|
Course
Title:
Senior Seminar |
Date
Adopted: May 2, 2001 |
|
Length
of Course:
Two Semesters |
Grade
Level: 12th Grade (Only) |
| Prerequisite: Fourth Year student pending graduation (Requirement) |
Semester
Credits:
5 elective credits per semester |
I. Brief description of the course
This course is designed to be the culminating event of the high school experience, and will prepare students for graduation by exhibit. In addition, delivery of the 12th grade components of the Antelope Valley “Bridge from School to Careers” will take place through this course, as well. Each of the four major components of the graduation exhibit: the research paper, the project, the portfolio, and the oral board examination will be externally assessed to ensure that the graduation requirements and the “Bridge” career competencies have been met.
Students in their senior year of high school will spend up to twelve weeks doing research and will produce an extensive research paper, along with an updated resume, letters, and an advertisement of their Senior Project. Students will design their own project, and will spend the next twelve weeks carrying it out. They will produce documentation of the time spent and the results, along with the product itself, as well as a Reflective Essay detailing the outcome of the project and what they've learned by doing it. In the final twelve weeks, students will prepare to submit the research paper, the project, and all other documentation in a portfolio of their work to a panel of community judges comprised of educators and professionals. They will write and deliver a six to ten (6-10) minute speech and be prepared to answer questions from the adjudication panel.
II. Rationale
The students in the Antelope Valley Union High School District are being prepared to enter a technologically driven information economy as members of the work force. By surveying career options open to them while still in high school, students stand a better chance of making informed choices about continuing post-secondary education and ultimately entering the work force. In addition, a goal of the district is to graduate students who have developed an understanding of each citizen's civic responsibilities in a democratic society. This course will allow students to apply what they have learned cumulatively and comprehensively in their entire high school experience, and to perform community service as part of the second twelve week component, if that is called for in their project. Volunteering and/or job shadowing at pre-arranged sites will be strongly encouraged. Students will observe real life working situations, acquire "hands on" knowledge and experience, and apply and enhance the comprehension and skills they have gained in their first three years of high school. Students will also develop realistic expectations about their role in the work place beyond high school. Additionally, students will design and complete a graduation exhibit of their own choice, which reflects their interests and demonstrates their achievement of the graduation requirements.
III. Goals and Objectives
1. * Students will research a topic of their choice pursuant to their career or academic interests which reflects their own personal learning experience.
1.1 Students will select a topic based on their own interests.
1.1.1 Students will brainstorm a list of possible topics.
1.1.2 _____Students will analyze this list and narrow their _____topic choices down to three possibilities.
1.1.3 Students will make a final topic selection and ____________________write a thesis statement.
1.2 Students will conduct extensive research on their topic to substantiate the assertion made in their thesis statement.
1.2.1 Students will include primary sources.
1.2.2 Students will collect data using the Internet and ____________________print sources.
1.2.3 ________Students may use media sources (video, _____newscasts, newspapers, etc.) for information.
1.3 Students will employ a recursive writing process in writing a five to ten (5-10) page, fully documented research paper. Documentation and works cited will follow the Modern Language Association (MLA) style adopted by the A.V.U.H.S.D. for research papers.
1.3.1 Students will take notes on their sources of ____________________information.
1.3.2 Students will organize these notes and write an ____________________outline for their paper.
1.3.3 Students will write a rough draft.
1.3.4 Students will revise their first (rough) draft at least ____________________twice.
1.3.5 Students will engage in peer editing and ____________________feedback.
1.3.6 Students will prepare a final draft. (The teacher ____________________will proofread all papers before they are ____________________submitted to interested staff members for ____________________external assessment.)
2. * Students will, as an outgrowth of their research findings, design and produce or participate in a project which substantiates their research. This may involve volunteering in the community, public speaking/presentation of the students' findings, or producing a physical product.
2.1 Students will write a specific, concrete description of the project, its purpose, and its relationship to the research paper.
2.2 Students will keep a log (diary or journal) during the project phase, detailing the amount of time and money spent on the project.
2.3 Students will secure verification of the amount of time spent on the project from an adult other than the Senior Seminar teacher.
2.3.1 Students will spend a minimum of fifteen hours outside of school producing or participating in their project.
2.3.2 The student’s mentor should complete the required verification form(s).
2.4 Students will present the results of their project to the class.
3. * Students will develop a professional six to ten (6-10) minute oral presentation which recaps and summarizes their research findings and project results.
3.1 Students will write and deliver a six to ten (6-10) minute speech/oral presentation.
3.1.1 Students will prepare and present to the judges, a one page overview (letter to the judges) which summarizes why they chose their topic, the results of the research and project phases, and includes any other pertinent information.
3.1.2 Students’ oral presentations will summarize their senior paper, recap their project, describe the reasons why they chose this topic, reflect on what they have learned from this experience, and share what they have gained from participating in this program.
3.1.3 Students will use audio-visual media and/or ____________________props to enhance their presentation.
3.1.4 Students may employ presentation software and ____________________projection technology to enhance their ____________________presentation.
3.1.5 Students will exhibit organization of content.
3.1.6 Students' speeches will contain an engaging ____________________introduction, a body that is tied to the ____________________introduction, and a strong and clear conclusion.
3.2 By answering questions posed by the oral board examination panel, students will demonstrate impromptu speaking ability. (Questions from oral board panelmembers will be limited to ten minutes.)
3.2.1 Students will answer questions in a clear and ____________________direct manner.
3.2.2 Students will answer in complete sentences.
3.2.3 Students will rephrase the question in the content ____________________of the answer.
3.2.4 Students will supply a concluding summary within ____________________the answer.
3.2.5 Students will use appropriate language, avoiding ____________________slang/cliches.
3.2.6 Students' answers will extend and expand the information previously given.
4. ** Students will write effectively in a variety of forms.
4.1 Students will write a five to ten (5-10) page, fully documented, academic research paper.
4.1.1 Students will demonstrate technical writing ____________________appropriate to their topic and subject matter.
4.1.2 Students will choose vocabulary and terminology ___________________ appropriate to their respective field or topic ____________________choice.
4.2 Students will prepare an updated resume.
4.3 Students will write at least three reflective pieces.
4.4 Students will write a variety of letters.
4.4.1 Students will write two different letters of intent.
4.4.2 Students will write a letter to the judges.
4.4.3 Students will write a letter of application.
4.5 Students will keep a journal/log.
4.6 Students will write speeches.
4.7 Students will write a career research report. (Required in the “Bridge from School to Careers”)
4.7.1 Students will select 1-2 major careers of interest
4.7.2 Using Discover, the Internet, the library, and other resources, students will research the selected careers.
4.7.3 Students will write a report on the selected careers, which will include the following information:
1. Job titles for entry, technical, and professional levels within the career or occupation
2. Education and training required for entry level positions
3. Current and projected labor demand for 5-10 years
4. Pay/salary range of entry level, technical level, and professional level positions
5. Working environment
6. Location of major employers
7. Related positions/emerging occupations
5. ** Students will demonstrate effective oral communication skills.
5.1 Students will demonstrate workplace-appropriate communication, including telephone etiquette.
5.1.1 Students will make contacts with community _____________________members.
5.1.2 Students will set up appointments to meet with _________________ professionals.
5.1.3 Students will use appropriate language when ___________________ speaking on the telephone.
5.1.4 Students will speak on the telephone in a manner ___________________ appropriate in a business office.
5.2 Students will demonstrate effective public speaking skills.
5.2.1 Students will exhibit an awareness of audience ________________ and body language.
5.2.2 Students will make eye contact.
5.2.3 Students will use proper volume and tone and __________________ speak clearly.
5.2.4 Students will use appropriate language.
5.2.5 Students will exhibit enthusiasm and composure.
5.2.6 Students will demonstrate impromptu speaking ___________________ skills.
5.3 Students will participate in a real or mock interview (on or off campus) with a local employer, college admissions officer, military recruiter, apprenticeship program coordinator, etc. who will provide a written evaluation of the interview for the student.
6. ** Students will demonstrate professional presentation skills.
6.1 Students will demonstrate effective use of audio/visual _____________media.
6.1.1 Students will develop the ability to use an ____________ _overhead projector and/or computer-aided projection _____________ device.
6.1.2 Students may employ photographic documentation, slides, audio tape,
and/or video tape to enhance their presentation.
6.1.3 Students may employ presentation software to ________________enhance their presentation.
Students will demonstrate effective use of visual aids (such as charts, graphs, props, and/or photographic documentation) to enhance their presentation.
6.3 Students will exhibit organization in the content of their _____________presentation.
6.2 Students will exhibit an awareness of presentation techniques including storytelling, appropriate use of hand gestures and eye contact.
6.5 Students will present the content of their presentation in a _____________clear, coherent manner.
7. * Students will compile and assemble a single portfolio which reflects their learning and documents their experiences throughout their years of study in the AVUHSD, including the “Bridge from School to Careers” and their Senior Project. Students will submit both an electronic (or digital) copy and a hard (or paper) copy for review.
7.1 Students will design a portfolio cover that represents ______________their personal goals.
7.2 Students will develop an advertisement of their senior ____________ project.
7.3 Students will include the following items from their AVUHSD Bridge Portfolio:
7.3.1 Students will include an updated or current ________________resume.
7.3.2 Students will include a letter of application for a job or college program.
7.3.3 Students will include a completed sample job, college, or scholarship application form.
7.3.4 Students will secure two current letters of personal endorsement and/or
recommendation from a professional adult _____member of the community.
7.3.5 Students will include an inventory of marketable job skills.
7.3.6 Students may include appropriate and relative work samples.
7.3.7 Students will include a completed post-high school career plan.
7.4 Students will also include the following items from their Senior Seminar
experience:
7.4.1 Students will display their original letter of intent.
7.4.2 Students will display a letter to the judges.
7.4.3 Students will display an unmarked copy of their ____________________research paper.
7.4.4 Students will display documentation of their ____________________project. This documentation must include written ____________________documentation; it may also include photographic ____________________documentation.
7.4.5 Students will include a senior project overview, ____________________abstract, or summary.
7.4.6 Students will include self-evaluations and ____________________reflective pieces.
7.4.7 Students will display the verification form(s) of ____________________their senior project.
7.4.8 Students may include any contents which will ____________________enhance the judges' understanding of their ____________________efforts. These may include commendations, ____________________artwork, transcripts of interviews, letters of ____________________endorsement, and/or awards.
8. * Students will identify and work with an industry/community mentor (an adult member of the community in non-school settings, preferably not related to the student).
8.1 Students will identify members of the community who may be able to guide and assist them in accomplishing the goals they have established for their research and/or project.
8.2 Students will contact these people by letter and/or telephone.
8.3 Students will arrange meeting(s) with professional adult(s).
8.4. Students will interview their mentor and request information relative to their career interests, including, but not limited to the following:
8.4.1 Hiring requirements/expectations
8.4.2 Work ethics expectations
8.4.3 Salary schedule/opportunities for advancement
8.4.4 Expected labor market demand
8.4.5 Any emerging related occupations
8.4.6 Specific math, science, communication, technology, or other requirements needed to be successful in the career (SCANS Competencies).
8.4 Students will establish and maintain effective working _________-relationships with these individuals.
8.4.1 Students will exhibit courtesy and professionalism.
8.4.2 Students will exhibit responsibility and integrity.
8.4.3 Students will comprehend professional confidentiality.
8.4.4 Students will demonstrate confidentiality.
9. ** Students will understand what is required in various occupations of their interest, and will develop an understanding of their own personal future role in the work place.
9.1 Through observation of, and visitation with participating community/industry mentors, students will develop an understanding of the skills, education, and training necessary to function successfully in the work place.
9.1.1 Students will demonstrate work ethic.
9.1.2 Students will demonstrate correct written and oral ________________expression.
9.1.3 Students will demonstrate listening and ________________communication skills.
9.1.4 Students will demonstrate a working knowledge of terminology relevant to their career choice.
9.1.5 Students will demonstrate positive personal working relationships in the classroom and in the work place.
10. ** Students will demonstrate achievement of personal learning goals.
10.1 Students will identify their own learning goals.
10.2 Students will select the topic of their research.
10.3 Students will exhibit self-directed learning through performing the research and project phases of the course.
10.4 Students will keep a log/journal of their progress.
10.4.1 Students will reflect on their progress.
10.4.2 Students will evaluate their progress regularly.
10.4.3 Students will identify and explain the reasons for any _________________lack of progress.
10.4.4 Students will set goals based on task analyses.
11. ** Students will develop and foster strong work habits and study skills.
11.1 Students will develop time management skills.
11.1.1 Students will develop an individual time line.
11.1.2 Students will design an action plan.
11.1.3 Students will account for the time spent on various _________________tasks.
11.1.4 Students will identify tasks to be accomplished.
11.1.5 Students will identify and evaluate time restrictions.
11.2 Students will perform task analyses.
11.3 Students will collect, organize, order, analyze, and select data.
11.4 Students will demonstrate problem solving ability.
11.4.1 Students will brainstorm solutions.
11.4.2 Students will identify viable solutions.
11.4.3 Students will discriminate between positive, _________________comparative, and superlative options or solutions.
11.4.4 Students will independently carry out selected _________________solutions.
11.5 Students will demonstrate flexibility and adaptability.
11.6 Students will demonstrate the ability to maintain balance and _________- perspective under pressure.
11.7 Students will seek and access necessary resources.
11.8 Students will demonstrate the ability to maintain positive relationships with their peers and with adults.
12. ** Students will demonstrate mastery of the graduation requirements through the graduation exhibit they have designed and prepared.
* = Essential
** = Expected
*** = Extented
V. Texts, Instructional Materials
There is no recommended textbook per se; however, the recommended materials include the Senior Project Student Manual and accompanying Teacher's Guide, which is a soft-cover workbook, published annually by Far West Edge, Inc. As it is a workbook, enough copies for each member of the class would have to be purchased each year. However, it may be possible to purchase a district-wide “site license” of this manual in electronic form, as well as a “You Print” copyright license agreement, which would be substantially less expensive. A copy of the AVUHSD electronic portfolio template (currently in the development stage) will be required for each student. Students will be able to then submit both a paper (hard) and an electronic (digital) copy of their portfolio. The electronic copy could be burned onto a CD for students to “take away” when they graduate. Supplemental materials, as they become available for use, may be required. These may include (but will not be limited to) presentation software, instructions on the proper and appropriate use of projection technology, etc.