Senior Seminar

     “The future is not a result of choices among alternative paths offered by the present, but a place that is created--created first in the mind and will, created next in activity. The future is not some place we are going to, but one we are creating.” (not sure who said this)

 

“Writing a novel is like driving a car at night.  You can see only as far as your headlights, but you can make the whole trip that way.” E.L. Doctorow

Senior Seminar 2011-12

Instructor: Julia Taylor

Julia@compass-school.org

Senior Seminar: Mini Winter Session

Dates:

  • January 3-Feb. 17 (followed by vacation!)
  • No School on M, 1/16
  • M, T, and F for 1.5 hours, 1 hour on Wednesday and every other Thursday

 

Goals and Activities/Assignments:

 

  1. Personal Development: To plan a senior project, including the following: decide what, find sources and a mentor; write and get your written proposal approved
    1. Go over project guidelines via PowerPoint, “What is a quality Senior Project?” and read sample proposals
    2. Draft and continually work on proposal  (Mondays)
    3. Go through project approval process: initial proposal----formal proposal----proposal to approval meeting (w/ parent, if possible)
    4. Meet w/ me and/or advisor to help you plan (Mondays)

 

  1. Personal Development, Writing, and Info. Handling: To prepare your senior portfolio 
    1. Write drafts of your realm letters and brainstorm or outline a cover letter; gather work, including Writing Collection (Tuesdays)
    2. Read sample students’ letters/essays  (and get inspired by professional autobiographical writing)

 

  1. Personal Development and Info. Handling: To work on your post–Compass plans, including applying to college or job or travel program
    1. Finish applications/supplements on Tuesdays
    2. Participate in Q and A session(s) w/ some interesting adults w/ careers that they enjoy

 

  1. Thinking/Reasoning and Communication: To gain exposure to and comprehend classic literature while also asking crucial life questions about your future and your decisions. To think connectively—seeking metaphors, irony, and theme.
    1. Read and discuss as a class, Oedipus the King
    2. Discuss and write answers to questions such as: Do you believe in fate--  and what does that mean to you? What does it mean when people say, “everything happens for a reason?” Do you believe that, and if so, do you have control over your life? Do your actions and decisions now have an impact?   What part does pride play in your life? What are your “blind spots” in life (what do you like to not look at, or tend to not see clearly)?
    3. Look for/mark irony, metaphors, and passages about self-knowledge in the play
    4. Ponder and write a short essay in response to the question: What metaphor does this play hold for your life? Or, how important is the seeking of self- knowledge, with the play as a piece of evidence?
    5. Create a visual (or an interpretive dance) that illustrates a crucial theme, irony, or metaphor in the play

 

  1. Reading and Presenting in a Variety of Formats: To (continue) to find writers you enjoy reading; to work your literacy muscle and create a reading habit
    1. Find and read a book(s) that is/are challenging, but enjoyable
    2. Complete a creative project or write a review of your book  (to be used in library)

 

Expectations:

 

You: In order to complete these goals, you will need to do some  (but not a lot of) homework and use class-time productively.  You will need to stick to the schedule I give you for writing letters and your project proposal and ask for help if needed.  You need to come to class on time, with writing implement in hand. You will need to be in “manager” mode during work-time.

 

Me: I will provide you with some structure and guidance.  I will also read your portfolio letters and get them back to you so you can revise or file them away. I’ll do an occasional grammar lesson if/when I think it’s needed.  I will find guest speakers with interesting jobs or career paths that might inspire you, and help facilitate those talks. Finally, I will assess you on a report card at the end of the time we have together.

 

It will look like this:

Here’s the basic weekly structure:

MON: Either portfolio work or senior project explanation  

TUES: Senior Project Planning, or college/post-Compass planning: work-time w/ specific goal

WED.: “Literature and Life”: Read and discuss Oedipus and the questions related to the play; when we’re done w/ Oedipus, we’ll read some autobiographical writing

THURS.: “Portfolio Power Hour”: you have an hour to write a draft and hand it in;  sometimes, I may give you a non-portfolio writing prompt, and you’ll practice writing on the spot, and being happy w/ it.

FRI: “TGIRD”—or, “Thank God it’s Reading Day”!  We’ll read/discuss Oedipus on this day, as well as get some quiet reading time.

 

A Note about Reading:

 The plan is to read Sophocles’ Oedipus The King in class, and for you to read an independent book out of class.  Another option is for you to form small reading groups around a book that you can decide on (and get approved by me).   I’m hoping to take you all to Keene to pick books at Toadstool, but we’re waiting on our driver availability.  More about that in class.

 

YOUR BOOK CHOICE and CONTRACT DUE: MONDAY, 1/9

 

Classroom Guidelines/How to keep the room clean, productive, and orderly:

 

1-    Please feel free to bring water or tea into class, but NO other beverages, and the first time I have to return your glass/cup to the kitchen, the privilege goes away for 2 weeks

2-    Each person will have a regular WORK SPOT. We’ll agree on these places, and on Tuesdays when you have time to work, you’ll be expected to go there and work. These spots will not include a group around the table in the big room.  If you don’t get work done in that spot, the spot will become a chair next to me.

3-    If you’re late to class, your job will be to tidy and vacuum the classroom at 2:10.

4-    Every day at 2:00 (or so), we’ll try to remember to pause to straighten the room.   If we remember to do this, and get it done all week, we’ll do a madlib on Fridays.  Please remind me (thanks, Manya) until this becomes habit.

 

 

Your Senior Portfolio:

Look at your calendar: there are 6.5 weeks until vacation and then Winterm.  Starting March 7, unless you’re off on an early senior project, you will have demanding interdisciplinary Science-Humanities classes until spring vacation, and then you go off to complete your senior project.  When you return, you’ll have two weeks to prepare your project presentation, complete your oral exam, and then BAM—present your senior portfolio!

 

That’s why we’re using this time to prepare your portfolio.  Use it, or you’ll be hurting in May.

 

________________________________________________________________________________________________ 

Senior Project Timeline

 

You have roughly four months until you complete the fieldwork, but you are expected to be prepping for that fieldwork before you leave. Here’s how it will look:  

 

ü  January: Plan a project and write a proposal

 

INITIAL PROPOSAL DUE:  Monday, Jan. 30 (but feel free to get it done before then!)

 

ü  Feb-March: Finalize proposal and get it approved

 

ANOTHER DRAFT DUE:  Monday, Feb. 13 (last day of seminar)

 

After this draft, you’ll be work on any changes or whatever is needed to finalize your plans, and then when you’re ready, schedule an approval meeting w/ me and one of your parents (if possible), as well as your advisor.  Your mentor is welcome and encouraged to come, but not required.

 

*APPROVAL MEETINGS WILL OCCUR: Mon., January 30- Fri., March 26*

 

Approval meetings = Bring your final draft of your proposal and be ready to talk about how it will be a meaningful and challenging project.  We (me, Eric, and maybe a parent) will discuss what we think with you, and you might be asked to make a change, but hopefully by then, you’re ready, and we’ll give you the “stamp” of approval.   

 

ü  Jan. –mid-April: Research: read and talk to people or whatever preparation you need 

ü  April 21-29: vacation or start field-work

ü  April 30-May 11th official field-work time

ü  May 11-17: Oral exam and prepare for presentation*

ü  May 18: Present to school (10:30-2:00)

 

Official S.S class-time to work on this is every Tuesday.  Unofficial time=all the chance you get!

 

*We’ll go over the guidelines for the oral exam and presentation in class.

 

 

**If you don’t have your proposal approved by 4/2, you will NOT complete a project—and not get a diploma.