Final Project: Week Two


Week Two | 5/4–5/8


Final Project: Step #1 | Choosing a Topic

Review the idea of project-based learning through this PBL graphic:

Your goal is to check off each of the seven elements there as you work your way through the seven steps of the Final Project. Whether or not you have a topic in mind — and even if you made great strides with the Senior Talk — you should spend this week reading, thinking, and discussing what is possible.

There are many ways to find a challenging problem or question, for instance. How about the Japanese concept of ikigai?

This is another angle on the Pareto Project idea of finding your passion, but it’s bigger than that — perfect for the final months of your senior year, in fact. Ask yourself:

  1. What are you good at doing?
  2. What does the world need?
  3. What can you be paid for?

The third question is perhaps not as inspiring as the other two, but it’s no less essential. As for the world around us: We are weathering a generational crisis, so you are witnesses to what the world needs. You could (and perhaps should) consider making this Final Project somehow related to this moment in history.

You also have the original set of options for the Senior Talk, as outlined in that February post. Here they are again, with some edits:

Option A: Pareto Projects | One intention of your Pareto Project was to generate a topic for any sort of Final Project. This applies whether you maintained the same passion project for the entire year or rebooted it. The connection to a final project may be obvious, or it may take some divergent thinking. As always, you should ask for feedback when you need it.

Option B: Self-Prescribed Book | Your self-prescribed book project is another option for the Final Project. Could it be evolved into something more substantial? Could it be turned into a video essay or other artifact? Again, the best approach is to brainstorm in class about the connections between your book, any work you’ve done toward a book-driven project, and this Final Project.

Option C: Research-Driven Essay | The research-driven essay may also lead directly into a Final Project. The research portion can serve a kind of double duty, since two of the seven steps outlined here involve research. What else could you do to expand on your statement of purpose, if you got to that step? What could be done with the writing to turn it into something more substantial?

Option D: New Focus If you like, of course, you can develop a new topic. You can talk with peers, talk to me, ask questions in the comment section below — whatever inspires you. Consider that ikigai concept. Revisit projects you created earlier this year, in previous years, for other classes, and so on.

Regardless of what you think you’ll do for this project, spend as much time as possible this week simply exploring. The best way to find a topic is to read, watch, and listen to as much as you can.

To help, here are some video essays chosen to help you think divergently about topics and what you do with them. Look at them for potential final products, sure, but focus also on the insight in each one.

First, a series of literature-based video essays from Storied and PBS Digital Studios. You can load the entire playlist of It’s Lit here, or sample the earliest video in the playlist:

Lindsay Ellis, one of the people featured there on PBS Digital Studios, has her own channel, and there is a playlist of 35 video essays there. The most recent video there is about Cats, and it deals intelligently with what a musical is, how an adaptation works, and why Cats was such a failure as a movie:

You might also enjoy Polygon’s Brian David Gilbert, who has a terrifically insightful series of video essays exploring video games. Each video turns its original concept into a discussion of societal, philosophical, existential topics. This video, for instance, teaches the monomyth and hero’s journey:

Every episode of Unraveled is excellent, especially if you are looking for atypical topics to pursue.

You might also want to try your hand at a video tutorial of sorts, like the WIRED series that explains concepts through five levels of complexity:

You could try to do something similar. WIRED also has an excellent process analysis of beatboxing that is posted outside of the 5 Levels playlist:

Process-analysis projects can be an excellent way to explore something you are passionate about, good at doing, and able to teach others.

Ask questions about these examples or any other aspect of this week’s work in the comments below.

Final Project: Overview

Click to see the full image, courtesy of Cognitive Media, RSA Animate, and Ken Robinson.


Senior Talk 🠊 Final Project


We started our year with Ken Robinson’s “Changing Education Paradigms” TED Talk, with plans to end the year with your own senior talks — a chance to experience what Robinson describes in the following excerpt:

An aesthetic experience is one in which your senses are operating at their peak, when you are present in the current moment, when you are resonating with the excitement of this thing that you’re experiencing, when you are fully alive. An anesthetic is when you shut your senses off and deaden yourself to what’s happening…

We are getting our children through education by anesthetizing them. And I think we should be doing the exact opposite. We shouldn’t be putting them to sleep. We should be waking them up to what they have inside of themselves.

During this period of distance learning, the spirit of our second-semester projects remains the same: to wake up the part of you that you’ll need next year, no matter the path you’ve chosen. The more authentic and personally meaningful the work is, the better.

In the wake of COVID-19, of course, we must make some changes. First, the formal presentation outlined in February is no longer required. It is still possible, and if you wish, you can produce and record a Senior Talk that is virtually identical to what you would have done.

The second change is that you can choose from a wide range of possible final projects. You will be given a week just to think divergently about what this final project can be.

In the same TED Talk quoted above, Robinson defines divergent thinking like this:

This is why you’ll be instructed to use as much of your other second-semester projects as possible as part of this Final Project. You are not required to start over. In fact, you are strongly encouraged to use whatever you can from the work you’ve already done to help you.

The third and final change is that you’ll be given the project steps by week, with dates for May and June of 2020 detailed for each part of the final project. Your project should be finished and submitted between May 25 and June 5. See the new calendar posted here: http://sisypheanhigh.com/malachite/?p=4157.

The icons for each step are used with permission from the Noun Project. Details here.


Assessment & Grades


Please be sure you have read the following:

  1. April 14 Course Update: Senior Projects Redux
  2. April 16 District Notice: Grading Letter to Staff and Community

The April 14 update explains where we were at the end of Q3, how to navigate leveled instruction like these posts, and where to find information about every original second-semester project. On April 16, the district posted an update about the adoption of a Pass/Incomplete option for Q4.

All assessment and feedback will continue exactly as it always has in here, with the silver lining of not having to convert grade abatement profiles into a 100-point score. The profiles, skills, and traits are universal and universally useful, so we’ll stick with them:

Even the usual GAP protocol can be used without any changes. There will be regular Google Forms sent to students to collect evidence of their work, which will provide all the fuel for feedback we need. The daily requirements will be the same, as well:

  • Check Google Classroom once a day.
  • Check in and set a goal each day.
  • Advocate for individual help and feedback as necessary.

Most importantly, the idea of individualizing these projects remains at the center of the process. It was that way in February, and it’s that way now. We’ll work together to do what is right by each of you.

Ask questions about the overall project below.

Final Project: Documents & Posts

Below is a list of resources for the final seven weeks of the year. Please bookmark this page. Updates will be rolled out here.


Google Documents


Final Calendar | tinyurl.com/2020-cal-v2

April 27 Lettertinyurl.com/sh0427-letter

Final Project: Printable Week-by-Week Guide | tinyurl.com/sisyphus-tedx-dlc


Project Posts


English 12 Calendar: April 27 – June 15

Final Project: Overview

Week One | 4/27–5/1

Week Two | 5/4–5/8

Week Three | 5/11–5/15

Week Four | 5/18–5/22

Week Five & Week Six | 5/25–6/5

Week Seven | 6/8–6/12


Project Posts (Embedded)


English 12 Calendar: April 27 – June 15

Final Project: Overview

Final Project: Week One

Final Project: Week Two

Project-Based Learning: ETA Models

Final Project: Week Three

Final Project: Week Four

Final Project: Week Five & Week Six

Final Project: Week Seven

 

Final Assessments


In-Class Focus and Feedback


Before we talk about anything else, here is your reminder that in-class focus and your use of feedback will determine the majority of your grade for the second semester:

All second-semester projects have rolling deadlines. You can set specific deadlines and checkpoints, because everything can be individualized; you are most likely, however, to prefer to do your work at your own pace.

That means that your choices in class, from the goals you set each day to your ability to avoid distraction, will contribute directly to your profile. Until June, there is no such thing as “late work”; there is just the evidence of your choices.

You have four or five projects to consider. You can individualize the work. There isn’t much excuse for being off-task and unproductive when you have that much agency and autonomy.


Repeated: Deadlines and Grades


June 2 is the end of GAP Q4B and the last official day for Senior Talk presentations. June 3–5 will be used for late presentations, second attempts, and other last-minute adjustments. June 5 is the soft deadline for all work

June 8–12 is when we will solidify final grades, including scores for the final exam, and final averages. Senior grades will be finalized and posted on June 12.

Except for your final exam, you control the deadlines and feedback given to these projects. Feedback on your work is the same as it ever was:

The process of grading you is also the same as it ever was:

Grades are based on evidence of universal skills and traits. Feedback uses those same universal languages. Grades and feedback are most dependent on your in-class focus and use of feedback, and you will do best when you focus on growth, collaboration, and transparency.

Exception: final exam

Your reflection on the Senior Talk is your final exam. Unlike the evidentiary approach of the GAP scoring process, this is the qualitative assessment of a single artifact. It is graded through a writing rubric based on our universal writing process.

Here is a folder with a collection of these rubrics:

The two that will be used for the final exam are these:

You must follow all separate instructions and guidelines for this reflective essay.


Repeated: Artifact Checklist


These are the artifacts due during the second semester. Consider the etymology again: An artifact is anything made with skill. Each of these artifacts will either be a formative step or part of a summative project.

  1. Self-Prescribed Book Choice | Completed online through a Google Form.
  2. Self-Prescribed Book Project | Presentations, projects, discussions, etc. Submitted in class and/or online according to individual needs.
  3. Research-Driven Essay Focus | Completed online through a Google Form.
  4. Research-Driven Essay | Final draft and links to any online publishing. Due on Google Classroom.
  5. MLA-Formatted Research-Driven Essay | Properly formatted submission to Turnitin.com.
  6. Commencement Address | Final draft and links to any online publishing. Due on Google Classroom and Turnitin.
  7. Pareto Project Student Work | Presentations, projects, discussions, etc. Submitted in class and/or online according to individual needs.
  8. Pareto Project Final Self-Assessment | Completed online through a Google Form. Two parts.
  9. Senior Talk Statement of Purpose | Completed online through a Google Form that also sets the time for the actual presentation.
  10. Senior Talk Script | Final draft due through Google Classroom. Must also be submitted to Turnitin.com.
  11. Senior Talk Presentation | Presented to an audience in a space of the presenter’s choosing.
  12. Senior Talk Reflection & Final Exam | Final draft due through Google Classroom. Must also be submitted to Turnitin.com.

 

Senior Talks

Download a copy of the complete guide here: https://tinyurl.com/sisyphus-senior-talk. Download an updated copy of the final guide to presentations here: https://tinyurl.com/sisyphus-final-guide. For a combined and collated copy of all materials, use this: https://tinyurl.com/senior-talks-full-serif.

More resource links are embedded below in this interstitial instructional post. Review all directions and requirements. Up-to-date information and feedback will be posted to Google Classroom.

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Addressing an Audience

This is a modular project about writing for a specific audience. It can be modified to replace other writing tasks at the end of the school year. It can be used as enrichment, too — personally and in terms of your final profile.

The default assignment is to write a commencement address for your high school graduating class. Additional options are listed after the flipped lecture and default directions.


Conscious and Alive in the Adult World

Let’s talk about writing a commencement address for your graduating class. One of the best models for this kind of speech is David Foster Wallace’s 2005 Kenyon College address, which is beloved and celebrated for its message:

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Research-Driven Essay

A Larger Intellectual Landscape

The idea of an “intellectual landscape” for your writing comes from an article on Common Core and the state of public schools:

In pre-kindergarten, for instance, students should learn to form an opinion about an experience or a text. By first grade, they should be able to give reasons that explain their opinions. From third grade to sixth grade, they should learn to structure their arguments in an essay. And as they move through junior high and high school, students should learn to map their ideas onto a larger intellectual landscape and make the crucial move of acknowledging and engaging opposing arguments.

Throughout it all, students learn that arguing is not synonymous with fighting — its primary goal is not to destroy contradicting viewpoints, but to engage them in a way that reveals hidden dimensions of a problem.

~Gerald Graff & Steve Benton, “Great Teachers Can’t Save America’s Schools”

The term for for this kind of engagement with other viewpoints and ideas is dialectical, which you should understand as a push away from exposition and toward argumentative discourse.

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Self-Prescribed Literature Project

A Little More Wisdom, Goodness, and Sanity

This project uses the word prescribed, not assigned, to describe your reading choice, which echoes this metaphor:

We should learn to treat [literature] as doctors treat their medicine, something we prescribe in response to a range of ailments and classify according to the problems it might be best suited to addressing. Literature deserves its prestige for one reason above all others: because it’s a tool to help us live and die with a little more wisdom, goodness, and sanity.

This quotation also appears in our makerspace’s reading guide, where the key word is tool, as in a tool for our makerspace. Literature is a way to solve problems and create meaning. Reading is perhaps the best tool we have for learning in a Humanities makerspace.

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Senior Projects Overview

Menu of Choices

Here are the projects assigned required for 2024:

Here are two other projects that are often adapted or folded into the second semester of senior:

Read on for other updated materials and a rundown of the projects.

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