Rising Seniors

Summer (Pre-Capstone) Project

Woodland High School

Stockbridge, Georgia

The assignment is due on the first day of school,

August 1, 2016.

Welcome Rising Seniors!

As you approach the final chapter of your high school educational career, we would like to congratulate

you on reaching this milestone. You are to be commended for your perseverance and steadfast determination to

fulfill your goal of graduating from Woodland High School.

Last year, the English Department implemented a senior project that served as a capstone to capture key

tasks. Initially, the project appeared to be a daunting task; however, the end product served as a reminder and

indication of the wonderful work that is produced throughout the year by our amazing students.

The purpose and focus for the Capstone Project is to give students an insight into their potential future

career. They will have an opportunity to determine which path they intend to pursue in the job market (military,

entry level positions, etc.) or following graduation from college. Believe me, this project was an eye opener for

some students once their journey began as to SAT/ACT requirements for various colleges and certifications for

careers in other professions. Some students were able to refine their aspirations, and others decided to change

their focus to something more in the area of their passions.

This year, the English Department has decided that various aspects of the Capstone Project can be

completed during the summer. This will allow for more literary work to be completed throughout the year. This

packet contains templates and directions for completing the following tasks:

Signature Sheet……………………………………………………….Page 3

Commitment Form………………………………………………..Page 4

Career/College/Military Comparison………………………. Page 5-14

I Am Poem……………………………………………………………Page 15

Letter of Intent………………………………………………………Page 16

Portfolio Cover Page………………………………………………Page 17

Autobiographical Essay……………………………………………Page 18-21

Dedication Page …………………………………………………….Page 22

Mission Statement…………………………………………………..Page 23-24

Please note that all items are to be typed, included in a plastic sheet protector, and submitted in a 2” binder. This

process will be used throughout the year to submit all aspects of the Capstone Project for grading.

Senior Capstone Overview & Signature Page British Literature & Composition 2016-2017

High School seniors are nearing the completion of 12 years of education. They have taken a variety of courses

and have developed an assortment of skills during those years. The senior year is a time for students to combine

their knowledge and skills in a senior project to show what they have learned. The Academic Yearbook provides

an opportunity for a student to choose an area of interest (college major or employment), conduct in-depth

research, and demonstrate problem-solving, decision-making, and independent learning skills.

The Senior Project is challenging; it requires considerable effort on the part of the student in showing what he

or she has learned. A good Senior Project causes students to plan in order to meet deadlines and manage the

project successfully.

In 12th grade, the Senior Project consists of a written research report, a major product, an oral presentation, and

a written portfolio of various types of writing. The four components are:

Research paper—a formal paper that encourages students to develop and demonstrate proficiency in conducting research and writing about a chosen topic.

o Length: 6 typed pages (double spaced) o Writing Style: Formal o Sources: 3 different sources (no more than 2 internet sources)

Product—a tangible creation based on choosing, designing and developing an item related to the student’s field of study (research paper).

Oral Presentation—a formal presentation with a PowerPoint must be given before a teacher or a panel of judges.

Writing Portfolio—In accordance with the new Common Core GPS standards, students will demonstrate the ability to “will employ strong, thorough, and explicit textual evidence in their literary analyses and technical research.” Students will complete several literary analyses and narrative writing including, but not limited to a compare/contrast essay, editorial response, autobiographical incident, poetry, formal interview, letter of intent, college application, resume, career and college comparison.

The entire project must be typed in a formal portfolio.

If you have any questions or concerns, please email Quiana Waldon at quiana.waldon@henry.k12.ga.us.

Parent/Guardian Date Student Date

Academic Yearbook 1

Commitment Form

Student’s name

Student’s signature Date

Research topic

Parent’s signature Date

Senior project advisor’s signature Date

Product idea (tentative)

Product mentor’s signature Date

Career Cluster (Check one.)

Agricultural & Natural Resources

Architecture & Construction

Arts, A/V Technology & Communications

Education &Training

Finance

Retail/Wholesale Sales & Service

Government & Public Administration

Scientific Research/Engineering

Health Science

Transportation, Distribution & Logistics

Hospitality & Tourism

Human Services

Information Technology

Business & Administration

Law & Public Safety

Manufacturing

Academic Yearbook

Military Comparison Worksheet

When researching which branch of service to choose, there are many factors to consider. These factors,

minor and major, play an important role in deciding which branch is the best choice for your needs. Use the

template below to note the characteristics of two of the branches of service. Review the characteristics to

determine your first and second choice. If the information relates to both branches of service and both types

of enlistment, enter the information only once under the first column.

Information can be found by researching: www.todaysmilitary.com Click on the tabs at the top of the page

to find the

information (written in bold lettering).

Branch of Service 1: (Write the branch below in this box)

Branch of Service 2: (Write the branch below in this box:

Enlisted: Officer: Enlisted: Officer:

Basic Training:

What is the age requirement for enlisting?

Which type of education is acceptable (high school diploma, G.E.D, or no requirements)?

Before Serving:

What is the ASVAB and how are the scores used by the military?

What are the eight subjects tested on the ASVAB?

What is the Selective Service?

What are the overall physical requirements?

What are the educational requirements?

Boot Camp:

What is Boot Camp and how should a person prepare in advance for the training?

What can a person NOT take to boot camp?

What six (6) activities might happen at boot camp orientation?

What are the duration of the camp, possible locations, and physical fitness requirements?

Officer Candidate/Training School

Who are the three types of people that traditionally attend OCS/OTS?

What is the duration and training? Which rank is assigned following graduation?

ROTC Programs:

Army What is taught? Where do the courses take place? Is there a summer program? What happens after completion of the program?

Navy & Marines What is taught? Where do the courses take place? Number of available colleges and universities? What happens after the completion of the program?

Air Force What is the mission? Number of available colleges/universities? Types of degrees (2- or 4-year)?

What is taught? What happens after completion of the program?

Coast Guard: ROTC Program (yes or no)? Age requirement? Training available? Paid during training (yes or no)? What happens following completion?

Career Fields:

Name of Career: Enlisted or Officer?

Responsibilities:

Possible Military Job Titles:

Military Compensation:

What could be your base pay?

What could possibly be your rank in one year?

Which free benefits are provided by the military?

What could your salary become after four years of service (change the years on the estimator found on the right side of the page)?

Service Branches:

What is the primary responsibility of this branch of service?

Letter of Intent Using correct business style, write a letter of intent to the Senior Project Board. This letter will become part of your senior project portfolio. It should be typed/word-processed and planned well. ______20pts Paragraph 1: Describe the general area of interest of your senior project. Explain why you chose the topic and what (if anything) you already know or have done in the area to help build your knowledge base. _____/20pts Paragraph 2: Include the specific research on which your paper will focus and some of the ideas you hope to include. Also discuss some of the resources you plan to use, any specific questions you want to answer, and what you need to know to do the research. _____/20pts Paragraph 3: Describe how your paper relates to your product. Describe your project — what it is, who is involved, potential cost, time involved and possible resources. Explain how this is a potential learning challenge._____/20pts Paragraph 4: Write a paragraph about the dangers of plagiarism. What are the consequences? Relate it to academic papers. _____/20pts Student Sample of Letter of Intent: 2107 Mull Lane

Mullberry, GA 30058

September 9, 2016

Senior Project Panel

Woodland High School

800 North Mosley Drive

Stockbridge, GA 30281

To whom it may concern:

My senior project is centered on the field of….. I chose this topic because …..I have also endured …..experience in my own life that

made me respect and appreciate the field of….. This experience has made me want …..as a career.

My research questions is “ …. ?” I will do thorough research on…… so that I will acquire a great deal of knowledge on my topic. I

will find out……, ….., and……. I plan to use the internet for a majority of my research. In addition to the internet, I will use….., and I

will perform a thorough interview with my ……on the topic.

My product will be a……. I will need…. to complete my product. Due to the complexity of ……time spent on the construction

process. In the end I feel I will learn ……

I do understand the severity of plagiarism. Academic dishonesty can lead to multiple consequences including but not limited to the

rejection of my senior project portfolio, research paper, product, and presentation. I do not encourage plagiarism to any of my peers,

nor do I wish to take part in it. I pledge to uphold academic honesty throughout this entire senior project and also in life as well.

Sincerely,

Jane Doe

Requirements:

_____ All required items are on the page. 20pts

a. Research question near top of page (enlarged font)

b. Pictures related to question

c. Student’s Name (large font)

d. The words “Senior Project”

e. Title of Class: British Literature (spelled out)

f. Teacher’s Name: ___________

g. Date: Spring 2017

h. All information above is in the correct order, centered on the page

_____ Printed on white paper in color. No black and white printing. 20pts

_____ Include two or more graphic images, which are related to research question. 15pts

_____ Images are not blurred or altered beyond recognition. 20pts

_____ Mechanics: Text has no errors in grammar, capitalization, punctuation, and spelling. 10pts _____ Layout: The page design is visually pleasing, supports the page content, and the idea is clear. 15pts

Photographs images are better!

Writing the Autobiographical Narrative

Directions: You will engage in the following standard as you write your autobiographical narrative. You may use the following sentence stems, dialogue punctuating rules, and rubric as you synthesize your thoughts for your narrative.

ELACC11-12W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen

details, and well-structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple

point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a

particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting,

and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Sentence Starters for Autobiographical Narrative:

Use the following sentence starters to help you determine a memorable incident for your autobiographical narrative:

The funniest thing happened when…

My most favorite holiday was…

The thing I remember most about my childhood is…

The best part of my high school career was….

The worst part of my high school career was…

My favorite time of year is…

The thing I loved most about ….

The thing I hate most about….

Every ____day I would…..

I’ll never forget when….

I couldn’t believe when I heard….

I wish I could turn back the hands of time when ….

I wish I could erase the time when…

Punctuating Dialogue and Direct Quotations:

a. Periods and commas ALWAYS go inside quotation marks.

“I think you’re wrong,” Dan said.

b. Colons and semicolons ALWAYS go outside quotation marks.

Dan said, “I think you’re wrong”; he was asking us to re-examine our information.

c. Question marks and exclamation marks go EITHER inside or outside the quotation

mark depending on the situation. They go inside when the question or exclamation is

part of what is quoted.

She asked, “Who did it?” or Did she say, “I’m quitting”?

d. When the sentence, as well as the quotation at the end of the sentence, needs a question

mark (or an exclamation point), use only ONE question mark (or exclamation point),

and place it inside the closing quotation marks.

Did she ask, “Is this fair?”

If you are questioning an exclamation, do it like this:

Is it true he yelled, “No!”?

When you write dialogue, begin a new paragraph whenever the speaker changes.

“Videotape is the wave of the future,” declared Clarissa. “There’s no doubt about it! Not only is it a popular medium for today’s artists, but it has practical applications as well.”

“You’re right,” Angela agreed. “Video has been a boon to us on the swimming team—even

when we don’t like what we see! When we see ourselves on tape, however, we see immediately where our shortcomings are: a kick that’s uneven or too much time lost at the turn.”

“I work with emotionally disturbed children,” mused Carmen,“and, now that you mention it,

perhaps videotaping the teachers at work would be helpful. It would give us a chance to study our interaction with the children and see where we might improve or change our approach.”

“Well, I guess we have our work cut out for us,” Clarissa said. “If we all become masters of

the video camera, we’ll be on the road to success.”

Use a pair of dashes to indicate an abrupt break in thought or speech or an unfinished

statement or question.

“First of all,” he said, “if you can learn a simple trick, Scout, you’ll get along a lot better with all kinds of folks. You never really understand a person until you consider things from his

point of view—”

“Sir?” “—until you climb into his skin and walk around in it

Guidelines:

Be sure you can dedicate 10% of your writing to your introduction 70% to events/conflict/characters, 15% to the significance of the event

(meaning what did you learn from the experience or how has it shaped you into the person you are today) and 5% to your conclusion.

Rubric:

You will be graded on your ability to use sensory details (colorful adjectives and strong verbs) and dialogue to authenticate your setting and

bring your characters to life. _____/20pts

Your ability to employ rhetorical strategies like allusions and metaphors and symbolism to create more imagery of your details ______/20pts

Your ability to organize your details in sequential order with paragraphs, with transitions, and models p.216______/20pts

Your ability to use supporting details and to elaborate on the scenes that make up the incident

______/20pts

Your ability to correctly use the conventions and mechanics of Standard American English _____/20pts

You may begin writing here:

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Dedication Page

Directions: Choose someone to whom you would like to dedicate the senior project. This

person may be a family member, church member, employer (former or current), or

teacher/coach/sponsor/administrator (former or current).

Write a well-developed paragraph explaining your reasons for dedicating this project to this

person. Reveal the following in your writing:

Tell who the person is to you ----- 20pts

How long have you known him/her -----20pts

What they have done for you -------20pts

Why you feel connected to the person --------20pts

Include a picture of the person -------20pts

Guidelines for Mission Statement

In 4 sentences or less reveal the following:

Your purpose in life (reason why you feel you exist)

Your life’s mission (what you plan to contribute to society by

your actions in your field of study)

Your desires/aspirations (what you hope to be the outcome of

your contributions to society)

Be sure to use figurative language.

Use the font, size and color of your choice.

Type your name in the lower right hand

corner.

Rubric Checklist

Points Points Earned

Not more than 4 sentences 10 pts

Purpose/Reason 20 pts

Mission/Plan 20 pts

Desire/Outcome 20 pts

Used figurative language 20 pts

Name located in specified

location

10 pts

Total Points Earned