"Senior Project: Expert's Guideline"
NLCP Stationery Dear NLCP Senior Project Expert, The North Lawndale College Prep senior’s presentation of his/her Senior Project is the academic hallmark of his/her NLCP experience. NLCP invites your expertise and generosity in making this experience even richer. In support of Senior Project, Senior Project Experts are asked to volunteer the following: Commit to an understanding of Senior Project’s ambitions (Detailed information is available at http://www.nlcphs.org/Academics/English/seniorprojects.html. Additionally, on the back side of this letter is a Senior Project Timeline, with the various research, writing, and presentation stages represented); Commit to be the Senior Project Expert for NLCP Seniors; Commit to Three Meetings with the Senior, each for 1-2 Hours: 1. November 22 or 23, 2010: 1st Meeting with NLCP Senior regarding Topic 2. January 24 or 25, 2011: 2nd Meeting with NLCP Senior regarding Topic 3. March 8-12, 2011: Sitting on Senior Project Panel of Judges for the Senior or April 4-11, 2011: Sitting on Senior Project Panel of Judges for the Senior, if the senior is presenting through Free Spirit Media During the First Meeting, commit to 1. If necessary and after listening to the senior’s presentation on his/her Senior Project topic, guiding/teaching the senior to a reasonable overview of the topic (Is the senior’s understanding of the general topic accurate? Is the topic too large and ambitious? Is the topic too small? Does the senior understand the various subtopics and interconnected topics? Etc.) 2. If necessary and after learning the senior’s tentative driving question, guiding the senior to an interesting and reasonable driving question (Is the tentative driving question researchable at the high school reading level? Is the driving question within the heart of the topic’s most interesting areas? Etc.) 3. Offering great places for the senior to get started on his/her research. During the Second Meeting, offer constructive feedback on the first half of the senior’s research: Does the research seem to respond well to the driving question? How well does the senior seem to understand the research? As the senior continues the research, how might he/she improve the process? During the senior’s Senior Project Presentation, act as an expert panelist (Senior Project evaluation rubric is attached). During any other point in the process and as you feel comfortable, check in with the senior on his/her progress. Please contact Traci Mapp at email@example.com or 773.542.1490 to volunteer. Thank you! North Lawndale College Prep High School North Lawndale College Prep Charter HS Senior Project Essay and Presentation Preparation Stages: Due Dates 2010-2011 Stage Due Dates 1. Select Internal NLCP Mentor (Mentor must agree) October 22, 2010 2. With Mentor, Determine Initial Driving Question October 29, 2010 3. Topic Area Research/Create Topic Map November 15, 2010 4. 1st Meeting with NLCP-appointed Outside Expert on Topic (1st Intersession) November 22-23, 2010 5. FSM Documentary Information Session November 22-23, 2010 6. Written Reflection on Topic — after Meeting with Expert December 3, 2010 7. FSM Application Due December 3, 2010 8. 1st Half of the Following Research and Emerging Claim: January 21, 2011 Research Sourcecards (at least 3 sources explore opposition) Primary Sources (2+): Film Interview (either personal or transcripts from radio/tv) with appropriately qualified “expert” Secondary Sources (9+, student picks extras): 2 books 3 academic journal articles 3 periodical articles 1 internet reference (hub) site Research Notecards (at least 3 sources explore opposition) Primary Sources (2+): Film (10 each film = 10+ total) Interview (20 each interview = 20+ total) Secondary Sources (9+, student picks optional extras): 2 books (25 each book = 50+ total) 3 academic journal articles (10 each article = 30+ total) 3 periodical articles (10 each article = 30+ total) 1 internet reference (hub) site 5 each article (worksheet) 9. 2nd Meeting with NLCP-appointed Outside Expert on Topic January 24-25, 2011 10. 2nd Half of the Above Research and the Claim February 2, 2011 11. Outline February 9, 2011 12. 1st Full Draft of Essay February 16, 2011 13. 2nd Full Draft of Essay February 23, 2011 14. Final Draft of Essay February 28, 2011 15. Cover Letter (Metacognitive component) February 28, 2011 16. Presentation Outline March 2, 2011 17. Presentation: 1st Practice March 4, 2011 Presentation to Independent Panel of Judges (2nd Intersession) March 8-12, 2011 Presentation (for those seniors in the Free Spirit Media SP course) April 11-30, 2011 2010-2011 Senior Project Presentation Rubric North Lawndale College Prep High School Student Name:___________________________ Panelists’ Names:___________________________________________________ Date:__________________ Skill An A Presentation has A B Presentation has A C Presentation has An F Presentation has Points Thesis/Claim An exceptional thesis/claim An effective thesis/claim A somewhat effective thesis/claim No thesis/claim or one that does not A statement of your Points Possible (5) Points Possible (4) Points Possible (3.5) make sense argument; the presentation’s Points Possible (3) Ideas/Evidence “main idea” Supporting Ideas/ Evidence Exceptional supporting ideas/evidence Effective supporting ideas/evidence Supporting ideas/ Either very few or no supporting Ideas and evidence that that make logical sense that make logical sense evidence, which somewhat make ideas/evidence or ideas/evidence support your thesis/claim, Points Possible (5) Points Possible (4) sense which do not make sense including appropriate set-ups Points Possible (3.5) Points Possible (3) for secondary sources Analysis of Supporting Exceptional explanations that connect the Effective explanations that connect Somewhat effective explanations that Ineffective or no connection of Ideas/Evidence ideas/evidence to the thesis/claim the ideas/evidence to the thesis/claim connect the ideas/evidence to the ideas/evidence to the thesis/claim Logical connection of ideas/ Points Possible (5) Points Possible (4) thesis/claim Points Possible (3) evidence to your thesis/claim Points Possible (3.5) Introduction An exceptional introduction that includes An effective introduction that includes A somewhat effective introduction No introduction, or an introduction A preview of the a thesis/claim, its context and a preview a thesis/claim, its context and a that includes a thesis/claim, its without a thesis/claim, context or presentation’s body that of the essay body preview of the essay body context and a preview of the essay preview of the essay body of the Senior Project Presentation (50%) includes a thesis/claim and Points Possible (5) Points Possible (4) body Points Possible (3) gives its context Points Possible (3.5) Support Sections Supporting ideas with exceptional topic Supporting ideas with effective topic Supporting ideas with somewhat Supporting ideas with ineffective or Organization and Transitions sentences, supporting sentences and sentences, supporting sentences and effective topic sentences, supporting no topic sentences, supporting Organization at the support concluding sentences concluding sentences sentences and concluding sentences sentences or concluding sentences level: each support section CONTENT has a clear main idea and Exceptional transitions between and Somewhat effective transitions Ineffective or no transitions between supporting ideas. within supporting ideas Effective transitions between and between and within supporting or within supporting ideas Connections from one within supporting ideas ideas Points Possible (3) supporting idea to another Points Possible (5) Points Possible (4) Points Possible (3.5) and within the body. Conclusion An exceptional conclusion An effective conclusion A somewhat effective or off-topic Ineffective or no conclusion A fresh restatement of Points Possible (5) Points Possible (4) conclusion Points Possible (3) thesis/claim and a thoughtful Points Possible (3.5) ending to the presentation Style Exceptionally advanced and complex Effectively advanced and complex A mostly accurate vocabulary, some Inaccurate vocabulary; rarely varied Vocabulary, sentence vocabulary, frequently varied sentence vocabulary, occasionally varied varied sentence structure and length sentence structure and length structure and variety used to structure and length sentence structure and length Points Possible (3.5) Points Possible (3) Language establish a unique speaker’s Points Possible (5) Points Possible (4) voice Tone A tone that shows an exceptional A tone that shows an effective A tone that shows a somewhat A tone that shows ineffective or no An appropriate use of awareness of audience, purpose and awareness of audience, purpose and effective awareness of audience, awareness of audience, purpose and language that shows an occasion occasion purpose and occasion occasion awareness of audience, Points Possible (5) Points Possible (4) Points Possible (3.5) Points Possible (3) purpose, and occasion Grammar and Usage Exceptional control of grammar and Effective control of grammar and Somewhat effective control of A lack of control of grammar and No unintended problems with writing conventions with no errors writing conventions, with few errors grammar and writing conventions, writing conventions, with frequent Mechanics subject-verb & pronoun- that do not prevent understanding with occasional errors that limit errors that prevent understanding antecedent agreement, and Points Possible (5) Points Possible (4) understanding Points Possible (3) verb tenses Points Possible (3.5) Formatting Correct assignment-specific directions Mostly correct assignment-specific Somewhat correct assignment- Incorrect assignment-specific Any assignment-specific Points Possible (5) directions specific directions directions directions Points Possible (4) Points Possible (3.5) Points Possible (3) Skill An A Presentation has A B Presentation has A C Presentation has An F Presentation has Points EYE CONTACT Exceptional eye contact with the Effective eye contact with the Some eye contact with the Little or no eye contact with the Develop rapport with the audience entire audience, seldom returning to audience - but some distracting audience, frequently returning audience. through eye contact notecards. use of notecards and/or visual to the distracting use of Points Possible (5) aid. notecards and/or visual aid. Points Possible (3) Points Possible (4) Points Possible (3.5) ELOCUTION Exceptionally clear, correct, and Clear, correct, and precise Clear, correct, and precise Unclear, incorrect, and/or of the Senior Project Presentation (25%) Articulate voice precise pronunciation of all words pronunciation of most words and pronunciation of some words imprecise pronunciation of words clearly and confidently and phrases. phrases. and phrases. and phrases. Points Possible (5) Points Possible (4) Points Possible (3.5) Points Possible (3) POSTURE Exceptional posture: Standing Effective posture: Standing Somewhat effective posture: Ineffective posture: Sits or slumps and straight with both feet on the ground, straight with both feet on the Some standing straight, but with during entire presentation; and/or GESTURES and/or ground, with some rocking back rocking back and forth and Ineffective gestures: few or no DELIVERY Use body language Exceptional gestures: hand gestures and forth; and/or slumping; and/or hand gestures that assist to enhance presentation enhance audience’s understanding. Effective gestures: hand gestures Somewhat effective gestures: audience’s understanding. Points Possible (5) assist audience’s understanding. hand gestures sometimes assist Points Possible (4) audience’s understanding. Points Possible (3) Points Possible (3.5) ENTHUSIASM Exceptionally strong and positive Pleasant attitude about topic Engaged attitude about topic Disengaged attitude about topic Convey emotion during the attitude about topic during the entire during much of the presentation. during the some of the during the most of the presentation presentation. presentation. presentation. Points Possible (5) Points Possible (4) Points Possible (3.5) Points Possible (3) INTERACTION Exceptional encouragement of Effective encouragement of Somewhat effective Insufficient encouragement of with the audience interaction; and audience interaction; and encouragement of audience audience interaction; and AUDIENCE Exceptional knowledge of the topic Effective knowledge of the topic interaction; and Insufficient knowledge of the and the QUESTION/ANSWER displayed while responding displayed while responding Somewhat effective knowledge topic displayed while responding SESSION confidently, precisely, and directly and appropriately to all of the topic displayed while directly and appropriately to all appropriately to all audience audience questions. responding directly and audience questions. questions. appropriately to all audience Points Possible (5) Points Possible (4) questions. Points Possible (3.5) Points Possible (3) LAYOUT An exceptional visual theme — An effective visual theme — A somewhat effective visual An ineffective visual theme — Enrich and captivate colors, designs, and proportions; colors, designs, and proportions; theme — colors, designs, and colors, designs, and proportions; the audience’s understanding through An exceptional use of headings, An effective use of headings, proportions; An ineffective use of headings, the visual aid for the Senior Project Presentation (25%) subheadings, and text to create a subheadings, and text to create a A somewhat effective use of subheadings, and text to create a consistent overall idea; and consistent overall idea; and headings, subheadings, and text consistent overall idea; and An appropriate text length. A mostly appropriate text length. to create a consistent overall An inappropriate text length. Points Possible (10-9) Points Possible (8) idea; and Points Possible (6) At times, an inappropriate text length. VISUAL AID Points Possible (7) TEXT MECHANICS Exceptional understanding and Effective understanding and Somewhat effective Ineffective understanding and Correctly use grammar; application of standard English application of standard English understanding and application of application of standard English correctly spell, punctuate, and grammar; grammar; standard English grammar; grammar; capitalize; and correctly format Correct punctuation and Some incorrect instances of Several incorrect instances of Many incorrect instances of capitalization; and punctuation and capitalization; punctuation and capitalization; punctuation and capitalization; Correct spelling. and and and Some misspellings. Several misspellings. Many misspellings. Points Possible (10-9) Points Possible (8) Points Possible (7) Points Possible (6) GRAPHICS, SOUND, and/or Exceptional use of graphics, sound, Effective use of graphics, sound, Somewhat effective use of Ineffective use of graphics, ANIMATION/VIDEO and/or animation/video to create a and/or animation/video to create graphics, sound, and/or sound, and/or animation/video to Effectively integrate multimedia into consistent overall idea; and a consistent overall idea; and animation/video to create a create a consistent overall idea; the visual aid Exceptional sizing and resolution. Effective sizing and resolution. consistent overall idea; and and Points Possible (5) Somewhat effective sizing and Ineffective sizing and resolution. Points Possible (4) resolution. Points Possible (3.5) Points Possible (3) Senior Project Presentation Grade: ______/100 (Each senior must earn an 80 [B-] or higher in order to pass his/her Senior Project Presentation.)