English 12Senior Exit

ProjectUnit Packet Includes Instructions on

researching, creating an annotated bibliography, and project ideas and construction.

OVERVIEW

Step 1: Assignment: Topic approval form (pages 3-4)2

Choose a topic that is of great interest to you that can be described as a “cause.” Identify a problem in your community or beyond and generate a topic idea. You will be choosing a topic proposal from one of the following categories: Public Health & Safety The Environment Human Rights Natural Disasters Poverty/Homelessness Animals Bullying & Violence Discrimination

Education Our Troops Physical & Mental

Health

*alternates may be approved by teacher

Step 2: Assignment: Research, print articles, highlight and annotate articles (page 5)

Research your cause using the invisible web.

Step 3: Assignment: Annotated bibliography (pages 6-7) Evaluate and write about your sources in four areas: article

summaries; author qualifications; author bias; comparison of source content and value

Step 4: Assignment: Synthesis essay (pages 8-14) Synthesize your research and write an essay based on your

research

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Step 5: Assignment: Audience awareness/action project (project proposal; personal action; social media project) (pages 15-24; 27)

Write a proposal explaining your project choice; take personal action demonstrating leadership; create an Action and Awareness Project showcasing the issue

Step 6: Assignment: Exam Part 1: Project Presentation (pages 24-25)

Your presentation to the class explaining and showing what you created for your project. This will be completed the week before exams.

Step 7: Assignment: Exam Part 2: Notes on peer presentations (pages 24-25)

Keep a set of notes from your classmates’ presentations to use in writing your exam essay.

Step 8: Assignment: Exam Part 3: Reflective Essay (pages 24-25)

You will write a narrative reflecting upon the process you went through researching and creating your project. You will do this over two days during exam week.

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STEP 1What Do You Care About?

Find a Cause You Can Promote

The first step in the process of creating your Senior Project is to determine a cause or issue worthy of your time and efforts. Even though you may already have an idea of the cause you wish to promote, the sites below may be able to give your ideas direction with concrete ways to proceed with promoting awareness and taking action.

Start by browsing the sites below looking both for causes as well as ways to bring those causes to the public so that you can make a difference.

DoSomething.org is one of the largest organizations in the U.S. that helps young people rock causes they care about. A driving force in creating a culture of volunteerism, DoSomething.org is on track to activate two million young people in 2011. By

leveraging the web, television, mobile, and pop culture, DoSomething.org inspires, empowers and celebrates a generation of doers: teenagers who recognize the need to do

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something, believe in their ability to get it done, and then take action.

http://www.dosomething.org/

Act Now: The Matrix: This section of the site lets you choose a cause, and then gives you ideas about how to carry it off.

http://www.dosomething.org/ actnow

CAUSES: We’ll help you change the world.We’re focused on ambitious projects

and believe that each day we come to work we’re making the world a better place. We proudly go one step further than not doing evil; we’re doing good. Causes is the world’s largest platform for activism and philanthropy. We empower individuals to create grassroots communities called “causes” that take action on behalf of a specific issue or nonprofit organization.

o http://www.causes.com/

Causes on Facebook: This page gives you information on projects that are currently being pursued by category. You could adapt one of these to make it your project. The problem: This is a Facebook link and must be viewed from home.

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o http://apps.facebook.com/causes/causes

STEP 2Research and the Annotated Bibliography

There are two parts to this assignment: (1) researching and checking in your articles, and (2) completing an annotated bibliography

Research Requirements

1. 8 different sources HIGHLIGHTED AND NOTED with the following labels

Only one article may be used from each source (for example, only one article from the New York Times; only one article from the ASPCA, etc.)

o Four sources dealing with the PROBLEMS/CAUSES OF THE PROBLEMSo Two sources dealing with the SOLUTIONSo Two sources dealing with CURRENT PROGRAMS THAT SUCCESSFULLY ARE RESOLVING THE PROBLEM

Wikipedia may only be used as ONE of your sources

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Sources must be credible and should vary: interviews, films, websites, articles and books.

2. Turn in for score (use rubric for annotated bib) Annotated copy of each article used (for books,

photocopy pages to be used as a source; for interviews or films turn in an extensive set of notes)

Annotated bib entry for each source

Remember your PURPOSE: Finding background proving there is a problem and its

causes, Learning about possible solutions to solve the problem, Finding out what is actually currently being done to solve

the problem (programs that are successfully dealing with the problem).

The ProcessRead Closely, Then Analyze

First, you must read the sources carefully. Gather as much information on your topic as possible. The more you read, the more you know and understand.

Second, you must analyze the argument each source is making: What assertion is the source making about the issue? What support, data or evidence does the source offer in support of that claim?

After Analysis: Find and Establish a Position Third, you need to generalize about your own potential

stand on the issue. The writer should ask, "What are two or three (or more) possible positions on this issue that I could

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take? Which of those positions do I really want to take? Why? What other awareness programs and action plans have been implemented concerning this topic?" The answers to these questions will lead you to your awareness and action sections of your project.

Fourth, you need to argue/support your position. You must develop the case for the topic you choose. In short, in the synthesis essay, the successful writer is going to be able to show readers how he or she has thought through the topic at hand by considering the sources critically and creating a composition that draws into his or her own thinking conversations with the sources.

Annotated Bibliography Example

Format Hanging indent for citation Summary and assessment paragraphs indented to

match hanging indent Single space bib citations and within each individual

paragraph; double space between sections and paragraphs (it should look like the following example)

Ehrenreich, Barbara. Nickel and Dimed: On (not) getting by in America, New York: Henry Holt and Company, 2001.

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In this book of nonfiction based on the journalist's experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum-wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Wal-Mart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation. Ehrenreich’s project is timely, descriptive, and well-researched.

An experienced journalist, Barbara Ehrenreich is also the author of 14 books and has been a contributor to magazines such as Harpers, The New York Times, Time and The Nation.

Ehrenreich’s book is a valuable source for information on the struggles of the working poor in America. Compared to the article by Smith, Ehrenreich’s work is done in the first person which provides insights not available from a traditional news article. Ehrenreich is able to put a face on each person’s struggle which helps the reader better relate to the struggles of the working poor.

Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in

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America. There is some bias in the text. As she experiences the trials of being a member of the working poor, she comments on how difficult life is for low-wage workers.

In the sample annotation above, the writer includes four sections: a summary and three assessments of the text: author qualification, objectivity of source and comparison to other sources.

Answer these questions for each section and include them in this order in your AB:

Summarize (2-3 sentences): What are the main arguments? What is the point of this book or article? What topics are covered?

Assess Author (1-2 sentences): What are the qualifications of the author? If no author is listed, discuss the authority of the source (magazine or web site)

Assess Objectivity (2-3 sentences): Is this source biased or objective? How do you know? What is the goal of this source?

Assess Source Comparison (3-4 sentences): How does it compare to at least one other source in your research? Be specific and name articles by title or author. Why was (or why wasn’t) this source helpful to you?

Name _________________________________

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Research and Annotated BibliographyRubric

1. Research ( 1 points)_____

8 different authoritative/credible sources each extensively annotated

o Highlighting and margin notes BOTH required

4 problems with causes for each 2 solutions 2 current successful programs

2. Annotated Bibliography Proper citations using MLA style

o Citation style (1 points)_____

Full source info provided Double spaced Hanging indents Alphabetical order

Article analysis (8 points)

_____

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o Four separate paragraphs for each article

(single space each paragraph)

Complete summary of article content Discussion of author’s qualifications Discussion of author’s bias

Does the article put forth a single point of view or present all sides of the issue? How do you know?

Comparison to one or more of the remaining 7 sources

Each of the 8 articles must be discussed at least once in this comparison section

Comparison must reference articles by author or title

Total____/10_

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STEP 3 PROJECT PROPOSAL

Project proposalDirections: Construct a response to the following questions in essay form, which explains your idea and provides existing support for your proposed project. This will be scored as credit/no credit and is worth 15 points.

Project Title Create a short, descriptive title for your project.

o Make it attention-getting – like a slogan for your cause

Do not make this a section in this proposal – just make a good title and put it at the top with “Project Proposal” underneath your title

Project Description o What is your project choice?o What downloadable artifacts you will create.o WHAT is going to be the focus of your project? o What research (print and non print sources) is

available about the issue which is the focus of your project?

o What is the status quo on the issue? What else may be done by you to mitigate the issue?

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o WHY do you think this is an important issue for your school, community, state, nation, and world?

o WHO is working on this issue already? What persons and organizations are making progress? Specifically, how are these organizations and representatives contacted?

o WHERE is your project to be completed? Give details.

o WHEN do you anticipate completing your project? Timeline.

o WHAT DO YOU NEED TO DO TO GET YOUR PROJECT COMPLETED?

Early exploration of topic; Narrowing issue to project; Acceptance of your project proposal; Survey of Literature: Research and Annotated

Works Cited; AVAILABLE PRINT AND NON PRINT SOURCES

Letters of Inquiry; Project Progression; Artifacts; Synthesis Essay with Works Cited and Internal

citations Visual; Presentation

Potential Challenges o Describe the risks and challenges you believe you

might encounter while doing your project. 15

Money constraints, technical problems you foresee, time management issues, etc.

STEP 4The Synthesis Essay

What it Is and What it Ain’t

The synthesis essay is a researched conversation. You will be entering a persuasive discussion about a topic that has already been written about discussing the problems created by the issue and what should be done to solve the problem. There are specific characteristics of a synthesis essay:

Use sources cited in your essay to support thesis with a clear, organized position

Consider purpose, audience, and point of view

Basic Synthesis

What It Is…DEFINITION: Synthesis occurs when two or more different sources are used as evidence or support for an argumentative point or counterargument.

How to create the synthesis within each paragraph: Each paragraph of this essay should have, in the first

half of the paragraph, a comparison of what credible sources have written about the topic. This might deal with problems, solutions and actions that need to be taken to

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solve the problem depending on which paragraph you are writing.o A formula for comparing ideas: “Source A writes,

‘X’; Source B agrees (disagrees, elaborates upon, etc.) and writes, ‘Y.’”

o Showing a Relationship between Ideas When comparing these ideas in your writing you

must use certain words that show the relationship – do experts agree or disagree about these ideas?

Words or phrases that can be used to show the relationships between source: “agrees,” “disagrees,” “concurs,” “expounds upon,” “goes even further,” “contradicts,” “confirms,” “clarifies,” etc.

These linking words must correctly characterize the relationship between the ideas you have researched.

The second half of each paragraph should be YOUR OWN analysis and explanation of the topic based upon all of the research you have conducted. o After presenting the research, you will explain in

further detail what you know about problems, solutions and actions that need to be taken.

o This could include, but is not limited to… your educated opinion on the information

presented – this should not simply be a statement that indicates your agreement or disagreement, but

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it should include explanations about why and how you have developed your opinions.

further explanation about the topic being discussed that incorporates your vast understanding of the topic and expands upon information presented in the research.

Sample Body Paragraph – paragraph 2 of an essay on the Japanese tsunami

Perhaps the most prevalent issue facing the Japanese people is the lack of housing and shelters available to the public and relief workers. According to NPR, more that 3,000 people are reported to be homeless in Sendai alone (Millions of Japenese…). This is not an isolated occurrence. An article from Wikipedia titled 2011 Tohoku Earthquake and Tsunami confirms what the NPR article states indicating that about 6 million homes in northeastern Japan are left uninhabitable with either no electricity or water. The NPR article adds that most of the emergency shelters used since the quake are inadequate, such as a

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Clear topic sentence

Comparison of two different sources; in this case the sources agree with one another. Note the use of word that characterizes

Students own analysis related what the sources say. Note that the student included information gathered during the research to support his

school in Sendai housing 3,000 people. A housing problem presents more of an issue than one would think at first. A vast majority of the areas affected by the earthquake and tsunami are radioactive. Furthermore, the temperatures in Japan for this time of year are only between 38 and 57 degrees. These two elements combined are more than enough to continue the rising trend on the death toll. If the survivors are stuck outside or crammed into a shelter, there is no chance for them to begin healing. Something has to be done about the shelter shortage.

What It Ain’t – a description of what NOT to do.

What It Ain’t: Two or more sources in a paragraph—period. There is a popular idea that synthesis just means that a paragraph contains two or more sources. Having more than one source in a paragraph is an excellent first step toward synthesis; however, true synthesis isn’t happening unless a relationship between the sources is apparent. It is hard to pull off synthesis without a connective word, and so look for these signals. Here’s an example:

Chocolate comes to us from South America, where it was once consumedas a bitter, hot beverage, according to Joe Schmoe, author of “Ahh!

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Chocolate” (12). The beverage quickly gained favor in Europe. ImaGoodbar points out that Queen Isabella had an elaborate hot chocolateset that she used on important state occasions (276).

Simply placing source material side-by-side does not make for synthesis. The link between the ideas is clear, BUT a synthesis word or phrase is not used. A paper that included only this sort of stacked information would not be judged successful in terms of synthesis.

What It Ain’t: One source related only to itself. Sometimes students will offer a quote early in a paragraph, and later in the paragraph, the same source will be shown in relationship to itself (hopefully by agreement, as a source disagreeing with itself would be off-putting, to say the least). A more sophisticated way of attempting synthesis within a single source occurs when voices quoted within that source are related to one another. Here’s another example:

In Karen Craigo’s article “Milton Hershey Should be Canonized,” LisaSimpson states, “I love chocolate” (14). Wayland Smithers agrees with thissentiment, stating, “Chocolate is the greatest discovery humankind canclaim” (qtd. in Craigo 17).

Note that both quotes come from the same source. It’s not synthesis; note how the definition requires two or more different sources to be used.

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What It Ain’t: Random synthesis words thrown in for good measure. Often students will use the sort of signal words appropriate for this essay—agrees, disagrees, etc.—but the words are not being used to link sources; rather, they are used merely to introduce a source, and seemingly the agreement or disagreement indicated is with the author’s own ideas. Here’s a sample:

One reason chocolate should be on every elementary school lunch menuis that it makes students feel so good. Rita Dove, president of the DoveChocolate Corporation, agrees, stating, “Chocolate is the perfect end to asatisfying luncheon” (qtd. in Craigo 18).

Students should use words very deliberately. A word like “agrees” should probably be reserved for those occasions when a real relationship is being explored. Students may be tempted to pile synthesis words into an essay, even when synthesis is not present.

What It Ain’t: False relationships between sources. Some students try hard to attain synthesis (the compositional equivalent of nirvana), but they struggle in figuring out exactly what the relationship is between sources. The result of their confusion can be strange indeed; often, it is false synthesis—a made-up relationship between sources. It might look something like this:

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Perhaps the biggest reason taxpayers should be given a standard chocolate deduction is the importance that this commodity has to our entire economic system. Nicole Kidman, author of “If I Ate Anything, It Would Be Chocolate,” writes, “So much in our society is dependent upon our ability to attain chocolate, whether this is through cocoa powder, mocha lattes, or a Cadbury Cream Egg” (42). But in his article “Chocolate Tastes As Good As Halle Berry’s Tonsils,” Adrien Brody disagrees. He states, “Chocolate is important to American life, but I like vanilla, too” (67).

There is a relationship to be drawn between the two quotes offered here, but a student who chose to state that the articles “disagree” would be missing the mark.

What It Ain’t: Too much of a good thing.Lots and lots of synthesis may not be as effective in an essay as some well-placed, select instances. Get into the habit of locating your own voice within a synthesized passage—perhaps by physically highlighting the parts of a paragraph that contain your own words. Are you interpreting quotes and furthering your own ideas, or are you just piling quotes one on top of the other? The highlighting method may allow you to ascertain on your own if it is being overshadowed by source material.

What It Ain’t: Too much of one source. Make sure that one source isn’t driving the essay. If every paragraph contains material from a particular source on the Works Cited page, or if whole paragraphs aren’t synthesized, but rather offer this single, particular source alone, it could be a

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signal that it is using copied structure—relying too heavily upon a source’s argumentative structure, rather than coming up with your own.

The Synthesis Essay Outline

1. Introduction: the first paragraph should do the following. Grab the reader’s attention Frame the discussion regarding your topic Begin with a broad perspective (maybe even global) of

your topic and narrow Include a clear and concise thesis statement

2. Body: the body paragraphs should develop your topic persuasively establishing for the reader why this topic warrants awareness and action, explain what programs already exist, and specifically explain your awareness/action plan.

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Section 1: Warranting Awareness/Action – THE PROBLEMS – should be 2 or more paragraphs. Each problem should be developed in separate paragraph.

A. Begin each paragraph with a main assertion/point in the topic sentence (ex. Chemical pesticides should not be used on foods because these chemicals are altering the DNA of human beings).

B. Support: support your assertion using your research

C. Explain: discuss how the evidence supports your assertion (problem) based upon your overall knowledge of the topic; put emphasis on showing the extent of the problem and why action is needed

Section 2: Establishing Status Quo Programs/Solutions – CURRENT SOLUTIONS – should be 2 or more paragraphs. Each current solution should be developed in a separate paragraph.

A. Assert what programs already exist concerning your topic

B. Support your assertion using the research to identify the existing programs

C. Explain how/why your program or other programs are needed and what they will add to the programs that already exist or how they will contribute to the topic overall based upon your overall knowledge of the topic from all research

Section 3: Your Action Plan – WHAT YOU WANT THE AUDIENCE TO DO – this should be one paragraph.

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A. Assert what want your audience to do (specific action)

B. Support your assertion with research proving it’s possible or that it would work

C. Explain how/why their contribution would make an impact

3. Conclusion: the final paragraph should do the following. Start specific with a restated thesis Bring the topic out to a broad perspective Signify what the reader can do to contribute positively

to your topic Conclude with a positive, hopeful tone

Name _______________________________

The Synthesis EssayPre-Write/Planning Worksheet

1. Topic _____________________________

2. Problems Created by Topica.

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b.

c.

3. Attention-getting opener (quote or anecdote):

4. Thesis: (A solid thesis must indicate the topic, that problems stem from the topic, and that there are solutions to solve the problems. These do not need to be stated directly. They can be implied. Write as a complete sentence.)

5. Problem 1…a. According to Source A:

b. Relationship word:

c. According to Source B:

d. Your discussion of problem and why it needs a

solution:

6. Problem 2…26

a. According to Source A:

b. Relationship word:

c. According to Source B:

d. Your discussion of problem and why it needs a

solution:

7. Solution 1…a. According to Source A:

b. Relationship word:

c. According to Source B:

d. Your discussion of solution and why it will work:

8. Solution 2…a. According to Source A:

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b. Relationship word:

c. According to Source B:

d. Your discussion of solution and why it will work:

9. Action Plana. The belief you want the audience to hold on this

subject:

b. The physical action you want the audience to take:

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Name ______________________________Synthesis Essay Rubric

1. Structure (25 points) __/25

Must conform to the organizational structure shown belowIntroduction (05 pts.)

Grab the reader’s attention Frame the discussion regarding your topic Include a clear and concise thesis statement suggesting problems

and solutionsBody (15 pts.)

Section 1: Problems (2 paragraphs minimum)o Assert the problem using a clear topic sentenceo Compare 2 sources using relationship wordo Provide personal analysis

Section 2: Solutions (2 paragraphs minimum; same number of paragraphs as Section 1)

o Assert the solution using a clear topic sentenceo Compare 2 sources using relationship wordo Provide personal analysis

Section 3: Your audience action plan (1 paragraph)o Assert the action the audience should takeo Support your assertion with research proving it’s possible or

that it would worko Explain how/why your contribution would make an impact

Conclusion (05 pts.) Start specific with a restated thesis Bring the topic out to a broad perspective

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Signify what the reader can do to contribute positively to your topic

Conclude with a positive, hopeful statement

2. Synthesis (50 points)___/50

Essay effectively synthesizes the information from 6 or more sources in assembling a purposefully persuasive essay

oCorrectly compares 2 or more different sources in each paragraph using relationship words

oDevelops clear and convincing arguments using sourcesoEssay aptly refers to at least 6 different sources

Essay demonstrates an especially full understanding of the complex ideas presented in each of the sources chosen

oHalf of each body paragraph comprised of student’s own analysis

3. Writing Conventions (25 points)___/25

MLA formatoMLA essay format (03 pts.)oInternal citations used and formatted correctly (06 pts.)oWorks cited page (06 pts.)

At least 6 different sources listed Alpha order Citations formatted using MLA style

Demonstrates an impressive control over language (10 pts.)oPunctuation, sentence clarity, vocabulary/word choice, transitional

words/phrasesoAppropriate balance of quote, paraphrase and summary

Total

Project Ideas and CriteriaEnglish 12 Senior Project – from Michigan Merit Curriculum

Course/Credit Requirements (84-85)

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The purpose of this project is to demonstrate leadership by creating awareness and requesting action on a cause you feel is important.

Plagiarism When creating media projects, the rules about using

material from outside sources in essays also apply to web sites, blogs and documentary productions

It is NEVER acceptable to use information in your work from an outside source without giving credit to that source

It is rarely appropriate to use information verbatim (word-for-word) on your web site or in your documentary. o Most information should be paraphrased and

summarized Save the occasional quotation for highly dramatic

statements that would lose their impact if not quoted verbatim

o Information that is used as a quotation must include a parenthetical citation (MLA format) immediately following the quote

You must provide a list of sources and include this list in your project (normally the final page of your web site or the end of your video production). This list should be in MLA format.

Main Project Components

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At least 1 mass media/social media element detailing the issueo Web site, blog, documentary posted online, digital

story posted online, audio story posted online, PSA posted online and broadcast locally

Free web hosting siteshttp://www.weebly.com/ http://www.wix.com/

Free blog hosting siteshttp://edublogs.org/ https://www.tumblr.com/

Free video postinghttps://www.youtube.com/

At least 2 downloadable artifacts which are informational and/or action oriented to be uploaded to the mass/social media element. (Read section on artifacts following the next section in this packet)

Personal Action Demonstrating Leadershipo Completed separate from the project (Read section on

Personal Action following the next section in this packet)

o Volunteering, community service or other activism related to the cause

o 10 percent of project grade

Sections of Project – each project must include this information

Introduction/Overview32

o This section should explain the purpose of your project and why your audience should care about the topic.

Problem/Causeso Explain the problems related to your issue and what

causes the problems

Solutionso Discuss solutions that will work to solve the problems

– this section must clearly state how the solutions discussed will solve the problems noted previously

Take Actiono What can the audience do to help solve the problems?

What specific steps does the audience need to follow? – be very specific here

How will these steps affect the problems? More Information

o Live links to resources the audience can visit to learn more about the topic

Each live link must also include the name of the organization to which the audience is being linked and what the organization is about

For example, o World Wildlife Fund: WWF’s mission

is to conserve nature and reduce the most pressing threats to the diversity of life on Earth. www.worldwildlife.org

About the author

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o Who you are (CVHS senior), why you created the site (part of your senior English class experience to show leadership in a cause important to you); why the cause is important to you (from Project Proposal)

Sourceso A list of ALL resources used to create this media

project (your Works Cited page) MLA style citations

Main Project ExamplesExample 1 – Create a documentary showcasing an issue and suggesting solutions or next steps.

Video clips, first-hand interviews, photos, graphic images and narration that demonstrate a problem and its solutionso The student film maker will interview individuals

relevant to the cause and incorporate these along with narration about the topic

Posted with a live link to a mass/social media siteo Site must include 2 downloadable artifacts, an

Overview, More Information, About the Author, and Sources

At least 5 minutes in length Must include the following information/sections

o Attention-Getting Titleo Introduction to Topico Problems/Causeso Solutionso Take Action

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Example 2 – Create a digital story showcasing a cause and individuals who have exhibited social responsibility.

Videos, photographs, background music, interviews and narration that tells the story of the cause presented

At least 5 minutes in length Posted with a live link to a mass/social media site

o Site must include 2 downloadable artifacts, an Overview, More Information, About the Author, and Sources

Must include the following information/sectionso Attention-Getting Titleo Introduction to Topico Problems/Causeso Solutionso Take Action

Example 3 – Create a PSA video highlighting a cause and opportunities for volunteerism and youth activism in the community. PSA must have a strong focus on audience action.

Highlight involvement in service projects asking for audience action

30-45 seconds in length Must be broadcast for 1 week or public access cable

channel in Macomb Posted with a live link to a mass/social media site

o Site must include 2 downloadable artifacts, an Overview, More Information, About the Author, and Sources

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Powerful presentation of informationo Must use student-generated still images or student-

generated video (do not use images or video created by others or found on the web)

Must include the following information/sectionso Attention-Getting Slogano Problem/Causeso Solutionso Action

Example 4 – Create a “Story Corp” audio story showcasing a cause and how individuals have demonstrated leadership in an issue or cause. Those who choose this option will need to listen to the Story Corp project found at the National Public Radio website. The focus of most Story Corp projects is a family member who has made a difference in a cause. Visit NPR.org for examples.

See examples on NPR’s web site: http://www.npr.org/series/4516989/storycorps

Posted with a live link to a mass/social media siteo Site must include 2 downloadable artifacts, Powerful

Images, an Overview, More Information, About the Author, and Sources

A three-minute audio story that highlights a cause and tells an individual’s personal storyo Interview segmentso Narrated segmentso Background music appropriate to tone of story

Must include the following information/sections36

o Attention-Getting Titleo Introduction to Topico Problems/Causeso Solutionso Take Action

Example 5 – Create a website showcasing an issue. (Facebook is not an option)

Powerful images and/or video clips/interviews that demonstrate problems related to an issue

A thought provoking, memorable title for the site 2 downloadable artifacts Powerful images or linked video related to topic ALL 7 sections must be included

o Home page introductory section (overview and purpose of site)

o Problem/Causeso Solutionso Take Actiono More Informationo About the authoro Sources

Example 6 – Create a blog about an issue Posts of at least 250 words per post ALL 7 sections below must be included (each is a separate

post)o Introduction/Overviewo Problem/Causes

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o Solutionso Take Actiono More Informationo About the authoro Sources

Powerful images related to topic 2 downloadable artifacts Posts must be persuasive, address a specific audience, have

a clearly defined beginning, middle and end, and include specific examples

Posts must be placed on blog in logical order

Downloadable ArtifactsAn artifact is a document that can be downloaded and printed from the project web site. It is intended to further showcase the cause, provide further information and/or help the audience take action.

Artifacts must be original documents created by the student and NOT copied from an outside source

Created in Word or Publisher, saved and uploaded as PDFs

Artifacts must use color effectively Artifacts may include, but are not limited to the following.

o Visually dynamic flyers/posters asking for action or identifying the problems

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o Fact sheets that outline the problems/causes, solutions and action in bulleted summary format with use of powerful images

o Instructional material related to how to find and write to legislators, how to write letters to the editor (a form letter)

See the Gasland or Invisible Children sites for examples of artifacts students can use as models

o Book markso Wrist bands

Personal Action Demonstrating LeadershipTaking personal action outside of the main project is worth 10 percent of the project grade. Your action must be related to the cause on which you are working.

Before taking action, make an action proposal to your teacher to get prior approval

Your service must be documented on a form provided by the teacher and turned in with the final rubric

Decide early and start early – this element should be one of the first things you plan in your project

Things you could do to take action might include, but are not limited to, the following.

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1. Create a letter-writing campaign Get a group of at least 10 people to write letters to

appropriate people who can make a difference with your cause.

You must document your efforts.2. Complete a presentation to an appropriate audience

You must have your presentation approved BEFORE presenting and document that you have completed the presentation.

You use a visual aid such as a PowerPoint during your presentation

Presentations could be to after-school clubs or community organizations/church groups

3. Participate in a rally, walk or fundraiser You must document your participation

4. Volunteering You must document your participation

5. Host a viewing of the video you created (similar to what was recommended in Gasland)

Document the event took place6. Create and distribute t-shirts highlighting your cause

Document that 10 shirts were created and at least 10 people must be documented wearing them in a public place like school

7. Twitter Activity Tweet a fact a day for 14 days Must have followers

8. Instagram Posts Post a powerful image a day for 14 days

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Images must have explanatory text and clearly related to the cause

Senior Project Checklist

Use this as a checklist to make sure your project is comprehensive and clear. These requirements will appear as categories to be scored on the project rubric.

Content Requirements – ideas and information used to create project

□ Advocacy Messageo All materials created must effectively enhance the

advocacy message related to the issue chosen. Text Images

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□ Problemo Clear statement of at least 2 problems

Who problems affect Why problem exists When problem began Where problem exists

□ Solutions Clear statement of the solutions being requested

o How will solution solve problem/issue?o Why is this solution the best?

□ Actiono Clear statement of the action being requested

How will the action solve problem/issue? Who should take action? When should the action begin? What is the timeline for the action to work?

o Action requested must have two aspects Physical action – request for audience to do

something (donate, write letter, volunteer, recycle, etc.)

Change in attitude – the way you want people to think differently

□ Learn More

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o List of at least 3 resources for people to learn more about the issue

□ Sourceso Complete bib information in MLA format listing ALL

sources used Must be a separate tab/section for web page or

blog or at the end of a video production

□ About the Authoro Information about you and why you created the project

o Who you are (your name and school)o Why you created the work (senior year project demonstrating leadership in English 12 at Chippewa High School) and the research behind ito Why the issue is important to youo What you hope to accomplish through your work

□ Downloadable Artifactso At least two PDF-formatted documents uploaded to

your project site that provide materials that your audience can open and print (see project packet for examples or go to Invisible Children or Gasland sites to view their downloadables)

□ Powerful Imageso Video or still images that vividly capture the issue

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o Images must clearly advocate for the issue/problem Additional images could be related to solutions

□ Audience A clearly identified target audience (audience must be

named within project)o Audience must be the group MOST able to affect the issue

□ Testimonialso People who are known – or well known – are useful in

promoting a cause Noteworthy people who have supported your

cause Those affected by the issue who have an emotional

appeal to the audience

□ Appeals to pathos, logos and ethos Must include materials that appeal to all three areas

o Pathos (Emotion): moving images/audio; use of emotionally charge language; vivid, concrete language; emotionally loaded language; connotative meanings; emotional examples; vivid descriptions; narratives of emotional events; emotional tone; figurative languageo Logos (Logic): charts/graphs; statistics; literal and historical analogies; definitions; factual data; quotations; citations from experts and authorities; informed opinions

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o Ethos (Ethics): language appropriate to audience and subject; restrained, sincere, fair minded, balanced presentation; appropriate level of vocabulary; correct grammar, clear indication you care about the issue (mostly part of the “About the Author” section)

Format Requirements – the manner in which the project is constructed

□ Titleo Attention-gettingo Clearly indicates an issueo Smoothly integrated into project format

□ Effective Packaging/Project Formato Information presented in a package that is attractive

and effective in conveying required informationo Chosen format is most effective to reach intended

audience. Are multiple formats needed to effectively reach

audience? For example, if you make a video and it is too

large to upload to a website, you will need to post it on You Tube and link it to your site.

□ Clearly and Effectively Organizedo Web site uses tabbed pages to organize content

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o Blog pages have clearly identified posts relating to required content

o Video has chapters clearly identifying the required content

□ Clear communication of ideaso Includes correct grammar, appropriate word choice and

clearly written sentences.

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Name _________________________________________

Senior Project RubricPart 1: Presentation of Issue

Overviewo Minimum paragraph summary of the issue and why it is

important to the audienceo Audience clearly indicated

Problem/Causes (10 points)_____

o Clear, thorough presentation of at least 2 problems and their causes

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Information is powerfully persuasive Solutions (10 points)

_____o Several solutions that clearly affect the problems

Explanations of how solutions resolve the problems Testimonials (05 points)

_____o People who are known – or well known – or who are victims

of the problemo They can be presented as part of the problem or part of the

solution Sources (05) _____

o MLA formatted source information for ALL research used Learn More (05 points)

_____o List of 5-10 resources for audience to learn more about the

issue About the Author (05 points)

_____o Who; why; personal importance of issue; hopes

Part 2: Audience Audience Identified (05 points)

_____ A clearly identified target audience must be identified

o Audience must be the group MOST able to affect the issue

Audience Action (10 points)_____

□ Clear statement of action requested: both physical action AND change in attitude

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Appeals to emotion, logic, ethics (10 points)_____

□ Must include materials that appeal to all three areas Downloadable Artifacts (10 points)

_____□ Two PDF files audience can print and take with them

Must have information pertinent to problems or solutions

Visually effective Part 3: Technical Aspects Powerful Images that Advocate for the Cause (10 points)

_____□ Video or still images that vividly capture and advocate for the

issue Clear communication of ideas (05 points)

_____□ Includes correct grammar, appropriate word choice and

clearly written sentences. Effective Packaging/Project Format (10 points)

_____ Information presented in a package that is attractive and

effective in conveying required information

Part 4: Personal Action (10 points)_____

Action you have taken personally to make a difference with the issue/cause chosen

o Must provide clear, timely documentation of work completed

Discuss documentation with teacher WELL in advance of this work

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Total _____ 110

Submitting Your Final ProjectInstructions

It is your responsibility to make sure you turn in your project in the format described below. Double check your document to make sure it meets the criteria listed.

1. Turn in an electronic copy of your project on a Word document

a. You can save it to the teacher’s USB or to your own USB (you’ll get it back after it’s saved)

b. The file must be saved as your last name2. Include the following information:

a. Your nameb. Your hourc. Your topicd. Your project format (web site, blog, digital story, etc.)e. A LIVE LINK to your project (it will turn blue and be

underlined)i. You must test your link before you turn it in – a

dead link may result in a project that cannot be viewed

3. Turn in your project rubric at the same time.

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a. If you took personal action, staple the copy of the completed documentation form to the back of the rubric

STEPS 6-8Senior Final Exam Information

Part 1 – Your PresentationYour presentation will be worth 45 percent of your exam grade.

Part 2 – Presentation ViewingYou will be required to take notes during presentations so that you have information to use in writing the essay on exam day. Use the questions/statements below in taking notes. The notes will be worth 10 percent of your exam grade.

Presentation Viewing NotesWhile students present their individual projects, you should take notes on the information listed below. This information will be used to write one portion of your final exam. Use specific examples in your notes so it will be help you in writing your exam.

1. Student name, topic and the central problem requiring action.

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2. What do you think was the most effective/best element of the project presented?

3. What do you think was the least effective/worst element of the project presented?

Part 3 – Written EssayOn exam day you will write a Reflective Essay in which you will be asked to evaluate what you have done in the course of creating the project, and to compare what you have done to what others in class have done. The essay will be worth 45 percent of your exam grade.

Suggested Presentation PlanPrepare well for the presentation, as it will count as half of your final exam grade.

Introduction Introduce yourself and state your topic before showing

your project.o Provide your name and the creative title for your siteo Clearly summarize the problem

Show why action is neededo Clearly summarize solutions

Explain status quo programs that work

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Body Your Awareness Project – show what you have done to

create awareness of the issue Show the parts of your advocacy message by presenting

your project to the classo Turn in a live link to your site prior to your

presentation SHOW an example and EXPLAIN each of the following

from your projecto Show and explain Problem sectiono Show and explain Solution sectiono Show and explain Learn More sectiono Show and explain Action Plan sectiono Show and explain your Powerful Imageso Show and explain how you addressed your audienceo Show and explain your testimonialso Show and explain what you did to appeal to pathoso Show and explain what you did to appeal to logoso Show and explain what you did to appeal to ethos

Conclusion Present what specifically the viewer can do to contribute Conclude with a positive, hopeful tone

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Name _____________________________________

Senior Project Presentation Rubric

Introduction (10 points)_____

Clearly summarize the following Use of bulleted lists These should be constructed on several slides at the start of

presentationo The Problemo Why action is neededo Current programs that work

Your Awareness Plan (20 points)_____

Show parts of your advocacy message that demonstrate the following

In this section of your PowerPoint, you must provide screen shots of your project and discuss what you created for each section listed below

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Slides for this section should ONLY consist of the screen shot and a labelo Home Pageo Problem o Solution o Learn Moreo Take Actiono Powerful Imageso Audienceo Testimonialso Appeals to emotion, logic

Conclusion (05 points)_____

Use of bulleted lists Present what specifically the viewer can do to contribute Conclude with a positive, hopeful tone

Clear communication of ideas (10 points)_____

Presentation engages audience and is an effective visual aido Clear organization and structure

Speaking is clear and informed and not read from the screen the entire time o Eye contact with audience important

Presentation is free from grammatical errorsTotal _____

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ENGLISH 12 FINAL PROJECT: COMMUNITY SERVICE

Community Service is a type of experiential learning where the student is involved in helping to provide a service identified in the community. It is an unselfish giving of your time and talent to someone or something. Community service can give you a sense of purpose, knowledge of people, and self- esteem in knowing that you are helping someone else. These skills are priceless and offer a rewarding experience for the volunteer and the community. These skills are also valuable in networking and may even help you land a job.

Service that is not approved by the teacher will not be accepted. The only form of charitable donation allowed is one where the funds raised are directly used for a community service (organizing a car wash, candy/bake sale for which all donations are accounted for and are deposited (through the school) with a local charity). You may NOT use babysitting, tutoring, or music lessons as community service hours.

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Examples of volunteer opportunities for community service projects:

Soup kitchen Supervision of children at church or Sunday SchoolUshering at a community venueHospital/ClinicNursing HomeHousekeeping/Yard Work elderly persons (not related to the volunteer)Meals on WheelsRecycling CenterSheltersWorking with special needs children

Begin talking with your parents (they may be your best resource) and then identify an area of interest. Explore volunteer opportunities in your community and when you have preliminary arrangements, confirm with your teacher, that your choice is a suitable placement.

Option: you may accumulate X hours of service (one or two?) if you give blood at a designated blood donation center.

As proof of your community service, a log of hours and evaluation(s) must be filled out by the supervising person(s) and returned (with the student is ok) to the teacher. The log(s) of hours must be accompany the evaluation(s).

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NAME OF VOLUNTEER: ________________________________ HOUR: _______

COMMUNITY SERVICE VOLUNTEER EXPERIENCE TIME LOG

DATE

REPORTED

TIME

REPORTED

HOURS

WORKED

DUTIES

PERFORMED

SIGNATURE OF

SUPERVISOR

SUPERVISOR’S

PHONE

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TOTAL HOURS WORKED: ____________

SUPERVISOR’S SIGNATURE: ____________________________________

SUPERVISOR’S PRINTED NAME: _________________________________

SUPERVISOR’S EMAIL: ________________________________________

VOLUNTEER EVALUATION FORM

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Name of Volunteer: __________________________________________

Name of Organization: ________________________________________

Job description: _______________________________________________

Location: _____________________________________________________________________________ Name of Organization Address City State

Zip Code

CRITERIA FOR EVALUATION

SUPERIOR

ABOVE

AVERAGE

AVERAGE

BELOW

AVERAGE

POOR

Ability to work with other volunteers

Ability to work with staff

Reliability/Dependability (reported according to time scheduled or made contact in case of

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emergency or conflict)

Leadership Qualities (assumed initiative without needing guidance or direction)

Resourcefulness (was able to keep busy even when assigned job was completed

General Overall Effectiveness

TOTAL NUMBER OF HOURS WORKED: _________________

_________________________________________________ Phone Number _____________________Signature of Supervisor/Coordinator

________________________________________________ Email: ____________________________Printed Name of Supervisor/Coordinator

Comments:

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MEDIA PROJECT VISUAL AID RULES

Visual aids are types of speech support that are obviously visual instead of verbal. This could be a chart, example, picture, model, etc.

Using visual aids when speaking can give the audience another dimension with which to grasp information. Visual aids can add variety and interest; visual aids certainly appeal to visual learners. However, visual aids should not be used 'just for the sake of having a visual aid........' They can also be distracting, cumbersome, annoying, or at the very least, unnecessary. As such, visual aids should be used sparingly and with the utmost of caution. When deciding whether or not to use a visual aid, a speaker should use the following rules:

1. Simplicity: Never use a complicated visual aid. A general rule of thumb to follow is to never have more than 1-3 pieces of information on any one visual aid. Your audience won’t be able to process any more information and you don’t want to “overload” them.

2. Size: It doesn't matter how fabulous the visual aid is if the person in the back row can’t read it. Visual aids must be big enough for everyone to comfortably see the content.

3. Attractiveness: Attorneys don’t take crayon-scrawled diagrams into court, so you shouldn’t rely on such modes of communication either. Your visual aids need to be very professional in both content and appearance.

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4. Appropriateness: “Shocking” or “offending” an audience with a visual aid is never a good idea. At the very least, they’ll remember the visual aid, but not the speech. Always check if you have any concerns in this area.

5. Reliability: Make certain you can rely on your visual aids. Pets, people, automated contraptions and the like, are notorious for knowing exactly when to let you down. So make certain everything you use is very reliable.

6. Practiced: ALWAYS practice with your visual aids before the speech. They take a lot of time, coordination, and (sometimes) technical know-how, so it is very important that you have practiced so you have all of these items under control.

7. Add to (not distract from) the speech: Visual aids should help you to achieve the purpose of the speech, not overwhelm the speech. Make sure they are helping you.

8. Adhere to the idea of progressive revelation: Progressive revelation is the idea that we as an audience should never see a visual aid until you are ready to reference it. You don’t want the audience to be distracted by any additional information, so cover the visual aids until you are ready to use them.

If you can strictly adhere to these rules, then you probably have a very useful visual aid. If you can't, then your visual aid is going to hurt your presentation more than help your presentation.

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A cautionary tale of PowerPoint usage.......

In today's technology-happy society, one has to look no further than most PowerPoint presentations (or any other presentational software, for that matter......) to find prime examples of visual aid use run amuck.

While presentational software can certainly assist a good speaker, there is a boatload of difference between a 'good speech' and a 'good PowerPoint.' In fact, the nifty features of PowerPoint make it almost too easy to violate the rules listed above. Spinning graphics, singing lists, and a zillion font colors can violate rules 1-8 faster than a good-old-fashioned poster ever could.

I would caution against PowerPoint for these reasons.  However, if you feel you need a PowerPoint presentation for this speech, make sure it is presenting VISUAL information and not VERBAL information.  There really should not be a reason that your audience needs to see ANY text.  The information that they receive should be visual (pictures, slides, graphs, etc.) but a bulleted list of your speech doesn't offer anything new that you aren't saying. 

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