Senior Project
2012-2013
1
Senior Project Check Points
Check points are due on the date. Late checkpoints are NO CREDIT, but must still be done. DO NOT LOSE
THIS PAPER!!! Due Date: ______________________
CHECKPOINT
POINTS POSSIBLE
Check point #1
Personality test w/ written 2 page paper.
(Typed, MLA format)
Check point #2
Proposal Sheet
(Typed, MLA format in paragraphs)
Check point #3
Source Page
Check point #4
Shadow Letter to Mentor
(Typed, Business format)
Check point #5
Rough draft of pamphlet
including works cited
Check point #6
Log of Mentor Contacts
Check point #7
Résumé
(Typed)
Check point #8
Cover Letter
(Typed, Business format)
Check point #9
(2) Letters of Recommendation
Check point #10
Evidence of fieldwork experience (pix,
business cards, etc.)
Check point #11
Mentor/Student timecard of fieldwork
hours
Check point #12
Student fieldwork journal
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20 points
20 points
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10 points
10 points
20 points
Check point #13
Final Pamphlet, including works cited
50 points
Final Bound Project
(Ck Pts #1-13, points already given,)
270 points
Final Interview
100 points
Check point #14
Project Reflection
(Typed, MLA, due after interview)
10 points
2
1.
Senior Project: Career Exploration
The Senior Project will afford you the opportunity to showcase your language arts skills, while preparing for
your future educational and/or career goals. The culminating project not only justifies your status as a
graduating senior, but also will be useful in your future.
All seniors must complete the Senior Project as a part of their language arts class. A major part of the student’s
final grade will be based on the senior project and the exit interview.
All Senior Projects must include the following items and follow specific guidelines (improperly formatted
assignments will not qualify for a grade):
Your task is to analyze potential career choices, select one career to explore, participate in a shadowing
experience, and create a career information pamphlet.
I. Research:
a. Take the Keirsey-Bates Temperament Sorter II
b. Research your career’s pay, required education or training, required licenses or degrees, best
places for education and training, job requirements, and job future. Use online sites and print
sources.
c. Contact and INTERVIEW individuals for information.
II. Process – Career Shadowing
a. Select a specific career
b. Contact potential mentor(s): Interview, email, phone, or write letters (must be someone off
campus)
c. Keep a contact log of all correspondence with potential and selected mentor(s).
d. Participate in at least 8-10 hours of career shadowing.
e. Keep a written journal/diary of career shadowing.
f. Create a pamphlet including researched information and experiences.
III. Exit Interview – 7 minutes with an interview panel
a. Summarize the process used for your project.
b. Discuss what you learned about yourself and your future career during this process.
c. Present your pamphlet (should have one in portfolio and one for your judge).
d. Share your personal and/or educational plans for your future.
e. Prepare to answer questions from the panel.
Senior Project
Guidelines for Portfolio Presentation
Organize your portfolio in the following manner:


Cover Sheet: Title your project and include your name, class, teacher, and date
Check sheet as a table of contents (meaning order your portfolio according to the check sheet)
Display your project in a presentation folder. The more professional the appearance, the better!
3
ame ______________________
Senior Project Checkpoint #1
Name ______________________
Date ______________________
Period ______________________
Answer in paragraphs.
Proposal Sheet
1. Describe the process you will be using to complete your senior project.
_________________________________________________________________________________
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_________________________________________________________________________________
2. At this point, how do you envision your final product? (Describe your final product.)
_________________________________________________________________________________
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_________________________________________________________________________________
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_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. List the names of people you plan to contact to assist you in your project (shadowing mentor, career
mentor, portfolio critic, etc.)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. List the names of places you plan to visit to assist you in your project (neighborhood parks, businesses,
schools, etc.)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4
Senior Project Checkpoint #2
Personality Test
Standards Used:
2.0 Reading Comprehension (Focus on Informational Materials)
2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public
documents.
1.0 Writing Strategies
1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing
narrative, expository, persuasive, or descriptive writing assignments.
1.5 Use language in natural, fresh, and vivid ways to establish a specific tone.
2.0 Writing Applications (Genres and their Characteristics)
2.3 Write reflective compositions:
a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies (e.g.,
narration, description, exposition, persuasion).
b. Draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or
generalizations about life.
c. Maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas.
1.0 Written and Oral English language Conventions
Students write and speak with a command of standard English conventions.
1.0 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
1.1 Produce legible work that shows accurate spelling, correct punctuation, and capitalization.
1.2 Reflect appropriate manuscript requirements in writing.
Your objective is to determine, according to your personality type, what career would best suit your personality
type, your interests, and viewpoints. Your goal is to write a 2-3-page paper explaining your personality type
and what careers would be best for you. (See sample)
1. Complete the survey.
2. Read through the findings and find out what career is best for you. You DO NOT have to do your
project on what the survey says would be good for you!
3. Construct a personal narrative essay explaining your experience and your findings. Remember 2-3
pages are required.
4. Please write your paper in MLA format, including heading and page numbers.
5. Turn in your final copy and the copies of the survey on ________________.
5
Monica Marie Smith
Smith 1
Mrs. Lennon
Language Arts IV
April 17, 2013
Reflection: Personality Test
I finished this test with an insight into my own head. I learned some things about me that I did not know. I also was
reassured about things I already knew. As I began to read the results, I found that I am personality type INFJ. People like me are
usually imaginative, creative, and sensitive, (which, in my opinion, describes me very well). I am also a responsible and respectful
person, wanting to get to know people and places before I jump into a situation.
I realized some of the strengths and weaknesses were true. The results say that I am a good listener. I have always been one
to absorb others’ stories. The test also says that I like developing and following a well-laid out plan. This is true. I like to plan out
what I am going to get accomplished, and then set out to do it. Although I do not always get to complete these goals, I try to finish as
many as possible. One of the main weaknesses that are listed is I do not communicate well. I know that his statement is very true. If
I were to have a quote in the yearbook it would be “I don’t know,” since I never know what to say.
I laughed when I read that for a career to be satisfying to me it should be one that will be done in an environment that is free
of tension and conflict. Where is there a place that is free of tension and conflict? I also realized that responsibility comes somewhat
natural to me, unless it is cleaning my room. By letting me have control over situations and taking responsibility for my own actions,
it will smooth things over a lot more than if someone insisted on taking over for me. I am not a very hard person to get along with,
unless you get on to my bad side. The best way to work with me is to be patient. I do not always know what I want when I want it,
but eventually it will come. Encouraging me to brainstorm and supporting my ideas helps me to feel that I am actually needed for
something. Respect is a key part in getting along with me. If you do not respect me, then I am not going to respect you. So, if you
treat me like am lower than you, you will receive that same amount of respect back.
When I looked at the list of careers that would suit me I realized that there is so much out there for me to do. The most likely
thing that I will do will be an elementary school teacher. Since I was young I have wanted to be a teacher, and family and friends
have encouraged that. As I was reading more into the different career possibilities, I realized that all I really wanted to do with my life
is make other people’s lives better. Being a teacher, I could help “save the world” by teaching children that you can ask for help if
you need it. Another thing on this list was a social worker. This job has my name; if I were a social worker, I would get to work with
people, help people, and become involved with the community.
I think that this test really helped me to get a closer look at the real me. It described me to a point that I had to say “Wow,
they really know me.” Overall, this test helped me to create a sense of what I want to do with my life.
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Senior Project Checkpoint #3
Source Page
Standards Used:
1.0 Writing Strategies
1.7 Use systematic strategies to organize and record information
Objective: Student will document the sources they have researched for their career pamphlet.
You will need to conduct some research about the career you are exploring in order to create your career
pamphlet. Your research can be obtained via the Internet, the Career Center, books, or magazines. You will
need at least five sources. As you conduct your research, you will need to document the information you have
found on source pages. Below you will find examples of each.
Source Page – At the top of separate pieces of paper for each source used, write the bibliographic information
(see example—author, title, publisher, date, etc.). You may bullet your notes or use Cornell Notes below the
bibliographic citation (samples for each below).
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2010-11 Edition,
28 March 2010 <http://www.bls.gov/oco/ocos158.htm>

“In 2013, total paid employment in firefighting occupations was about 361,000. Fire fighters held
about 293,000 jobs, first-line supervisors/managers of fire-fighting and prevention workers held about
52,000, and fire inspectors and investigators held about 14,000 jobs.”

“Most firefighters have a high school diploma, however, the completion of community college
courses, or in some cases, an associate degree, in fire science may improve an applicant’s chances for
a job. A number of colleges and universities offer courses leading to 2- or 4-year degrees in fire
engineering or fire science.”

“Applicants for municipal firefighting jobs usually must pass a written exam; tests of strength,
physical stamina, coordination, and agility; and a medical examination that includes a drug screening.”
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2010-11 Edition,
28 March 2010 <http://www.bls.gov/oco/ocos158.htm>
Firefighters - 2013
-361,000 firefighting jobs in US
-293,000 firefighters
-52,000 supervisors/managers of firefighters
-14,000 fire inspectors/investigators
Education
-Most firefighters have high school diploma
-AA or community college courses completed
-improve chances of being hired
-especially AA in fire science
-2 and 4 year degrees in fire engineering/fire science
-offered at many 2 and 4 year colleges
Examinations
-Applicants must pass written and physical tests
-fire science
-strength and agility
-physical stamina
7
Senior Project Checkpoint #4
Mentor Shadow Letter
Standards Used:
1.0 Writing Strategies
1.1 Demonstrate an understanding of the elements of discourse when completing a writing assignment.
1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant
examples.
1.5 Use language in a natural, fresh, and vivid ways to establish a specific tone.
2.0 Writing Applications
2.5 Write job applications, résumés, and other career-related documents
Your objective is to write a one-page letter to a prospective mentor that you would like to “shadow” for your
career exploration.
Your letter should include the following:
 An explanation to the mentor as to why you are writing
 Your career goals
 Requirements of the assignment
 Inform him/her you will ask for a letter of recommendation to validate your shadowing
 Contact information
 Business letter format
 Professional language
 At least 3 paragraphs:
o Introduction, 1 paragraph - introduce yourself and your purpose to your potential mentor
o Body, 1-2 paragraphs – Discuss yourself, your skills, your goals, the senior project requirements
o Conclusion, 1 paragraph – What do you need from your mentor? Let your potential mentor know
that he/she will be expected to write a letter of recommendation discussing your shadowing
him/her
Use the sample that follows as a guide to write your own letter. Remember, this is what you are going to
present to your prospective mentor who will be considering helping you with this project. Be as formal and
thorough as possible.
8
12345 Main Avenue
Eastvale, CA 92880
email@email.com
(951) 738-2100
April 5, 2013
Miss Scott, Principal
Benjamin Franklin Elementary
2650 Oak Street
Eastvale, CA 92880
Dear Miss Scott:
My name is Monica Smith, and I am currently a senior at Eleanor Roosevelt High School in Eastvale,
California. As a requirement for graduation, I must complete a final school project known as the “Senior
Project.” For this project, I must explore a career and complete job shadowing, observing someone working in
my desired career for 8 hours. I am interested in the career of teaching and hope to become an elementary or
intermediate school teacher. My career plans are to one day give back to my community in exchange for what
it has given me. In college, I plan to study education, most likely elementary education, because I believe that
elementary school is the time in a child’s life when they are influenced the most. By teaching young children, I
hope to help create a better place for future generations to live.
A necessity for this project is for me to fulfill 8 hours of shadowing someone currently in the career that I have
chosen to explore. The shadowing experience should represent my exposure to that particular field of work.
Would you be interested in helping me by allowing me to shadow you during your workday? If I am able to
observe you in the classroom and thereby observe your teaching methods, I will be able to great gain insight
into the career of teaching.
I am grateful for the time you have taken to consider allowing me to shadow you during your workday.
Please contact me at (951) 738-2100 or at email@email.com to discuss further details and other requirements
for my project. My Language Arts teacher, Ms. Amy Johnson of Eleanor Roosevelt High School, and I
appreciate your assistance and acknowledgement. Thank you for your speedy reply.
Sincerely,
(Leave 4 spaces blank here, print the letter, and sign it in black ink)
Monica Smith
9
Senior Project Checkpoint #5
Rough Draft
Pamphlet and Works Cited
Standards Used:
1.0 Writing Strategies
Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing
demonstrates students’ awareness of the audience and purpose. Students’ progress through the stages of the writing process as
needed.
1.8 Research and Technology
Design and publish documents by using advanced publishing software and graphic programs
2.6 Write technical documents (e.g. a manual on rules of behavior for conflict resolution, procedures for conducting a meeting,
minutes of a meeting):
a. Report information and convey ideas logically and correctly.
b. Offer detailed and accurate specifications.
c. Include scenarios, definitions, and examples to aid comprehension (e.g. troubleshooting guide).
d. Anticipate readers’ problems, mistakes, and misunderstandings.
Objective: Students will create a pamphlet of researched information about their chosen topic. Students will
use advanced publishing software to display data of background, purpose, salary, benefits, job conditions,
required degrees or licenses, and training or schooling to show the judges in their exit interview.
When you sit down for the interview, you must present each judge with a pamphlet about your career or topic.
The judges will not be able to read your entire portfolio, so the pamphlet is the best way to present a large
amount of information in a small way. Points will be deducted from the portfolio score and the interview score
if pamphlets are not provided.
Pamphlet should be computer-generated.
Be sure to include the following in your pamphlet:
 What is your career?
 What is a general description of the job duties in this particular career?
 What skills or personality characteristics are essential for success in this career?
 What is the salary range?
 What kind of education or training do you need to do this job?
 Where are the best places to get this education or training?
 Are there any licenses required for this job?
 What is the outlook for jobs in this field in the future?
 Include a Works Cited list on the back side (five sources cited on the back of the pamphlet)
10
MLA Style Sheet for Term Paper Citations
According to the guidelines of the Modern Language Association, the list of sources used in a research paper,
formerly called a bibliography, is now to be called a list of Works Cited. It still appears at the end of the
research paper and is numbered as a continuation of the text. WORKS CITED EXAMPLES:
Books
No Author .………………………………………… A Handbook of Korea. 6th ed. Seoul, Korea: Seoul Publishing House, 1987.
One Author ………………………………………... Morrison, Toni. Sula. New York: Knopf, 1974.
Two Authors …………………………………….… Hyde, Margaret O. and Elizabeth Held Forsyth. Suicide: The Hidden Epidemic.
Rev. ed. New York: Watts, 1986.
More Than Two Authors ………………………..… Quirk, Randolph, et al. A Comprehensive Grammar of the English Language.
London: Longman, 1985.
Author and Editor …………………………............. Shakespeare, William. The Comedy of Errors. Ed. By T.S. Dorsch. Cambridge
Univ. Press, 1988.
Edition ……………………………………...……… Kabots, Fred. Design from the ancient Membrenos. 2nd ed. Flagstaff:
Northland, 1986.
Several Volumes …………………………………... Lazzlo, Irvin, ed. World Encyclopedia of Peace. 4 vols. New York: Permagon,
1986.
Essay or Article in a Collection …………………… Klawans, Stuart. “Colorization: Rose-tinted Spectacles.” Seeing through the
Movies. Ed. Mark c. Miller. New York: Pantheon, 1990. 150-185.
Encyclopedia Articles
Signed ………………………………….………….
Unsigned ………………………………….……….
Sapir, Edward. “Communication.” Encyclopedia of the Social Sciences. New
York: Macmillan, 1930.
“Ping Pong Diplomacy.” Encyclopedia Americana. 1989 ed.
Magazine and Newspapers
Magazine Article Signed ……………………..…… Theroux, Paul. “China Passage by Rail.” National Geographic. March 1988:
296-329.
Magazine Article Unsigned …………………….… “Time for doubt.” Time 26 Nov. 1990: 30-34.
Scholarly Journal w/ Continuous Paging …………. Brook Dan W. “The Value of Prolonging Human Life.” Philosophical Studies
50 (1986): 40-126.
Scholarly Journal that sages each issue separately or
Uses only issue numbers …………………………. Baum, Rosalie Murphy. “Alcoholism and Family Abuse in Maggie and The
Bluest Eye and The Bluest Eye.” Mosaic 19.3 (1986): 91-105.
Book Review ……………………………………... Hall, Lucia K.B. Rev. of God and the New Physics. By Paul Davies. Humanist.
Nov-Dec. 1986: 39.
Interviews
Interview in Person ……………………………….
Interview in Print …………………………………
Basso, Lillian. Personal Interview. 4 March 1991.
Ellison, Ralph. Interview. “Invisible Man.” With Allen McPherson. Atlantic.
Dec. 1970: 45-60.
Speech
Allen, Steve. Address. Opening General Sess. CLA Convention. San Diego,
3 Nov. 1990.
Television and Radio Programs
“If God Ever Listened: A Portrait of Alice Walker.” Horizons. Prod. Jane
Rosenthal. Natl. Public Radio. WBST, Muncie, In. 3 March 1984.
Internet
Burka, Lauren P. “A History of Multi-Users.” Mud History. 5 Dec. 1994.
http://www.ccsneo.edu/home/1pb/mud-history.html.
11
Senior Project Checkpoint #6
Log of Mentor Contacts
Standards Used:
Research and Technology
1.8 Integrate databases, graphics, and spreadsheets into word processed documents.
Objective: Students will locate a mentor and complete 8-10 hours of shadowing in order to keep a log of their
experiences. This mentor will give them a “back-stage” look on what it takes to make it in their career.
Things to Remember:
 Please let the mentor know that you will need a recommendation letter at the end of your
shadowing experience. (See Checkpoint #9)
 Create a spreadsheet documenting hours before you shadow (See Checkpoint 11)
Make a spreadsheet in the computer of all of the people you call in order to find a mentor. If it takes 25
contacts, then log 25 contacts. If it takes 5 contacts, then log 5 contacts. Keep track of the date, time, phone
number, and a short description for each conversation. Keep this log until you have made your first shadowing
appointment.
Sample
Date
April 1, 2013
Name of Contact
Christina Rivera
Address
1892 Georgetown Dr.,
Eastvale
Phone Number
951 ______
1074 W. Sixth St.,
Eastvale
951 _______
1074 W. Sixth St.,
Eastvale
951 _______
1074 W. Sixth St.,
Eastvale
951 _______
Dental Assistant
April 5, 2013
Eastvale Dental Center
Jacynthia Piggue
Dental Assistant
Eastvale Dental Center
April 10, 2013
Sandra Perez
Dental Assistant
Eastvale Dental Center
May 6, 2013
Imelda Chavez
Front Office Manager
Eastvale Dental Center
12
Summary of Contact
My sister, Christina, helped me to get
in touch with her co-workers at
Eastvale Dental Center. She gave me
the names of possible mentors and
phone numbers to contact them.
I asked Jacynthia to be my mentor
and she agreed, but then she backed
out the first week of May. The
reason being that she had been on
vacation for a week and also due to
the fact that she is too busy to mentor
me. Although she gave me the
names of some other mentors.
I called Sandra to ask her to be my
mentor. She told be to come in to the
office to discuss what I needed to do
for the project. When I explained
that I wanted to career shadow dental
assisting, she immediately agreed to
it.
Imelda is the front office manager at
Eastvale Dental Center. The reason I
had to contact her was to get her
permission to be in the dental work
area and perform certain tasks. She
agreed
Senior Project Checkpoint #7
Academic Résumé
Standards Used:
2.5 Write job applications and résumés:
a) Provide clear and purposeful information and address the intended audience appropriately.
b) Use varied levels, patterns, and types of language to achieve intended effects and aid comprehension.
c) Modify the tone to fit the purpose and audience.
d) Follow the conventional style for that type of document (e.g., résumé memorandum) and use page formats, fonts, and spacing
that contribute to the readability and impact of the document.
Objective: Students will construct an academic résumé of qualifications to be presented to a prospective
mentor for the Senior Project. The résumé will give the reader a clear picture of the student’s past
accomplishments and future goals.
The next section of your project will be an academic résumé. An academic résumé is different than a résumé
for a job. Academic résumés are a picture or snapshot of you as a person. I call it a picture of you on paper.
Academic résumés do not include a job objective. This résumé gives you a chance to share your
accomplishments with someone, especially that prospective mentor.
Information you should include in the résumé:
1) Your full legal name, address, phone number, and email address.
2) Your goal—what job you are applying for.
3) All educational experience. Remember, you have not graduated yet, so graduation is “pending” or
“expected” in May, 2013.
4) All work experience. It is okay if you do not have any formal paid work experience, but be sure to
include any informal work, such as baby-sitting, pet-sitting, house-sitting, or landscaping. Also include
unpaid work or volunteer work, such as teacher’s assistant, continuous volunteering at a hospital or the
library.
5) Include any short-term volunteer work you may have done for your school, your community, a local
organization, or your religious organization.
6) List any awards received. Don’t go back further than junior high. Include athletics and clubs at
school here or off campus.
7) List all special skills. For example, typing skills, foreign languages, CPR training, high level
academics, ROP classes, etc.
8) Anything else that is unique or interesting about you to make you stand out.
9) You can include your current GPA.
Things to know…
1)
2)
3)
4)
The average time spent looking at a résumé is 30 seconds.
List items in each section with the most current one first.
Résumés should only be 1 page and only one-sided.
File the document somewhere safe and save it on your computer in a file marked Senior Project. You
will have to print out a clean copy of it for your portfolio.
5) Use a 12-point font and a plain style. Any type of script writing is hard to read. Remember, you want
this person to help/hire you!
6) You may want to print your resume on extra nice paper, but keep the color simple—white, beige, grey
Use the samples that follow as a guide to write your own résumé. Remember, this is what you are going to
present to your prospective mentor who will be considering helping you with this project. Be as formal and
thorough as possible.
13
Monica Marie Smith
1047 Street Name
Eastvale, CA 92882
(951) 000-0000
mmmmm@aol.com
Goal: My career plans are to become an elementary school teacher. In college, I am planning to study
education. I chose elementary school level because I believe that this is the time in a child’s life when they are
influenced the most. By teaching young children, I hope to create a better place for future generations to live.
Education:
August 2010 - May 2013 (graduation pending), Eleanor Roosevelt High School, Eastvale, CA
September 2009 - June 2010, Canton High School, Canton, MI
August 2001 - May 2009, Our Lady of Good Counsel Elementary School, Plymouth, MI
Work Experience:
2011 to Present, Aid in Emergency Room, Kaiser Permanente, Riverside, CA
August 2010 - October 2012, Eastvale Chargers Cheerleading Trainer
2010 to Present, Sunday School Teacher, St. Matthew’s Parish, Eastvale, CA
2009 - 2010, Sunday School Teacher, Our Lady of Good Counsel Parish, Plymouth, MI
Volunteer:
March 2013, ERHS Open House, Patty Chavez
May 2012, CIF Division 4 Track and Field Events, Aaron Shires
May 2011, Psychology Fair, Eleanor Roosevelt High School, George Wise
May 2011, St. Matthew’s Parish Summer-fest
School Activities:
Eleanor Roosevelt Yearbook/Staff
 2011-2013 Editor-in-Chief, Copy Editor, Photographer
Cheerleading
 2011 to Present, Eleanor Roosevelt High School, Eastvale, CA
 2010, Canton High School, Canton, MI
 2008-2009, Our Lady of Good Counsel, Plymouth, MI
Softball
 2011-2013, Eleanor Roosevelt High School
Awards:
2011-2013, Varsity Letter (Pep Squad)
2013, Varsity Letter (Academic)
2013, Golden State Examination, Academic Excellence Award
2012, Scholar Athlete Award (3.0 GPA or above while participating in athletics)
2012, Certificate of Special Recognition for MVP
2011, Academic Achievement Award
Special Skills: Microsoft Word, Excel, and Publisher
14
Senior Project Checkpoint #8
Cover Letter
Standards Used:
2.5 Write job applications and résumés:
e) Provide clear and purposeful information and address the intended audience appropriately.
f) Use varied levels, patterns, and types of language to achieve intended effects and aid comprehension.
g) Modify the tone to fit the purpose and audience.
h) Follow the conventional style for that type of document (e.g., résumé memorandum) and use page formats, fonts, and spacing
that contribute to the readability and impact of the document.
Objective: Students will construct a cover letter of qualifications to be presented to a prospective mentor
for the Senior Project. The cover letter will give the reader a clear picture of the student’s past
accomplishments and future goals.
Your cover letter is a potential employer’s first impression of you and can be the most vital part of the
application packet. A well-written letter entices the employer to read your résumé. A poorly constructed cover
letter may doom your résumé to the “No Need to Read” pile.
Sample Format
Your Street Address
City, State Zip Code
Date
Employer’s Name
Title
Company
Street Address
City, State Zip Code
Dear Mr. Blank:
1st Paragraph: Explain why you are writing; identify the position you are seeking and your source of information. Indicate, in
summary, your strongest qualifications for the position. Should contain at least three sentences.
2nd Paragraph: Outline your qualifications and experiences, in detail, and show how they match the position requirements. Provide
evidence of your related work, extracurricular, and academic experiences, and accomplishments. Should have between five to ten
sentences.
3rd Paragraph: Convince the employer that you have the personal qualities and motivation to succeed. Relate your interests and
qualities to your knowledge of the company. Should have three to eight sentences. It is important to include this if you lack
experience.
4th Paragraph: Thank the person for looking at your application. Offer to provide any necessary additional information and indicate
how and when you can be contacted. Should have three to five sentences.
Sincerely,
(Handwritten Signature)
Your name, typed
Enclosure: Résumé
15
Sample Cover Letter
Mary Ann Waiting
1234 Main Street
Eastvale, California 92860
(951) 785-3281
April 28, 2013
Ms. Kathy Taylor, Director
Human Resources
Riverside Community Hospital
234 Tenth Street
Riverside, CA 91720
Dear Ms. Taylor:
I am an enthusiastic, hard-working, thorough, intelligent, and committed individual. I would like the
opportunity to use these qualities in the administrative assistant position at Riverside Community Hospital. Mrs.
Sundeen, your accountant, told me about the opening and the qualifications needed for the job. I have long been
interested in the medical field and would be pleased to be a part of the Riverside Community Hospital team.
I am skilled in Microsoft Windows, Word, Excel, and Access, and I am familiar with the basic operation of an
office. Through the Regional Occupational Program, I have earned a Computer Information Systems
Certificate. I am able to create documents, maintain accounts, monitor activity, and report my findings on a
regular basis. As a member of Link Crew, I have learned to communicate with many types of people; I have
been told that I have good personal and communication skills, which will be an asset for me as an
administrative assistant. I am eager to learn, enjoy a challenge, and continually strengthen my skills. In
addition, I am a team player with a strong work ethic. The enclosed résumé gives more details about my
background.
Reading your website and speaking to Mrs. Sundeen, I learned that you are looking for a self-starter, someone
who can be shown the basics about what is required of her and can be self-sufficient immediately. As a Sunday
School teacher, I had to step in when a past teacher was unable to teach. I took the Teacher’s Edition of the
curriculum and created lessons for the next day. I continued to teach Sunday School for six years and was told
that I was very effective in my position. I am quite self-sufficient and will not be afraid to have much
responsibility given to me from the start. I am quite sure I will not disappoint you.
I would like to work for Riverside Community Hospital and would welcome an opportunity to meet with you to
discuss the job further. On Friday, May 10, I will call to see if an interview can be arranged at a time that is
convenient for you.
Sincerely,
(Leave 4 spaces blank here, print the letter, and sign it in black ink)
Mary Ann Waiting
Enclosure: Résumé
16
Senior Project Checkpoint #9
Recommendation Letters
Objective: Students will accumulate two letters: (1) from your mentor, (2) recommendation from a personal
reference.
1. Mentor Letter
At the end of your shadowing, ask your mentor to write a letter telling me about your experience and
how you were a great student. You can pick it up, or have it mailed to you or to the school. Make your
mentor aware from the beginning that you will need this letter at the end of the shadowing
experience.
2. Personal Recommendation Letter
Ask a teacher, an employer, an administrator, a clerical aid, etc., with whom you have worked closely to
recommend you on a personal level. (You may not ask a member of your family or your peers to write
this letter for you.). To help the person writing the letter, you might want to give that person a personal
data form that lists your accomplishments and qualities. This gives the writer some great things to say
about you. Again, you can pick it up, or have it mailed to you or to the school.
Things to remember:



Ask for the letter from your mentor in the mentor shadow letter – people will expect to be given time
to write it.
Ask for your character recommendation letter as soon as possible.
Give the person writing the letter information needed to write a specific letter.
17
Senior Project Checkpoint #10
Evidence of Fieldwork Experience
Objective: Students will gather realia.
Pictures taken periodically throughout the shadowing experience are required. In addition, gather flyers,
business cards, and any other items that physically validate your shadowing experience. All realia must be
included in the portfolio.
Senior Project Checkpoint #11
Mentor/Student Timecard
Objective: Students will create a spreadsheet that keeps track of their hours with shadowing mentor.
Make a spreadsheet in the computer to keep track of the hours your work with your mentor. You should have
columns for the date and hours you were with your mentor, location, and a place for your mentor to sign. Make
sure your final copy of this is neat and clean for your portfolio. (See sample below):
Date
April 18, 2013
May 1, 2013
Location
Mentor Verification Log
Tasks
2650 Oak Street
Eastvale, CA 92882
2650 Oak Street
Eastvale, CA 92882
Observed teacher
during school day.
Observed student’s
behaviors towards
each other/teacher.
Observed teacher’s
interactions with
parents. Observed
students’ ability to
explain daily
classroom work.
18
Time
8:15-4:15
6:30 – 7:00
Mentor
Signature
(The mentor’s
handwritten
signature goes
here)
(The mentor’s
handwritten
signature goes
here)
Senior Project Checkpoint #12
Student Fieldwork Journal
Objective: Student will document their fieldwork through a series of journals.
While shadowing your mentor, you must take notes. Make sure to take notes every time you go to shadow.
Include what you observed, the activities you participated in, what you learned. Your journal should make me
feel that I am right there with you. Do not include irrelevant information. I should not have paragraphs about
what you had for lunch!
Notes for shadowing mentor:
1. Be sure to always be on time! Being late keeps the mentors waiting, and takes them away from their
busy schedule! They have taken time out of their life to help you, so please respect them in return.
2. Please dress appropriately for the job. Check with your mentor before your first day of shadowing. If
you aren’t sure, dress professionally. You may seem out of place, but you will be respected for it.
3. Do not assume that your mentor will buy your lunch. Take enough cash to be able to pay for yourself.
If you can, offer to pay for their meal. It is a nice gesture. If they do offer to pay, please say thank you
and at least offer to pay the tip.
4. Be prepared. Come with paper, pen, and leave that cell phone in the car! Make sure you always ask
permission to do anything, especially taking pictures for your evidence.
Sample Journals
Fieldwork Journal
Thursday, May 7, 2013
Total Time: 1 hour
I called Eastvale Dental Center to schedule a meeting with Sandra Perez, a registered dental assistant.
We met for an hour and spoke about the project and how she could help by being my mentor. After having
explained to her that she would need to write a letter of recommendation, she gladly accepted. Sandra showed
me around the office and operations. She also introduced me to all the doctors and the rest of the staff.
Friday, May 8, 2013
Total time: 3 hours
I was asked to wear comfortable clothes and a pair of tennis shoes. When I arrived, Sandra helped me
pick out a lab coat and let me know that x-rays, charting, and filing would be some of the things that I would
lean on this day. Sandra let me call in the patient from the waiting room and seat patient in the x-ray room. She
began by telling me how important it was to communicate with the patient by first asking if they had any
toothaches or sensitivity, if their wisdom teeth had been extracted, and their age. All these important questions
determine how many x-rays would be needed. The amount of x-rays needed for a full set of teeth (32 teeth
total) is eighteen. She also showed me different angles to take an x-ray and the difference. After x-rays, she let
me develop them in their automatic developer. Sandra also taught me how to mount the x-rays, which was
difficult. Dr. Compean, who performed the exam, was kind enough to show me and explain his diagnosis. I
also had the chance to observe a procedure. Sandra and Dr. Compean did composite restorations (white
fillings) and they both explained every step. It was very exciting and I am glad that I had the opportunity to
observe his procedure.
19
Senior Project Checkpoint #13
Pamphlet
Standards Used:
1.0 Writing Strategies
Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing
demonstrates students’ awareness of the audience and purpose. Students progress through the stages of the writing process as needed.
1.8 Research and Technology
Design and publish documents by using advanced publishing software and graphic programs
2.6 Write technical documents (e.g. a manual on rules of behavior for conflict resolution, procedures for conducting a meeting,
minutes of a meeting):
a. Report information and convey ideas logically and correctly.
b. Offer detailed and accurate specifications.
c. Include scenarios, definitions, and examples to aid comprehension (e.g. troubleshooting guide).
d. Anticipate readers’ problems, mistakes, and misunderstandings.
Objective: Students will create a pamphlet of researched information about their chosen topic. Students will
use advanced publishing software to display data of background, purpose, salary, benefits, job conditions, and
training or schooling to show the judges in their exit interview.
When you sit down for the interview, you must present each judge with a pamphlet about your career or topic.
The judges will not be able to read your entire portfolio, so the pamphlet is the best way to present a large
amount of information in a small way. Points will be deducted from the portfolio score and the interview score
if pamphlets are not provided.
Pamphlet should be computer generated or hand made.
Be sure to include the following in your pamphlet:
 What is your career and where did it come from?
 What is a general description of the job duties in this particular career?
 What skills or personality characteristics are essential for success in this career?
 What is the salary range?
 What kind of education or training do you need to do this job?
 Where are the best places to get this education or training?
 Are there any licenses required for this job?
 What is the outlook for jobs in this field in the future?
 Include a Works Cited list (five sources cited on the back of the pamphlet)
20
Senior Project Checkpoint #14
Project Reflection (answer in paragraphs-MLA format)
Standards Used:
2.3 Write reflective compositions:
a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical
strategies (e.g., narration, description, exposition, persuasion).
b. Draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or
generalizations about life.
c. Maintain a balance in describing individual incidents and relate those incidents to more general and
abstract ideas.
Objective: Students will answer a series of questions reflecting on the process and success of the student
throughout the senior project process.
This section should not be completed until you are completely done with your portfolio. If you answer them
ahead of time, you will not be answering truthfully. Answer in essay format.
1. In at least 25 words describe your project
2. Fill in the blanks:
A. Estimated total hours spent on project: ________________
B. Estimated total steps involved in your project: ________________
C. Date Started ________________
Date Completed ________________
D. List every kind of resource, indicating all the people who could potentially help future seniors:
________________
3. Answer yes, no, or n/a (not applicable):
A. Have you asked for advice/comments about your project from other people?
B. Did you utilize time management principles?
C. Have you ever done this type of project before?
D. Would you recommend your project to future seniors? Why or why not?
4. Answer in 25 words or less for each one:
A. Would you feel threatened to show your project to an expert for evaluation?
B. List 3 things you now know after completing this project.
C. List all personal satisfactions or knowledge you gained from this project experience.
D. What comments about your project have you heard from students, parents, teachers, or community
members?
5. Short answers:
A. List problems you encountered.
B. How did you handle these problems?
C. How would you feel about having your project filed and used as a model for next year’s seniors?
Explain.
D. What was the picture in your mind of the project before you started working on it? How does this picture
square with the outcome you have experienced?
E. If given the opportunity, what would you do differently now that you speak from experience?
F. Beyond the project itself, what did you learn about yourself?
G. What advice do you have for next year’s seniors? Please explain in detail.
H. What grade would you give yourself for your project? Justify the evaluation of your grade in at least 25
words.
21
Potential Interview Questions
The following is a list of possible questions that could be asked during the interview. Judges also reserve the
right to ask you any information about your research pamphlet. Make any notes on this page that might help
you write a final review about the interviewee. Make sure you attach the business card and pamphlet to each
sheet you use.
1. Tell me a bit about your plans for the future.
2. What have you been researching? What did you find out from your research?
3. What concerned you about the career you researched?
4. How did the research differ from your shadowing experience?
5. List 3 details from the pamphlet.
6. What is your favorite part of your portfolio?
7. What was the most interesting thing you learned from your project?
8. What would you have done differently if you could do it again?
9. Is this what you plan to do in the future? Why or why not?
10. What did you like most and the least about this project?
11. Now being finished, what have you learned about yourself?
12. Tell me a little about yourself.
13. Name three words to describe you.
14. What are your strengths? or Name 3 strengths that you have.
15. What are your weaknesses? Or Name 3 weaknesses that you have.
16. If I asked your (employer/friend/parent/teacher) to describe you, what would s/he say?
17. Why do you want to be a ________________________ ? (career you researched)
18. Would you like to add anything you haven’t been able to say?
22
Exit Interview Rubric
Your name
Teacher
Date
Period
Interviewer_________________________________
Using the following Criteria, rate the student’s work 1-5, with a 1 being non-existent, a 3 being average, and a 5 being
exemplary.
CRITERIA:
1.
2.
3.
4.
5.
TOTAL:
Presents self in a professional manner (attire, introduction, shakes hand, etc.)
Utilizes public speaking techniques (eye contact, speaks clearly, etc.)
Quality of the career pamphlet (including 5 credible sources on the back)
Successfully responds to questions (ability to elaborate vs. short answers, etc.)
Shows depth of understanding and knowledge of career
SCORE
______
______
______
______
______
/ 25
________________________________________________________________________________________
Interviewer_________________________________
Using the following Criteria, rate the student’s work 1-5, with a 1 being non-existent, a 3 being average, and a 5 being
exemplary.
CRITERIA:
1.
2.
3.
4.
5.
TOTAL:
Presents self in a professional manner (attire, introduction, shakes hand, etc.)
Utilizes public speaking techniques (eye contact, speaks clearly, etc.)
Quality of the career pamphlet (including 5 credible sources on the back)
Successfully responds to questions (ability to elaborate vs. short answers, etc.)
Shows depth of understanding and knowledge of career
SCORE
______
______
______
______
______
/ 25
Interviewer_________________________________
Using the following Criteria, rate the student’s work 1-5, with a 1 being non-existent, a 3 being average, and a 5 being
exemplary.
CRITERIA:
1.
2.
3.
4.
5.
TOTAL:
Presents self in a professional manner (attire, introduction, shakes hand, etc.)
Utilizes public speaking techniques (eye contact, speaks clearly, etc.)
Quality of the career pamphlet (including 5 credible sources on the back)
Successfully responds to questions (ability to elaborate vs. short answers, etc.)
Shows depth of understanding and knowledge of career
23
SCORE
______
______
______
______
______
/ 25