LA 12 Senior Capstone
Overview
For two years, St. Helens High School students have been presented with a host of current event readings in the form
of Articles of the Week; students have been asked to read these articles to increase their exposure to real-world
informational text, to build their awareness of current events, and to work on using active reading strategies (such as
annotation and reflection).
This year, collections of related current-event articles were presented to students in the form of Articles of the Month.
These collections asked students to go beyond the typical modes of comprehension, annotation, and reflection.
Rather, these collections asked students to make connections among texts, analyze the style and structure of the texts,
and write thesis-driven papers about the topics in question.
It seems fitting, then, that SHHS seniors end their experience with a capstone project, one that draws on the skills
developed over the course of their interaction with real-world, non-fiction text. As part of this capstone, students
will create their own “collection” of reputable articles, graphics, videos, etc. (both informational and persuasive)
about a single current issue. After collecting these artifacts, students will write an argumentative essay in which
they take a side on the issue and use the information from their text “collections” as support. Finally, students will
prepare an effective speech/presentation of their topic for the class.
The capstone project will be assessed using the four Common Core State Standards listed below.
Capstone Standards
11-12.RI.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words in order to address a question or solve a problem.
11-12.W.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish
the claim(s) from alternate or opposing claims, and create an organization that logically sequences
claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence
for each while pointing out the strengths and limitations of both in a manner that anticipates the
audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument
presented.
11-12.W.8
Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the task, purpose,
and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format for citation.
11-12.SL.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective,
such that listeners can follow the line of reasoning, alternative or opposing perspectives are
addressed, and the organization, development, substance, and style are appropriate to purpose,
audience, and a range of formal and informal tasks.
Capstone Requirements
 Students will gather and analyze a collection of artifacts (informational and persuasive articles, videos,
presentations, editorial cartoons, etc) about a topic of their choice. These topics must be approved by their
LA 12 instructor.
 At a minimum, students must use five (5) reputable and/or authoritative artifacts in their collection.
 Final Capstone Essays will be submitted using MLA format should be a minimum of four (4) pages in length.
A properly formatted Works Cited page should also be included with the final, but does not figure in to the
four-page written minimum.
 Capstone Presentations should be 5-8 minutes in length and at least one (1) effective visual aid (e.g.
PowerPoint, video clips, photos, etc.).
 Students who fail to meet essay submission deadlines may forfeit their ability to receive teacher feedback
on their drafts or lose the ability to revise essays.
 Students who fail to come prepared for their presentation may forfeit their ability to present during class
time and may have to schedule an alternate presentation date and time at their teacher’s convenience.
Capstone Due Dates and Activities
2/21
Three potential topics for Capstone submitted for approval.
3/3
Prospectus, Works Cited, and articles/resources for Capstone Essay due.
3/12
Initial Evaluation of Source Material due.
3/19 or 3/20
Rough draft (typed) of Capstone Essay due; Peer review in class.
3/31
Draft of Capstone Essay due for teacher evaluation.
4/7
Draft of Capstone Essay returned to student with initial proficiency scores for RI.7, W.1
and W.8.
4/11
Bring newly revised draft due for workshop activities.
4/18
Bring newly revised draft due for workshop activities.
4/23
Bring newly revised draft due for workshop activities.
4/28
Final Draft of Capstone Essay due.
5/15
Draft of presentation notes and visual aids due.
5/19
Capstone Essay returned with teacher evaluation for RI.7, W.1 and W.8. Students with
traits scores of 2 or less to revise.
5/21 or 5/22
Trial run of Capstone presentations for peer review on SL.4.
5/23
Corrections to Capstone Essays due.
5/27
Capstone Presentations begin.
6/4
Last day for Capstone Presentations.