NT English Dept.

's
SENIOR
DEMONSTRATION PROJECT

Dear Student,

This packet contains information on all of the English Demonstration Project options. Read them
carefully and choose one that you would like to pursue either individually or in a group. This is
your opportunity to learn a new skill and to create something memorable in English class before
you leave New Trier.

Enclosed you will find:

1. A calendar of all due dates
2. A description of each project
3. An intermediate deadline sheet outlining what is due and when
4. A workshop schedule

There are a few guidelines for this project.

1. You must submit a proposal to your teacher that outlines your goals and steps for
your project.
2. This proposal must be approved before you can proceed.
3. All work for the project must be original and created only for this project unless
otherwise approved.
4. All members of a group must be from the same class.
5. This project will count for 30-40% of your final semester grade.
6. During the independent work phase of the project, you must check in at the beginning
and end of every class period.
7. You must submit work in progress on Tuesday, May 4 and Tuesday, May11 or risk a
reduction in your final grade.
8. Each project will include written and presentation components.
 Individual in Conflict: Calendar 2010

Monday Tuesday Wednesday Thursday Friday

April 19 20 21 22 23

Afternoon Afternoon Read first Read second

Workshops Workshops chapter of chapter of
Slaughterhouse Slaughterhouse
5. 5

26 27 28 29 30

Student Book Senior Institute Senior Institute Early Dismissal

Independent Discussion Day Greg Harris
Work Begins (1-2) Read chapter 4 Film Festival Read chapter 5
of 6:30 at of
Slaughterhouse Wilmette Slaughterhouse
5 Theatre 5

May 3 4 5 6 7

Late Arrival Intermediate Read chapter 6 Read chapter 7 Read chapter 8

Due Date #1 of of of
Book Slaughterhouse Slaughterhouse Slaughterhouse
Discussion Day 5 5 5
(3-5)

10 11 12 13 14

Book Intermediate Read ch. 9 of Read ch. 10 of

Discussion Day Due Date #2 Slaughterhouse Slaughterhouse
(6-8) 5 5

17 18 19 20 21

Test on Last day for

Slaughterhouse Presentations Presentations Presentations Seniors
5 ________

Return Projects
 Artistic Autobiography

OBJECTIVE:
o To read Paulo Coelho’s The Alchemist and then create a book that artistically represents
important moments, thoughts, and people in your life that, in a variety of ways,
contribute toward helping you realize your “personal legend.”
o To answer the question, “What is my personal legend?”

RATIONALE:
o This project demands that you create a highly selective narrative account of your life as
you dramatize your existence, combining elements of family stories with unique tales
and thoughts that come from your experiences. By merging photos, illustrations, and
stories on each page, you will create a unique thread that weaves your journey into a
single book.

INSTRUCTION REQUIRED:
o You are required to take a workshop on how to use Adobe Photoshop so that you can
learn the basics of photo manipulation. This will help you create more artistically
compelling pages for your autobiography. At least four of your final pages should make
use of Adobe. If you’d like to do more with this program, feel free.

WRITTEN COMPONENT:
o Length: app. 20 pages, give or take a few pages

ORGANIZATION: Some possibilities include sections/chapters about …

-Your Parents
-- How did they meet?
-- What were their lives like when you were born?
-- What made them scold you?
-- What do you think they never did?
-- What are the three best moments you've shared with your mom/dad?
- Your Birth
--Were you born in unusual circumstances? How does your mom describe her labor?
What role did your dad play?
--Did your parents tell you how they came to name you? How do like your name? Did it
give you problems later?
--How did your siblings react to your birth? Any stories?
- Your Emotions
Chapter 1. Quiet Desperation
Chapter 2. Anger
Chapter 3: Joy, etc.
- Your Alchemy
Who is your alchemist? Your flock? Your woman in the desert?
What have been your omens?
* Turning Points
* Recurring Dreams
* Problems/Resolutions
* Handicaps/Accomplishments
* Friends/Enemies/Frenemies
* Pets
* Sports
* Family Stories
* Fears (childhood, middle years, now)

These are only possibilities; you are strongly encouraged to come up with your own ideas in
organizing your autobiography.

PRESENTATION COMPONENT:
o Read 3-4 pages and show your book to the class.

EVALUATION CRITERIA:
o Is your book unified and coherent?
o Do your stories give added meaning to your photos/artwork, and vice versa?
o Is each page artistically different than the one before it?
o How much does your book reveal about you as an individual?

Artistic Autobiography: Questions and Answers

Should the autobiography cover my entire life? No, it should cover only those periods
that interest you most as a writer who wants to understand what happened, why it happened, and
what these memories mean to you now.

Should the autobiography be in chronological order? If that approach works best

for you, that's fine, but it doesn't have to be presented in the-order in which the events took
.place. You could, for example, work backwards, beginning with your most recent friendships
and ending with your earliest ones to show the differences (and, perhaps, similarities) between
the friends you've made over the years.

How much writing should my autobiography contain? A considerable amount, but not
necessarily-on each page. Some pages will be predominantly visual, with a few sentences to
complete the impression you want to convey, while other pages will be mainly text, with less
attention given to the visual component. Most pages, however, will provide a balance between
what you want .to say and what you want to show.

How much detail should I go into when I describe a certain

person/relationship/memory? In general, the more detail you go into, the better the
writing, allowing the memory to come back to life and remain vivid and memorable for the
reader.

How many new visual representations (as opposed to old photos and memorabilia)
should my autobiography include? Plan to take at least four new photographs that
symbolize different periods of your life, or your relationships with key people, or that represent
the multi-layered complexities within you in a meaningful way that you can write about and
explain. Also plan to give attention to the layout of each page, to the way the visual elements
interact with the written ones. No page should look the same as any other page.

The more conceptual your artistic autobiography is, the better.

 Original Screenplay/Video Presentation

OBJECTIVE:
o To write an original screenplay and create a 5 minute movie.

RATIONALE:
o Although this project, like the others, has a written component, movie-making is
primarily visual. Students whose learning style is visual should feel at home with this
option.

INSTRUCTION REQUIRED:
o You are required to attend a workshop on pre-production, film techniques, and editing.

WRITTEN COMPONENT:
o You will be responsible for the following:
o your screenplay
o a two page typed paper that analyzes a movie scene of your choice. Explain what
you learned regarding camera angles, editing, time length of shots, etc.

PRESENTATION COMPONENT:
o Show your movie.

EVALUATION CRITERIA:
Your screenplay will be evaluated on the following:
o format: you will need to study other screenplays in order to learn this
o language: how the speech reflects the characters
o structure: a clear beginning -middle -end to the scene / plot progression
o characterization: development in the characters

Your film will be evaluated on the following:

o technical elements: setting, music, costumes, lighting, credits
o use of camera angles
o editing
o actors' performances
o balance between imagery and dialogue

For this project you have the opportunity to work with fellow classmates (up to 3 in a
group).

**We ask that you use no actions or items that might be perceived as dangerous.
 Documentary Film

OBJECTIVE:
o To write an original documentary and create a 5-10 minute film about an issue relevant to
the Chicagoland area. The film must contain some "on location" scenes relevant to the
topic of your documentary.

RATIONALE:
o Although this project, like the others, has a written component, film-making is primarily
visual. Students whose learning style is visual should feel at home with this option.

INSTRUCTION REQUIRED:
o You are required to attend a workshop on pre-production, film techniques, and editing.

WRITTEN COMPONENTS:
o You will be responsible for the following:
o a two page typed paper that analyzes a documentary scene of your choice.
Explain what you have learned regarding the approach to narration, camera
angles, editing, time length of shots, etc. from watching the documentary
o a complete script outlining your narration

PRESENTATION COMPONENT:
o Show your documentary film.

EVALUATION CRITERIA:
o Your documentary script will be evaluated on the following:
o format: you will need to study other documentaries in order to learn this
o language: how the narration effectively outlines your issue
o structure: a clear beginning –middle – end to the lesson about your topic/ issue
o relevance: importance of the issue to Chicago

o Your film will be evaluated on the following:

o technical elements: use of interviews, setting, music, lighting, credits
o use of camera angles
o editing
o balance between imagery and dialogue
For this project you will have the opportunity to work with fellow classmates (up to 3 in a
group).

**We ask that you use no actions or items that might be perceived as dangerous.

1st Due Date:

2- page typed paper analyzing a scene from the documentary of your choice. After that analysis,
you should also outline the approach you will take in your own documentary.
 What will be your issue?
 How will you convey the importance of your issue using the similar tactics used in
your chosen documentary?

2nd Due Date:

Completed script detailing your narration and written in script format.
This script should also describe the different settings of your documentary.
 Radio Play

Objective:
o To create a 5-10 minute long radio play.

Rationale:
o This project, like the others, has a written component, but its primary focus is the medium
of radio.
o Write a radio play, telling a short story through voices, music and sound effects. This
play can be one you write or one you adapt from another person's work. (Many
detective stories and comic book action heroes have featured prominently in radio plays.
Children's stories might also work well).

Instruction Required:
o You must attend a workshop on Radio Production and Audio Technology.

Evaluation Criteria:
o Effective delivery of script.
o Smooth editing of spoken and musical tracks
o Use of music and sound effects to enhance the text.
o Finished script and "storyboard" with clearly marked spots for effects,
o music fills, etc.

Helpful hint:
o In advance of the final product, leave time for a full rehearsal ("take") of the project, so
that we can provide specific feedback on delivery, editing, and use of special effects you
might use in final production.
 Children's Story Project (Individual or Partners)
OBJECTIVE:
o To read a number of children's stories (5-6) mostly by prominent authors. These stories should be
written for 4-7 year olds.
o To understand how children's literature helps children cope with different issues at the various
developmental stages
o To write a children's story and illustrate it

RATIONALE:
o For students who have studied the emotional and psychological development of children,
producing fiction that reduces fears and anxieties is a good challenge
o Self-awareness is one goal of education. The capacity to write for children can demonstrate
an objective awareness of at least one stage in a person's life

INSTRUCTION REQUIRED:
o Working as a small group with their classroom teacher, students on this
project will choose 5-6 professional children's stories to read, and they will turn in their notes
on each story, defining some key elements of the great children's story (see Evaluation
Criteria below)
o Students will meet individually with their classroom teacher to establish their own goals and
purposes in writing;
o Students will research characteristics of the target age group

WRITTEN COMPONENT:
o Student notes on each professional children's story's key components (see Evaluation Criteria
below)
o The original children's story must be a story, not a picture or alphabet book
o An analysis of what the student tried to do in his/her story and an evaluation of what he/she
liked and saw that could be improved in his/her final product
o Illustrations of the story as needed

PRESENTATION COMPONENT:
o Read the story out loud to the evaluating teachers and students present

EVALUATION CRITERIA:
o Self-analysis of the changes from draft to finished product. Be prepared to explain, briefly,
your creative process: How did the draft change as you worked through the process? What
choices did you make that you feel good about in creating your story?
o A finished product that:
a) includes a subversive element
b) develops a character with whom children can identify and who changes
during the course of the story
c) focuses on a genuine problem
d) resolves the problem in an of the story in an intriguing, imaginative way
e) creates and sustains dramatic tension
f) reaffirms an emotional truth
g) has an element of fantasy/whimsy/humor
h) is age appropriate
i) reflects adequate research into the topic
 Short Story and Poetry Project
OBJECTIVE:
o To study both the short story and the poetry genre for further exploration.
o To study one contemporary writer in each genre from the lists provided below.
o To demonstrate your knowledge of the authors of your choice by writing six response
journals on three short stories and six poems by these authors.
o To write a short story (three or four pages).
o To write four poems of your own, no longer than two pages each, and no shorter than two
pages in total.

RATIONALE:
o To learn more about major literary genres and current writers who interest you. Q To
give yourself the opportunity to write your own short story and poetry. Q To gain
relevant technological experience.

READING REQUIREMENT:
o Read one book of short stories and one book of poetry by contemporary writers. We
recommend The Best American Nonrequired Reading 2007 and The Best American
Poetry 2007.

INSTRUCTION COMPONENT:
o You are required to attend a workshop, where you will learn how to use Microsoft
Publisher, how to write dialogue (for your story) and how to use imagery (for your
poems).

WRITTEN COMPONENT:
You will be responsible for the following:
o A response journal that includes at least six entries. Each entry should respond to a
different short story or poem by your chosen writers (any one poetry journal may address
two poems at a time).
o Your original short story and poems, all of which must connect with one another in some
meaningful way.
o A title page, and a table of contents.
o Optional: In addition, you may wish to include a dedication page, or a reflective epilogue
(commenting on the experience of writing these pieces, or on the connecting ideas).
o Reading these aloud at the time of your presentation is also optional.

PRESENTATION COMPONENT:
o You will read your short story and poems to a small gathering.
o Using Microsoft Publisher, you will create at least one chapbook for your evaluator to
examine while you read. You may, if you wish, create more than one to distribute among
other listeners.
EVALUATION CRITERIA:
Your short story will be evaluated on the following:
o effort and thoughtfulness in your response journal entries and self-evaluation
o strong development of one central character in your story
o structure: a recognizable beginning, middle, and ending; the ending need not be dramatic,
but must signal some sort of character/plot movement.
o use of dialogue to reveal character and advance plot
o use of language that is fresh, precise, vivid, and specific

Your poetry will be evaluated on the following:

o effective use of imagery (an image appeals to one of the senses) including at least two
figures of speech (metaphors, similes, etc.)
o use of language that is fresh, precise, vivid, and specific
o effective, deliberate use of line breaks and stanzas
o your subject matter, which should come from everyday, ordinary life — what you know

Your overall project will be evaluated on the following:

o clarity and sophistication of the chapbook you have produced using Microsoft Publisher
o the thoughtfulness of the connections among your short story and poems
 Original Monologue

OBJECTIVE:
o To study different types of solo performance material
o To read two workbooks on monologue techniques
o To write and perform an original monologue based on a character you create that focuses
on a central idea or on a particular contemporary or historical topic

RATIONALE:
o To learn more about the fundamentals of a good monologue, including expanding and
tightening dialogue, developing character, editing and re-writing, rehearsing the final
piece, and playing to an audience
o To write an original .script
o To prepare and perform your own solo performance piece

WRITTEN COMPONENT:
o One guided response journal to two sources on monologues: Creating Your Own
Monologue (Alterman) and Extreme Exposure: An Anthology of Solo Performance
Texts from the Twentieth Century (Bonner)
o A 5-7 minute original monologue

PRESENTATION COMPONENT:
o Submission of your response journals and a copy of your original monologue.
o Become the character you have created in a 5-7 minute monologue using costumes and
props

EVALUATION CRITERIA:
o The effective delivery of your final monologue
o The originality of the script
o The quality of the research and its effective integration into your piece

1st deadline
o You will turn in your response journals to the resources on monologues and also a rough
outline of the purposes and goals of your monologue. If your monologue is on a
particular topic, you will need to indicate the scope of your research into that topic.

2nd deadline
o You will turn in a rough draft of the first half of your original monologue. We will look
for the following:
structure
appropriate language/voice
sufficient length
selection of detail
incorporation of some research on your topic
 Create a College Course

Objective:
 To create a comprehensive college course syllabus on a topic in which you have a
strong interest.
 To give you the opportunity to explore a topic and organize a course of study around
that topic.
 To present your course to the class and share course objectives, lesson plans, etc. that
highlight the nature of the course and the elements required for completion of the
course.

Rationale:
 This project will allow you to step into the shoes of an educator, which will require
organization and creativity. You can choose a topic in which you are interested and
think would be interesting to teach. It will require you to develop course
expectations, write rationales, and establish goals, grading policies, lessons,
assignments, and activities, etc.

Written Component:

Course of study (syllabus) requirements:

1. Comprehensive list of materials for coursework that includes selections from each of
the categories below. The number in parentheses represents the minimum number of
pieces you should include in your course. You must provide a brief summary and a
specific rationale for each selection in your annotated bibliography (see below). You
should also provide an essential question that your selection(s) will attempt to
answer.

 Novels/ fiction or non-fiction full-length books (2)

 Non-fiction readings (magazine articles, newspaper stories, etc) (3)
 Other media (2) –include at least two of the following that you will use to teach a
class: political cartoons, film, art, music, guest speaker, field trips, etc. [Note: real
speakers and field trips must be researched. You would need to find actual
possibilities, not hypothetical scenarios.]

2. Course Description: You must provide a description of your course that includes the
goals of the course and how you attempt to achieve those goals. You may also add
course expectations in this section.

3. Course Schedule: You must provide a 6-10 week schedule depending on your course
load. How many times a week will you meet (usually 2), and what will be accomplished
during those sessions? What readings will be covered? What discussions will occur,
what papers will be due, what questions will be answered? The more specific you can be
the better! (Specific assignments, discussion topics, guidelines and expectations for each
assignment, etc.)
 4. Grading Policy: How will you assess students’ understanding? What types of
assignments will be due and how much will each be worth? Think about the amount of
time a student will spend on the assignment and weigh it accordingly. What will your
attendance policy be? What penalties will be enforced if an assignment is submitted after
the due date? Will you offer extra-credit opportunities? If so, what are the
requirements/guidelines for such gifts?

5. Works Cited Page – you must provide an annotated bibliography which will include a
brief summary and rationale for including these sources in your course. Your
punctuation, spacing, indentation, formatting must be precise.

Presentation Component:

1. On the day of your presentation you will submit all of your materials with your syllabus
in a neat binder or folder. If possible, you should have books with you to display.

2. You will discuss your research process, course objective, materials, essential questions,
etc. You must demonstrate and/or engage students in ONE of your favorite assignments.
Feel free to provide a handout, share images/statistics/facts, a video clip, etc. that would
engage classmates into your lesson. This presentation should be approximately 5
minutes, no more than 10. Please practice what you will say and do.

Evaluation Criteria:

Course Syllabus:
 You have included all of the required pieces of the project (see above)
 The selection of topic reflects the interest of a college student.
 The assignments and assessments are carefully crafted.
 The presentation of the syllabus/course of study shows creativity in its written
form.
 Work is duplicated and submitted in a timely manner.
 Works Cited Page is accurate according to MLA handbook.
 All work is original!

Oral Presentation:
 Student shows a strong comfort level with his/her topic.
 Student does not read entirely from notes and interacts with the class
 Student presents a lesson that is interesting, engaging, and stimulating to the class.
 Student speaks clearly and with adequate projection and liveliness
 Student presents his/her work in a timely manner (5-10 minutes).
 Senior Demonstration Project
DEADLINES

Intermediate Due Date #1: Tuesday, May 4

Intermediate Due Date #2: Tuesday, May 11

Artistic Autobiography
#1: any two pages of the autobiography
#2: four more pages (two using Adobe or Fireworks)

Original Screenplay/Video
#1: scene analysis, rough draft of script
#2: two-three minutes of footage

Radio Play
#1: rough draft of script
#2: two-three minutes of recorded play

Children's Book
#1: analysis of five children's stories
#2: rough draft of story and at least one illustration

Monologue
#1: response journal to monologue text & outline of monologue
#2: rough draft of first half

Short Story/Poetry
#1: three journal entries on each genre
#2: rough draft of story & one poem (with link explained)

Documentary
#1: film analysis/outline of script
#2: completed script

College Course
#1: course description, grading policy, and one source read/annotated
#2: another two-three sources read, first half of course schedule, beginning of
"Works Cited Page"
 Senior Demonstration Project
WORKSHOPS
DATES AND LOCATIONS

All workshops will be held after school from 3:30 to 4:15

Artistic Autobiography
Go to lab 377N on Monday, April 19
Topic: How to Use a Photoshop Program

Video
Go to lab 327 on Monday, April 19 OR Tuesday, April 20
Topic: How to Edit a Movie

Radio Play
Go to the AV room in the library on Monday, April 19
Topic: How to Put Together a Radio Play

Children's Book
Go to room 326 on Monday, April 19
Topic: How to Write a Subversive Children's Book

Short Story/Poetry
Go to lab 377S on Tuesday, April 20
Topic: How to Write Dialogue (short story), Create Imagery (poetry),
and Make a Chapbook Using Microsoft Publisher

College Course
Go to room 322 on Monday, April 19
Topic: Do's and Don'ts of Designing a College Course

Monologue
Make an appointment with your teacher
Topic: How to Write and Perform a Monologue