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:
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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:
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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 [email protected].
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
Career Cluster (Check one.)
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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
Date
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)
Enlisted:
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?
Officer:
Branch of Service 2:
(Write the branch below in this box:
Enlisted:
Officer:
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 4year)?
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.
b.
c.
d.
e.
f.
g.
h.
Research question near top of page (enlarged font)
Pictures related to question
Student’s Name (large font)
The words “Senior Project”
Title of Class: British Literature (spelled out)
Teacher’s Name: ___________
Date: Spring 2017
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
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
Points Earned
Total Points Earned