |
|Content |- Demonstrates mastery of topic |- Demonstrates adequate |- Demonstrates some understanding|- Demonstrates lack of |
| | |understanding of topic |of topic |understanding |
|Organization |- Presents ideas in a clear, |- Presents ideas in a clear, |- Attempts to present ideas in a |- Does not present ideas in a |
| |thoughtful order |appropriate order |clear and appropriate order |clear order |
| |- Strong, logical progression |- Adequate, logical progression |- Weak progression |- No progression |
| |(beginning, middle, end) |- Adequate transitions |- Minimal transitions |- Lack of transitions |
| |- Smooth transitions | | | |
|Language Use |- Extensive use of appropriate |- Effective use of appropriate |- Adequate use of appropriate |- Minimal use of appropriate |
| |vocabulary/terminology |vocabulary/terminology |vocabulary/terminology |vocabulary/terminology |
| |- Consistent utilization of |- Nearly always utilizes correct |- Utilization of grammar and |- Occasionally utilizes correct |
| |correct grammar and pronunciation|grammar and pronunciation |pronunciation is generally |grammar and pronunciation |
| |- Minimal gap-fillers (“um,” |- Few gap-fillers |correct |-Gap-fillers interfere with |
| |“like,” “you know,” “uh,” etc.) | |-Some gap-fillers |expression |
|Voice |- Presenter speaks clearly and |- Presenter speaks clearly and |- Presenter speaks clearly and |- Presenter often mumbles or |
|Clarity |distinctly all the time |distinctly most of the time |distinctly some of the time |cannot be understood |
|Inflection |- Masterfully uses inflection to |- Uses inflection to clarify |- Occasionally uses inflection to|- Speaks in monotone |
| |clarify meaning and emphasize key|meaning and emphasize key points |clarify meaning and emphasize key| |
| |points | |points | |
|Non-Verbal Delivery |- Presenter utilizes professional|- Presenter utilizes adequate |- Presenter has informal posture |- Presenter has poor posture, |
|Eye Contact |posture, is composed, and |posture and establishes eye |and establishes some eye contact |and/or does not look at the |
|Poise |establishes eye contact with |contact with everyone in the room|with the audience during the |audience during the presentation |
|Knowing Audience |everyone in the room during the |- Presentation style is nearly |presentation |- Presentation style is rarely |
| |presentation |always appropriate to audience |- Presentation style is generally|appropriate to audience |
| |- Presentation style is always | |appropriate to audience | |
| |appropriate to audience | | | |
|Pacing and Volume |- Varies pace to match the point;|- Adjusts pace to emphasize or |- Varies pace only somewhat; may |- Does not vary pace; speaks too |
| |delivers in a smooth manner |clarify some points |speak too quickly and/or |quickly and/or hesitates and uses|
| |- Volume is loud enough to be |- Volume is loud enough to be |occasionally hesitates and uses |distracting phrases |
| |heard by all audience members |heard by all audience members |distracting phrases |- Is very difficult to hear |
| |throughout the presentation |throughout most of the |- Volume is loud enough to be | |
| | |presentation |heard by all audience members | |
| | | |throughout some of the | |
| | | |presentation | |
|Technology |-Uses appropriate technolog with |-Uses appropriate technology |-Uses appropriate technology with|- Cannot use appropriate |
| |ease |-Navigates information, network, |frequent assistance. |technology without assistance. |
| |-Navigates technological systems |and storage systems |-Navigates systems with frequent |-Cannot navigate systems without |
| |with ease |-Uses digital tools effectively |assistance |assistance |
| |-Uses digital tools in powerful | |-Makes limited use of digital |-Does not use digital tools |
| |and new ways | |tools |appropriately or effectively |
|Timing |-Exceeds 10 minutes |-Between 8-10 minutes |-Between 6-8 minutes |-Under 6 minutes |
|Attire |-Dressed in a suit |-Dressed professionally | |-Did not dress professionally |
Comments:
PETITION TO SENIOR PROJECT ADVISORY BOARD
Sample
This form should be used to petition the Senior Project Advisory Board for:
▪ Change of your Senior Project topic
▪ Change of your research paper topic
▪ Change of your mentor
▪ Change of your product
This form should be completed and returned to your Senior Project Advisor as soon as possible.
STUDENT:
Name:
(Please print)
Signature: Date: ________
PARENT/GUARDIAN:
Name:
(Please print)
Signature: Date: ________
Please state the nature of your appeal and the reasons for thinking your appeal should be granted. Supporting documentation should be attached.
Typed requests must be attached to this document. Handwritten requests will not be accepted.
( Approved by Senior Project Advisory Board Date: _____________
( Denied by Senior Project Advisory Board Date: ___________________
Reason for denial:
Acknowledgments:
Barrington High School
Exeter High School
Fenway High School
Francis W. Parker Charter Essential School
Plymouth South High School
-----------------------
Plymouth North High School Senior Project
[pic]
41 Obery St.
Plymouth MA 02360
508-830-4400
Revised 2014
Please refer to the Senior Project presentation rubric for specific requirements and standards for oral presentations. It is your responsibility to be familiar with and be able to meet these standards.
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- senior cumulative project parker
- rocky river high school rrcs
- college planning timeline l2th grade
- college career planning timeline
- table of contents
- plymouth north high school senior project
- senior inquiry project molokai high and middle school
- mineral county schools
- schoolshelf digital student success resources
Related searches
- high school senior essay ideas
- fun high school senior activities
- high school senior essays
- high school senior year experience
- high school senior essay examples
- high school senior scholarships 2020
- high school senior paper topics
- high school senior timeline checklist
- high school senior reflection essay
- high school senior checklist pdf
- parkway north high school calendar
- high school senior timeline