At Bonita High School

P.A.C.E. at Bonita High School 1st Semester Handbook P.A.C.E. at Bonita High School

CHECKLIST: Fall-Winter 2015

FIRST SEMESTER August  Log and Mentor Forms distributed  P.A.C.E. Brainstorm for paper and projects

September  *2- Project Proposal Due  *2- Summer Project Logs/Forms due  *9- Binder, Portfolio Dividers and Sheet Protectors due  *16- Parent Consent #1 and Mentor Verification Form #2 due  *23- Career Narrative Due  *30- Project Log #1 (with evidence) or Letter Due

October  *7- Project Log #2 (with evidence) or Letter due  *14- Project Log #3 (with evidence) or Letter due  *21- Project Log #4 (with evidence) or Letter due  *28- Project Log #5 (with evidence) or Letter due

November  *4- Portfolio Cover page due  11- Research paper assigned  *18- Letter of Commitment  30- College Applications due (UC, CSU, etc...) This is not a deadline, just a reminder...

December  *2- Project Self Evaluation due  *9- 1st semester portfolio Due including 20 hours (minimum) of Project Logs due (typed and signed by mentor) Parent and Mentor completion forms due. (See packet details)  Thesis Statement  Source Finders  Note Cards  Working Bibliography  *16- Poster due

*NOTE: All boldfaced assignments are SCHOOL-WIDE DEADLINES and MUST be completed at a passing level in order to pass English at the corresponding QUARTER or SEMESTER. PROGRESS REPORTS DESIGNATING AN “F” WILL BE GIVEN ACCORDINGLY... Bonita Senior P.A.C.E. Rationale

This year is the inaugural year of the Bonita P.A.C.E. program. It takes the place of the existing senior project with many of the same components including 20 service hours, an 8- 9 page research paper, a portfolio and board speech. There are many changes to this program that are designed to help students choose subjects/topics that they are passionate about and hope to pursue as a career, hobby etc… All seniors must successfully complete all phases of Bonita P.A.C.E., which is 50% of the senior English course grade, in order to pass English Composition, a requirement to earn a Bonita High School Diploma. Bonita's Diploma thus becomes a benchmark for knowledge, ability and real-world experience.

What is P.A.C.E.?

P.A.C.E. stands for Passion-driven, Active, Career Exploration. The emphasis of P.A.C.E. is for students to choose projects and topics that they are truly passionate about and would like to explore further. The ultimate goal of P.A.C.E. is to help students identify the passions they have in life, explore them and hopefully find ways to turn them into career opportunities.

How is P.A.C.E. different from the old Senior Project?

Many of the components of P.A.C.E. are similar to that of Senior Project, however there are some big differences.

 The biggest difference between Senior Project and P.A.C.E. is the order in which the major components are performed. The first component of P.A.C.E. is real world experience. Students will have the entire first semester (and summer if they choose) to complete 20 hours of service based, project creation, and/or career centered time as their minimum hour requirement.  The research paper component will be completed in the second semester once students have had the chance to see their topic in action.  Students will continue to keep a portfolio of their year that represents the experiences and new knowledge from following their P.A.C.E.  P.A.C.E. Board speeches are the final component of the program. Board speeches will have a visual component beginning the 2013-14 school year. Students will be required to use powerpoint, prezi or a similar presentation format for their P.A.C.E. speech beginning in the 2015-16 school year. Each senior English class incorporates the P.A.C.E. program into its curriculum; consequently, students are guided with detailed instruction for each step of their P.A.C.E. Bonita’s P.A.C.E. program enables students to research and to develop a project in an area of their choosing. Although teachers are giving students guidelines and requirements, students are in charge of developing a paper and project that appeal to their individual, unique interests. Just because the project is housed in the English class does not mean student P.A.C.E. projects are restricted to English as a subject. The papers and projects can range from researching homelessness and working in a shelter to researching rock climbing and learning to conquer granite.

P.A.C.E. AS AN EXTENSION OF BONITA'S EDUCATIONAL GOALS

Bonita P.A.C.E. reflects the skills and outcomes Bonita High School envisions for all graduates:  Civic Leadership  Personal Leadership  Pursuit of Personal Passions  Career Oriented Training  Critical Thinking and Reflection  Creativity  Academic Rigor  Communication Skills  School Spirit

P.A.C.E. is student-oriented and student-driven: therefore, students are required to actively participate in networking with school and community members to make their research project viable as well as connect to their P.A.C.E. physical hours requirement. Most teachers and community members will welcome the opportunity to share their expertise. Bonita High School, La Verne, and surrounding communities provide rich human resources to aid in most any subject of interest.

Questions?

Of course, there are always many questions: discuss questions and concerns with your English teacher. If there are still questions, please see The P.A.C.E. Coordinator, Mr. Archibald, in room 204. The staff and community members who work with you are not here to do your project for you, but we are here to guide, to listen, and to share your concerns, frustrations, and triumphs.

Mr. Adam Archibald, P.A.C.E. Coordinator E-mail: [email protected] Phone: (909) 971-8220 ext. 1544 FAX: (909) 971-8229

P.A.C.E. at Bonita High School

The following is a list of project locations from the past few years. This is meant to give you ideas of places that are local, though you are strongly encouraged to push for the best fit for you as opposed to the most convenient. Keep in mind that this is not a complete list and it does not consider the students who chose to create something for their project hours. Also, we have left contact information off of this form for a reason, you have Google, use it! Though some of these may be under a certain category on this list, that does not mean that it is only tied to that topic area, it can be tied to many projects and in many places.

Animals -Upland Animal Shelter -Pomona Valley Humane Society -San Dimas Canyon Nature Center - Petco, San Dimas - Marshall Canyon Equestrian Center -SD Animal Hospital, San Dimas -Aquarium of the Pacific -Baldy View Animal Hospital -A Cut Above Animal Shelter -Kelly's K9 College -Katie's Pet Depot -Dog Wish K9 Ranch -True Innocence Equine Rescue Art& Design - Barr Photography, Covina -Millard Sheets Center for the Arts -Pottery @ Fairplex -Art @ Fairplex Business -Handel's Ice Cream, Glendora -Amy's Farm, Ontario -Drexel University Business Camp Careers - Mt. SAC Welding Class - Pilot's License @ Brackett Field (La Verne) or Cable Field in Upland -SGVTribune -LV Online Journalism Culture -Native American Tribal Office -Sign Language @ Mt.SAC - Cal School of the Deaf -OC Deaf advocacy center Education -BUSD elementary school after school care programs -New teacher academy - La Verne Public Library -YMCA -Re:vive Church Nursery -La Verne Wesleyan Preschool -Kiddie Academy -Gymboree -Mrs. Nelson's book shop -3G Kids Program

Entertainment -LVTV -BHS Drama Production -RMS Drama Production -Bridges Auditorium -Perrfield Films Environment -Organized beach cleanups w/save the bay -Metropolitan Water District -Water Tech Class @ Fairplex -Rancho Santa Ana Botanical Gardens -Eversun Solar -LA Greenhouse Center -Cal Poly Greenhouse -AQMD Food -Young Chef's Academy, Claremont -Naturally Urban Farm -Cal Poly Hospitality school -RJ's Pastry -Cake Decorating @ Michaels Health & Fitness - Rozina and Smith Physical Therapy -PVHMC Physical therapy - Casa Colina (100 hour requirement) -Dig Pink Medicine -Integrative Natural Health - Presbyterian Intercommunity hospital -City of Hope, Duarte -Faces of Hope - Lupus LA - Loma Linda - AMR Medical Center -Ability First -Hillcrest -Foothill Presbyterian -San Antonio hospital -Veterans Hospital -Premier Plastic Surgery -Inland Valley Surgery Center -Autism Spectrum Therapies -Serenity Infant Care Homes -Applied Behavior Consultants Hospice -Emeritus Nursing Home, La Verne -Woods Health Services -Foothill nursing and rehab Center -Claremont Place Assisted Living -Laurel Wellness Nursing home Dentistry - Dr. Roger Hanawalt, La Verne -Jeff Murphy D.D.S

Music -Recording @ Unchained Studios -Lessons @ Gard's -Keener Music Studio -Mike's Guitar World -Backline Music -San Dimas Music Psychology -Lanterman Developmental Center -West Anaheim Mental Health Center -Applied Behavior Consultants -Shahin Psychology Services Public Service -LVPD -LVFD -SD Sheriff's office -Police Explorers -Fire Explorers -Men's Central Jail -Tehachapi Prison -Mountain Rescue -Gun Safety @ Bass Pro Shop -Glendora Police citizens academy Religion & Philosophy - Assemblies of God Mission -Christ Church of the Valley -Ambassadors for Christ Los Angeles -Pomona First Baptist -Wyldlife -Young Life Science & Technology -UCR STEM cell center -La Brea Tar Pits -Illumina -Roundhouse Marine Technologies Lab -Mt SAC Planetarium -NRA Museum -California Speedway -Mt. Baldy Fish Farms -German Auto Service Social Issues -Institute for girls development -Stepping Stones for Women -Community Crisis Center - A Place Called Home for at risk youths - Drug and Alcohol treatment @ Aurora Charter Oak Residential Treatment, Covina -Camp Joseph Paige for troubled teens -Boys and Girls club of Pomona -Heritage Group Home, Glendora -OC Mental Health Facility -Project Sister -New Beginnings addiction and recovery center -Homeless Shelter union Station -Shepard's Pantry -Leroy's boys home -Think Together, Rialto -The Soldiers Project -Sowing seeds for life food bank -Habitat for humanity Social Science -Volunteer at local Congressman office -Pomona Courthouse -City of La Verne Sports -Upland Challenger bowling for Children with Special Needs -Marshall Canyon Golf Course -AYSO -Little League -La Verne Rec. Basketball -Pop Warner -AVY Flag Football -Elite Boxing -Club West Volleyball -949 Hockey Center -Special Olympics -Advantage Archery -Frozen Ropes -Scuba Certification @ Sharky's Eco Diving in La Verne -Martial Arts -Capoeira Athletic Garage In Pasadena - Red Dragon Karate - Chozen

Other great places to think about!  ULV  Claremont Colleges  Citrus College  Mt. SAC  Tri Community College Classes  City of La Verne or Surrounding community events  Fundraisers  Walks P.A.C.E. TOPIC PROPOSAL FORM

This form is meant to propose an idea for your research paper and get approval for your project hours for your P.A.C.E. project. Approval does not mean that the paper topic is approved. Paper topics are meant to show that you have thought ahead enough and can connect a valid paper topic to your proposed hours. You will be required to write a letter of commitment restating your project and stating your paper proposal, once approved, your paper is then approved.

***Blue or black ink ONLY*** Complete and submit to your teacher no later than: ______

Student Name: ______English Teacher: ______

The style of the paper that I plan to write is (check one):  Cause and Effect  Problem and Solution  Compare and Contrast  Exploratory/Persuasive

In my paper I will PROVE the following: ______

______

The style of project I plan to complete is:  Volunteer/Community Service  Internship  Philanthropic/Charity Work  Project Based (Creation of a product)  Performance (Must display ability)  Outside education class

For my project I will do the following: (be specific) ______

______

Discuss prior experience related to this project:______

______

Describe your learning stretch for this project:______

______

P.A.C.E. Career Narrative and Personal Introduction_

Name: ______

A career narrative is a 1-3 page typed essay that defines your career goals and tells the reader a little bit about who you are, what you are good at, and why you have chosen this path. Complete the plan sheet below. This information will help you when completing college admission applications, job applications, scholarship applications, as well as when creating your resume and write your Career Narrative. Complete your narrative based on what you know about yourself and information you have learned about yourself throughout the P.A.C.E. brainstorm process in class. The Narrative is due: ______

Section 1: Career Planning Sheet

Personal Profile (Body Paragraph I & II) Interests: What do you like to do, what intrigues you, what do you enjoy learning about and doing. This may include hobbies, sports, music, clubs, etc. BE SPECIFIC! 1. ______2. ______3. ______4. ______Skills: What can you do? Do you communicate well, speak eloquently, manage money, fix things, computer skills etc. 5. ______6. ______7. ______8. ______Aptitudes: What areas do you have a natural tendency to excel in? Are you good with numbers, communication, etc? 9. ______10. ______11. ______12. ______Personal Characteristics: This includes all of your qualities and personal attributes. Are you patient, a good problem solver, competitive etc.? 13. ______14. ______15. ______16. ______Values: These are the things you hold deeply and are essential to you. You might include things like, gaining recognition and respect, creating new things, helping others etc. 17. ______18. ______19. ______20. ______Work Environment: Describe your preferred work environment. (Inside, outside, tasks performed, dress code etc.) ______Geographic preference: Where do you want to live? Big City? Small Town? Stay in AZ? Travel frequently? ______Education Level: How many years of college education do you want to/need to pursue in order to achieve your chosen career? ______What options for further education are you willing to consider (community college, university, technical school?) ______What resources do you have to finance your education? (Scholarships, loans, parents etc.) ______Career Plan (Body Paragraph III) The career I am planning on pursuing is: ______1. Write a job description for this job. This should include main duties and responsibilities. ______

2. Is this job related to my interests? yes no Explain: ______3. What main skills does this job require? Do you already possess these skills or are you planning to learn them? Skill: Have/Don’t have Where learned? When? ______4. Does this career choice conflict with any of your values? Explain. ______5. How well do your personal characteristics fit with the career choice? ______Lifestyle Conditions (Body Paragraph IV) 1. What is the desired level of education you wish to pursue? ______2. Are there options for what degrees, certifications, or other post high school training you need? ______3. Where can you get it? ______4. How long will it take? ______5. How much is this training going to cost? ______6. What plan do you have to pay for your education? ______7. Consider your desired standard of living. Will this afford you the lifestyle you desire? ______What is the pay range you can expect? Pay range: Starting Salary ______Average ______Top ______Are their any special benefits that are common in this job? Is there significant life style choices associated with this career? (Travel, high stress, long hours etc...) ______8. What is the future outlook for the career you have chosen? (Will this career be in demand? Will it be hard to find a job in this field?) What roadblocks that may make it difficult to achieve this goal do you anticipate? How might you overcome theses obstacles? Explain. Job Outlook: ______Roadblocks: ______Overcoming obstacles: ______

Conclusion Paragraph V 9. What are the negative aspects or possible disadvantages to pursuing this career? ______10. What are the positive aspects and possible advantages of pursuing this career? ______11. What further work experience, classes/programs do you plan to take to even better prepare you for your chosen career? ______12. Overall, does this career seem like a good match for you? Explain. ______

Section 2: Career Narrative Writing Assignment

Now that you have thoughtfully considered your future goals relating to your career, use the information you have acquired through the P.A.C.E. Brainstorm to write your narrative. Write a five-paragraph essay that describes your chosen career path and highlights your strengths, education required and why you believe it is a career you can be successful at. Your final draft needs to be typed, in MLA format. It should be in essay form and will be in the beginning to your P.A.C.E. project portfolio, introducing yourself to your judges. Grading will be based on the attached rubric.

 Typed, Times New Roman, size 12, 1 inch margins double spaced  1 - 3 pages  Title Page

Introduction (Paragraph I):  What have you learned from going through the process of the P.A.C.E. brainstorm?  Did the brainstorm process point you to any fields or areas you had not looked into? Did anything surprise you?  What careers/career fields appeal to you? Why?  Define your career goal. If you do not know for sure what you want to be, at least identify a career cluster you are considering. Explain why you have chosen this career/career cluster.  What interests you about it? What experiences you have had so far that lead you to think you would like this career?

Body (Paragraphs II-IV): Describe the career you have chosen in all of the following areas:  Job description: duties and responsibilities of the position  Personal qualities/characteristics needed for success  Working conditions and environment  Average salary  Benefits  Educational requirements  What plans do you have for pursuing this career? Include further work experience, classes/programs you plan to take to even better prepare you for your chosen career.  Cost and time of education  Where can you get the education needed?

Conclusion (Paragraph V):  How does your personality coincide with your chosen career/field?  What can you do/have you taken this year to get an early start on your chosen career/field? How will you the P.A.C.E. project hours to enhance your understanding of this topic?  Include advantages and disadvantages for this career. It should be clear in your writing that the advantages outweigh the disadvantages.  End on a positive note!

Career Narrative Scoring Rubric Content (10-8) has title page typed (7-5) has title page typed, (NY) Title page is messy or hand neatly with name, date with name, date and titles written Title Page and titles (NY) no title page 10 Pts

(30-24) clear and (23-18) clear and (NY) Statement not clear, lack of complete, interesting, complete, somewhat interest missing 2 or more Introductio presented in a way that lacking creativity missing components outlined in n makes the audience want 1 component outlined in directions 30 Pts to read it directions

(50-40) Covers all topics (39-30) Missing 1 topic (NY) Missing 2 or more topics presented in the directions presented in the presented in the directions, Body plus other information, directions, flows less does not flow smoothly, contains 50 Pts flows smoothly, with smoothly, with fair weak transitions good transitions transitions

(30-24) Clear and (23-18) Clear and (NY) Not clear and complete complete statements complete statements statements does not including Conclusion including a thoughtful including some advantages and disadvantages, description of advantages advantages and attempts to describe steps to 30 Pts and disadvantages, steps disadvantages, attempts to fulfill career goal clear, not as to fulfill career goal clear, describe steps to fulfill positively stated all stated in a positive career goal clear but does manner not (20-16) Easy to read and (15-12) Not as easy to (NY) Not easy to read and not written in proper format, read and written in proper written in proper format, more Mechanics 1-2 grammar or format, 5 or more than 6 grammar or punctuation 20 Pts punctuation errors typed grammar, punctuation, errors as stated in directions spelling errors throughout font hard to read or not typed at all Total ______/ 140 The Exciting and Fast-Paced World of Nursing

A Senior Narrative

Presented to the

Faculty of

Bonita High School

in Partial Fulfillment

of the Requirements for P.A.C.E.

English

Ivonna B. Anurse 2015

Ivonna B. Anurse

Mr. /Ms. /Mrs. Your English Teacher

English IV P

23 September 2015

The Exciting and Fast-Paced World of Nursing

Going through the process of the P.A.C.E. brainstorm has helped me identify my interests, skills, and the experiences I have had that may help me to achieve my goal in this area.

I have always had an interest in the sciences and recently, I have become fascinated with the complexities of the human body while studying anatomy in school. One of the skills I have identified that will benefit me in this field is my ability to effectively communicate with people. I am fluent in both Spanish and English, which is an extremely important attribute in the nursing field, and the ability I thrive under pressure. I have also recently begun volunteering at blood drives on and off campus. When I began to put the pieces together, I decided that my primary career choice is to become a registered nurse. I believe this position would be a perfect fit for me because I would like to work to promote health and help patients in need.

Nursing jobs require treating patients who are sick and injured, offering advice and emotional support to patients and their families, taking care of paperwork and providing advice and follow-up care. Not only are nurses often the first person in contact with a patient, they also come in contact with the patient more often. Most jobs in this field would be in hospitals, in doctors' offices and in nursing homes. Nurses also work in public health facilities such as government agencies and schools as well as take care of patients in their homes as they recover from illness or accidents. I would enjoy working in any of these environments, but a hospital setting excites me most. As a nurse, I would be required to observe patients and carry out medical treatments, use computerized equipment to monitor patients’ vital signs, and record my observations and other medical data in patients’ charts. I would also consult with medical staff about ways to prevent infection and sometimes write and manage patient care plans. Depending on where I end up working, I may have additional duties such as triaging patients and administering many types of treatments depending on the patient’s injury/illness.

Nurses are in high demand and the career of nursing offers me many opportunities to expand my knowledge and experiences, all while being rewarding monetarily. On average, registered nurses make $72,000 a year, with starting salaries of around $55,000 a year.

Depending on the field they choose, salaries can climb over $100,000 a year. I have already taken steps to achieve my goal through job shadowing and informational interviewing, as well as working as a volunteer for local blood drives on and off campus. Through these experiences, I have learned many of the intrinsic benefits including helping others and the respect given to nurses as well as extrinsic benefits such as the generous salary, excellent healthcare coverage and time off afforded to nurses. Not only will this allow me to travel, something I love to do, it will also allow me to have time to spend time with and raise my family when that time comes.

To achieve my goal I have three training options for becoming a registered nurse. First, I can earn an associate’s degree in nursing (A.D.N.). Community colleges offer these two year programs. Second, I can earn a bachelor’s of science degree in nursing (B.S.N.). Colleges and universities offer these four year programs. Lastly, I can earn a diploma. Hospitals offer these two to three year programs. Any of these types of programs will qualify me for entry-level positions. However, I must also pass national and state exams. I would like to earn a bachelor’s degree because nurses with a B.S.N. have more options for jobs. I may start my course of study at a two year college to save money and then I could go on and earn a four year degree. I will still need to make some college visits to determine the best course of action for me. The cost of these options range from $40,000 to $200,000 depending on the training I receive.

I have already taken steps to achieve this goal by beginning a volunteer program at

Pomona Valley Hospital. I am using these hours for my P.A.C.E. project in order to advance my understanding of this field. At the hospital, I have the opportunity to learn more about nursing and the medical field in general first hand. I am better learning by doing so this is a great opportunity for me. I understand that the education and training I will require is expensive and I may work long and sometimes odd hours, but the feeling I get when I help people in need and having the capability to actually save lives on a daily basis far outweighs these minor drawbacks.

I feel that my ability to communicate, thrive under pressure and pure interest in the systems of the human body make nursing the right field for me. Thinking of myself as a nurse excites me and makes me eager for the future.

What you will need for your portfolio

BINDER Requirements  White, 3-ring  Clear plastic cover for insert.  Width: 1 ½” minimum, 2” maximum (1 ½” is plenty, unless you have extensive/bulky evidence!)

PAGE PROTECTOR Requirements  50-100 page protectors  This varies with evidence and whether or not you present your portfolio with one page displayed or two pages displayed in each protector.

DIVIDER Requirements  11 dividers are required, 13 with the 2 optional sections  Extra wide dividers or adhesive divider tabs are recommended so the dividers are displayed beyond the page protectors  For maximum credit, dividers should be typed.

1st Semester Portfolio Checklist

1. Table of Contents (Including # 2-7) 2. Career Narrative with Title Page 3. Letter of Commitment 4. Project Verification Forms (4) #1: “Parent Consent” #2: “Mentor Verification” (This form has two sides) #3: “Mentor Completion” #4: “Parent Completion” 5. Project Logs: Project logs must be typed. If the mentor signed your original handwritten logs and not the final draft, include both. On the final draft, write see original in the space where the signature should be. 6. Evidence: Include as many of the following as possible since evidence is important to convincing your judges of the authenticity and learning stretch of your project. DO NOT simply put evidence in a page protector without labeling the evidence, explaining what the evidence is and why it is important. Present like a scrapbook or yearbook, displaying as much evidence as possible.  Certificates of completion, i.e., classes, skills  Photographs, sketches  Charts, diagrams  Receipts  Sign in sheets  Notes from classes, training, etc.  Materials you created: If your project has a product involved (i.e., photography portfolio, a video, a quilt, a scale model), you must turn in the product with your portfolio. 7. P.A.C.E. Physical Project Self-Evaluation YOU ARE ONLY REQUIRED TO PROVIDE A TAB FOR THIS CHECK 1 st Semester portfolio Due December 9 th with the above requirements and a minimum of 20 hours completed in order to complete the first semester with a passing grade. P.A.C.E. at Bonita High School

What is a learning stretch? A learning stretch is defined as the demonstration of knowledge and research above and beyond previously learned, known or practiced material. Okay, now that we got that out of the way, your learning stretch is really important because it gives your project a sense of accomplishment for you and justifies to others how you have grown, improved and learned through/from the P.A.C.E. experience. The learning stretch should represent the culmination of knowledge and skills gained from the time spent completing the physical project portion of P.A.C.E.

How do I figure out what my learning stretch is? Everyone learns new things every day. However, not all things we learn are learning stretches for the purposes of P.A.C.E. This is particularly true if the student can learn something new on his or her own or within a short amount of time. When a student finds their P.A.C.E. learning stretch, they must use the learning stretch to justify how their project was a challenging experience for them. Students must justify their P.A.C.E. learning stretch in their Letter of Intent for final approval.

Justifying your Project Your successful proposal and presentation must describe an appropriate learning stretch for your project and answer essential/supporting questions. Most proposals come in three types:

 Unfeasible stretch – This is when a project is way above your head, totally beyond you in skill, the scope may be too large and is far too difficult. A project of this type would fill you with dread, anxiety and undue stress.  The weak learning stretch – This occurs when a project is so easy and beneath your skill level that it becomes boring. There would be no challenge to do it or passion to stay with it.  A good stretch – This occurs when a project is challenging but achievable if you stretch to apply your skills, knowledge and desires. There is a joy to the tasks associated with the project (most of the time…) and so the participant is in the flow of the moment – seeing each aspect as fulfilling and necessary.

Essential Questions to Ask Yourself: How will this project push me to go above and beyond what I already know? Can it push beyond what I think I can do? Why is this project going to be challenging for me? What skills will I need to master to achieve it? Why do I want to accomplish this task?

Project Types Volunteer/Community Service/Internship Project Based (Creation of a product) Performance/Skill (Must display ability) Outside education class (College, Online, Community, Etc...) Example: A student knows nothing about making pottery. Student works with a mentor, learns the equipment, safety procedures, and techniques to create a pot and create a vase as the product. This is a learning stretch because the student had no knowledge of the topic.

Example: A student knows how to play the piano very well, plays keyboard in the band and is an accomplished pianist. Student works with a mentor, learns to play the guitar, chords, strum patterns and basic and beginning level songs. This is a learning stretch because the student had musical knowledge, but learned a new aspect of music they were not already familiar with. Verification Form #1 Parent Consent Form and Release of Liability for Physical Project

This document is to be read, discussed with the student, and filled out by the parent or legal guardian.

As the parent/guardian of ______who is a student enrolled at Bonita High School, I am aware that my son/daughter must pass all phases of the Senior P.A.C.E. Program in order to pass his/her senior English class. For the Physical Project, my son/daughter has decided to: ______Below I have briefly described what my student needs to do in order to complete the above Physical Project: ______I fully understand that the selection of the Physical Project is a decision made independently but with the approval of the staff and the administration of the high school. All consequences of the Physical Project work choice, production, or experience, unless otherwise stated, rest solely with the student and the parent. I also realize the Physical Project must take a minimum of 20 hours and is required in some way to be related to the Research Paper and demonstrate a “learning stretch.”

I realize that working on the P.A.C.E. Project may entail travel. We, the parent/guardian and student, agree to and do hereby indemnify and hold harmless the District, their officers, agents, employees, and volunteers from any claim or demand made, and every liability, damage, or expense, of any nature whatsoever, which may be incurred by reason of any travel which is part of the P.A.C.E. Project activities.

The student and parent/guardian whose names are signed below, accept full financial and legal responsibility for any cost or travel and the conduct of the student.

Parent/Guardian Signature ______Date ______

Student Signature ______Date ______Parent Consent Form: Physical Project Selection and Analysis

This assignment helps you to specifically identify your physical project and helps you to clarify what you will actually do, what your learning stretch is, and how much it will cost you in terms of time and money. Complete this half of the parent consent form before you give it to your parents to sign.

1. Describe your area of interest here: ______2. What type of project do you intend to perform?  Volunteer/Community Service/Internship  Project Based (Creation of a product)  Performance (Must display ability)  Outside education class (college, online, summer courses etc...) Describe what you plan to do for your 20 project hours having to do with your area of interest and project type above. Remember hours must be hands-on hours, observation hours (aka shadowing, ride-a-longs, etc...) are limited to 3 of your 20 hours: ______3. Although success is not guaranteed, the project should be feasible if you can access the necessary skills and knowledge. It should represent a balance of challenge and skills. Describe the skills you have, can learn, and hope to gain, which will help you achieve success in your physical project choice: ______4. Consider the learning stretch you are required to take when you work on the physical project phase. The project must be challenging. It should stretch you to the limit. Describe the challenge involved in your physical project choice: ______5. Estimate the possible expenses for your project, then consider your budget and who is responsible for the expenses. ______6. Consider the time factor involved in your project choice. Think about your schedule. Try to determine how much time your physical project will involve. Remember--The required hours for the project are outside of the school day (open periods can be used to complete hours). ______7. What are possible research paper topics you could write about this topic? (Ex. Prob./Sol Poverty) ______Choosing and Approaching a Mentor

Asking for help requires a working knowledge of personal etiquette. Although some of the suggestions may appear self-evident, keep them in mind when asking a person to be your mentor.

Choosing a Candidate:  At least the age of 25  Not a high school student  Not a former Bonita High School student unless he/she graduated at least 5 years prior to your graduating year  Not an immediate family member (aunt, uncle or grandparent is all right)  A person you respect and like  Parent or guardian will approve the choice

The Mentor’s Role:  Meets during the course of your project to verify work logs, offer suggestions, and/or give advice.  Completes a project completion form when the project is finished  Completes the Mentor Verification form that indicates experience and planned meeting time, place, and frequency  The mentor may work with you during the project; however, the project belongs to you, and the mentor should assume a supervisory/advisory role.  The mentor is not required to attend your senior board.  The mentor does not need to come to the school.

How to Approach the Potential Mentor Candidate:

Prepare clear and precise answers for the following questions:  What do you mean by mentor?  How much time and help is required?  What exactly do you expect the mentor to do? Do you expect the mentor to work with you or to be available for questions and progress checks?  Will this cost the mentor any money?

Interpersonal Skills Required to Increase the Chance of Success:  Make an appointment to meet with the mentor candidate. You will need about 15 minutes of time.  Ideally, ask the candidate for help in person. It makes the contact more personal, and you are able to read reactions more easily than over the phone.  Allow time for the mentor to think about the commitment. Do not ask a person the day before the Mentor Verification Form is due.  Do not call after 9:00 p.m. unless you know for a fact the candidate takes calls this late. Do not call before 9:00 a.m. unless you know for a fact the candidate takes calls earlier.  You are asking for a favor. Be straightforward, humble and polite. No one owes it to you to be your mentor.  Be positive and energetic about your project. If you don’t care, no one else will care.

Dear Potential P.A.C.E. Mentor,

Since its inception in 1997, the purpose of the senior project (Now entitled P.A.C.E.) at Bonita High School has been to not only teach students the academic side of a chosen topic, but also to offer them the opportunity to attain firsthand experience in their field of study and a possible career goal. In order for that portion of our project to work, we need the help of outside experts such as yourself to guide our students to success in their chosen area. Every senior must successfully complete all phases of P.A.C.E., which is 50% of the senior English course grade, in order to pass English composition, a requirement to earn a Bonita High School Diploma. P.A.C.E. reflects the skills and outcomes Bonita High School envisions for all graduates:  Civic Leadership  Creativity  Personal Leadership  Academic Rigor  Pursuit of Personal Passions  Communication Skills  Career Oriented Training  School Spirit  Critical Thinking and Reflection   THE PHASES REQUIREMENTS  Project: 20 hours (minimum) of the student's time outside of school  activities spent on the project.  Research Paper: 8-9 pages typed or word processed 5 sources, minimum (includes a primary source interview)  An adult Mentor (not an immediate relative) who is an expert in the project area and is willing to act as a resource and to sign a verification acknowledging the students' successful completion of a project.  Portfolio: A collection of the research paper, Project Reflection Log, and evidence of the project (pictures, receipts for supplies, pamphlets, signed verifications, self-evaluation, etc.).  Senior Boards: A formal speech of 8-10 minutes presented to a panel of judges who have some expertise in the chosen field of study. Judges will be school staff and community members.  Mentor Requirements:   ► Over the age of 25  ► Not a family member  ► Not a high school student  ► Parent or guardian must  ► Not a former Bonita High School approve the choice student unless graduated at least 5 years prior to this class.  The Mentor’s Role:   ► Meets during the course of your project to verify work logs, offer suggestions, and/or give advice.  ► Completes a project completion form when the project is finished.  ► Completes the Mentor Verification form that indicates experience and planned meeting time, place, and frequency.  ► The mentor may work with the student during the project; however, the project belongs to the student, and the mentor should assume a supervisory/advisory role.  ► The mentor is not required to attend your senior board, but may choose to do so.  ► The mentor does not need to come to the school.  If you still have questions, you may contact me using my information below. We look forward to working with you and your student to help them achieve their P.A.C.E.!   Sincerely,    Adam Archibald  P.A.C.E. Coordinator  E-mail: [email protected]  Phone: (909) 971-8220 ext. 1544  FAX: (909) 971-8229  Verification Form #2  Mentor Verification   Directions: The senior and the mentor need to complete information on both sides of this sheet.  Student Information   Name: ______ First Last  Address: ______ Street Apt.  City: ______State: ____ Zip: ______Phone: (______) ______  Senior’s Project Title: ______   Mentor Information   Name: ______ First Last  Address: ______ Street Apt.  City: ______State: ____ Zip: ______Phone: (______) ______   Please list your qualifications and experience in the subject area of the student’s project:  ______ Are you related to this student in any way? ______If yes, explain ______ ______ Would you be willing to be a judge for the senior project board speeches held in late May? ______ If so, is the above address/phone number the best to contact you at? ______ ______ I will be helping the student by: (please check all appropriate boxes)  □ Giving the student specific information  □ Helping the student define his/her Senior P.A.C.E. focus  □ Helping the student accomplish/attempt a reasonable “learning stretch”  □ Verifying that the project has been completed/attempted and represents a learning stretch, quest for quality, acceptable performance and meets or exceeds the time requirements (minimum 20 hours)  □ Confirming the number of hours the student has spent working on the physical project  □ Other (please explain) ______  In addition to supervising progress you will be asked to  1) Fill out and sign a Mentor Completion Form  2) Sign the student’s work log to verify his/her process, progress, and time spent on the project.    I understand that my role as a mentor is to offer advice and direction for the above named senior. I am not expected to do any project work; my role is supervisory. Should I be unable to mentor this student, I will notify the student. If you would like to fax this form, you may send it to Bonita High School at (909) 971-8229.     Mentor’s Signature Date    Student Signature Date    Parent or Guardian’s Signature Date   P.A.C.E. Project Log Format Log Entry #   Name: ______Period: ______Date due: ______ Date recorded: ______Time ______--______A.M/P.M.  Total hours this log: ______Total cumulative hours logged ______  1. Exactly what I accomplished, including tasks, resources, and costs:             2. Problems/Solutions, Feelings/Thoughts:              3. When, where, what I will do next on my project:       4. Description of the evidence I’ve included with this log:        ______ Mentor Signature   P.A.C.E. Project Log Example Log Entry # 1   Name: Sue Student Period: 3 Date due: Sept. 30, 2015  Date recorded: Sept. 5, 2015 Time: 3:30-6:00 P.M.  Total hours this log: 2 ½ hours Total cumulative hours logged: 2 ½ hours   1. Exactly what I accomplished, including tasks, resources, and costs:   Today I went to a help out at a tutoring program at Roynon Elementary. This tutoring program is after school. I signed in and arrived in the classroom by 2:00. The class was still not out yet so I got to observe the class. They were working on the computers in the computer lab today and doing a webquest. I was amazed at how many of them could operate the computer as good if not better than I can! Before the bell, I went to the tutoring room to set up. There wasn't much to do in the way of set up, so I spoke with another helper until the bell rang.   The tutoring students entered at 2:35 to begin their session. All the faces were unfamiliar to me except one girl who had been in the class I observed. The class had only 15 students so it was nice and small. I was shocked by how well they behaved. I worked with two students in particular, Steven and Natalie. They were so cute and I had a lot of fun getting to know them. Steven likes playing sports and video games while Natalie also likes sports, especially swimming! She also wants to be a zoologist and loves animals.   The activity was to work on adjectives for a grammar activity, followed by a story writing and drawing activity that built upon each part of the lesson. This activity challenged the students to properly use adjectives as well as ignited their artistic side to create an image of the story they have just written. It was a really fun activity to do. Some students really struggled with the adjective portion, but excelled at the art. Steven was quite the artist, while Natalie had a very good story.   2. Problems/Solutions, Feelings/Thoughts:   There were not any discipline problems. This could have been due to a number of reasons. This was only the second day of tutoring for this class so they may have still been feeling out the teacher, classroom, and unknown students. I felt good about the first day.   3. When, where, what I will do next on my project:   Next I plan to help the Roynon after school/tutoring program after school again on Monday, October 21st.   4. Description of the evidence I’ve included with this log:   -Samples of the adjective worksheet.  -Copies of a few students work.  -A photograph of some of the student pictures.  -My handwritten notes. 

______ Mentor Signature        September 30, 2015  Sample Letter Explaining Missing Project Log   Sue Ann Student  1234 Bonita Avenue  La Verne, California 91750   Ms./Mr. (Senior English Teacher)  Bonita High School  3102 “D” Street  La Verne, California 91750    Dear Ms./Mr.______:   For my outside project, I have chosen to work at Roynon elementary school, helping tutor students. I plan to volunteer in the after school daycare program beginning in my open 7th period until around 3:30 each day I attend.   I have not begun my project because I have not made arrangements to start my hours. I also know that I will have some difficulty with my hours because I am currently involved in (Enter extra-curricular here) and I will have to balance my time in order to complete my P.A.C.E. project hours as well as my other activities.   I plan to call Roynon Elementary School and set up a time to begin hours with my mentor in the next few days and will be turning in hours shortly. Please accept this letter as a grade holder but not replacement for any of my required minimum 20 hours.   Sincerely,    Sue Ann Student    Parent/Guardian Signature Date   Parent Contact #: ______  Note: Writing a letter instead of turning in a log is considered a place holder for the individual log grades collected by your teacher. In other words, if you have not completed any hours for the logging period, write a letter explaining why. This will get you full credit for the assignment in class, enabling you to keep your grade up, however it will not excuse you from having to complete the hours. 20 hours are the minimum requirement that you must complete to meet the graduation requirements of the P.A.C.E. program at Bonita High School.     Verification Form #3  Mentor Completion Form   Student Name______Project ______  English Teacher Name: ______  Please verify this student’s efforts on his/her project. Since most of the time spent on the project phase of the assignment has been out of class, verification of the student’s effort is necessary. Please answer the following questions to help us evaluate his/her project. Thank for your help, and we hope you enjoy looking at the student’s project portfolio.   This evaluation form is required for the project portfolio due no later than ______ Incomplete portfolios will be marked late each day the requirements remain unmet. You may FAX this form to the school at (909) 971-8229 or give the form directly to the student.  1. Can you verify that he/she spent at least 20 hours working on this project?  □ Yes □ No  Comments:     2. Have you seen the process at different stages of completion, not just the final phase?  □ Yes □ No  Comments:    3. What problems specifically did this student encounter and overcome?      4. What successes have you seen this student achieve?       Mentor Signature______ Mentor Name (Print)______ Date______        ______Verification Form #4  Parent Completion Form   Student Name ______Project ______  Please verify your student’s efforts on his/her project. Since most of the time spent on the project phase of the assignment has been out of class, verification of the student’s effort is necessary. Please answer the following questions to help us evaluate his/her project. Please keep in mind that this evaluation is for the project and the portfolio, not the research paper. Thank for your help, and we hope you enjoy looking at your student’s project portfolio.   This evaluation form is required for the project portfolio due no later than ______.   Incomplete portfolios will be marked late each day the requirements remain unmet. Please feel free to call Bonita High School at (909) 971-8220 if you have any questions.  1. Can you verify that he/she spent at least 15 hours working on this project?  □ Yes □ No   Comments:     2. Have you seen the process at different stages of completion, not just the final phase?  □ Yes □ No   Comments:    3. What problems specifically did this student encounter and overcome?      4. What successes have you seen this student achieve?       Parent Signature: ______ Parent/Guardian Name (Print): ______ Date: ______   P.A.C.E. At Bonita High School: LETTER OF COMMITMENT  Complete this form and CLIP (DO NOT STAPLE) to the front of your letter.   Student: ______Period: ______ English Teacher: ______  Please highlight your content area . . .   Animals  Art & Design  Business  Careers  Culture  Education  Entertainment  Environment  Food  Health & Fitness  Religion &  Medicine  Music  Psychology  Public Service Philosophy  Science &  MISCELLANEOU  Social Issues  Social Science  Sports Technology S    APPROVED    NOT YET:  _____ Paper learning stretch is unclear or weak.

 _____ Paper description lacking details (paper type, categories, sub-categories) too vague.

 _____ Paper topic lacks feasibility. Topic does/may not seem researchable.

 _____ Paper will be “how to,” “history of” or “Biography”

 (It is unclear how analysis can be provided).

 ~  _____ Project description unclear or missing.

 _____ Project learning stretch unclear/not stated.   _____ Letter does not name mentor and give contact info (email or phone #) or qualifications.  _____ Letter does not specify project location.

 _____ Letter does not follow block business letter format        November 18, 2015   Sue Student  1234 56th Street  La Verne, California 91750   Board Judges  3102 “D” Street  La Verne, California 91750   Dear Board Judges:   Paragraph One (OVERALL): Explain to the board judges how you came about choosing your topic: (A) Describe the general area of interest (animals, music, technology, etc.) using the categories provided, and why you chose this topic. What interests you about this topic? (B) Explain what you already know or have accomplished in this topic/area. (C) Briefly describe what your proposed project hours will involve and create a general picture of the topic of your paper.   Paragraph Two (PROJECT HOURS): Discuss what you did for your project hours and what you learned from the time you spent performing them. (A) Describe your project in specific detail, including what you did (list/describe the hands on tasks you completed in detail here), where it was done, who was involved, how much it cost, the time spent, and the resources you used to complete the P.A.C.E. project hours. (B) Designate by name who your mentor is. Then, explain why this person is qualified to mentor your project and include the mentor contact information (phone number or email address are acceptable). (C) Explain how your project hours were a learning stretch for you (intellectually, physically, mentally, emotionally, etc…).   Paragraph Three (PAPER/PROJECT CONNECTION) Explain the relationship between your project hours and your paper. How do they connect? Which idea came first, the paper or the project hours? What, if anything, happened during your project hours that influenced your paper topic?   Paragraph Four (RESEARCH PAPER): (A) Discuss the type of paper it will be (exploratory, compare/contrast, problem/solution, etc.), the focus of the research paper, including the topic(s) and sub topics that will be included in the paper as well as the resources you may use to complete the research. (B) Explain how the research process and the paper content are a learning stretch for you. (In other words, make it clear how the paper will present a challenge for you, intellectually and/or emotionally). (C) Explain the importance of completing the research paper and your understanding of the consequences of plagiarizing or failing to turn in a research paper. (D) Write a statement ensuring that you will finish your research paper and graduate from Bonita High School.   Sincerely,   [SIGNATURE]   Sue Student (typed full name)        P.A.C.E. at Bonita High School  Project Hours Self-Evaluation   Name: ______Date: ______Period: ______  1. In at least 50 words, describe your project.       2. Total number of hours logged on the project: ______  Starting date: ______Completion date: ______   3. List materials you used to complete your project hours.     4. List people contacted. Put a contact number for all people (mentor or otherwise) who could potentially help future seniors.      5. How often did you have interaction with your mentor? In what ways did you utilize their expertise (did they guide you through the hours, meet with you occasionally, just sign things off)?      6. What advice/comments have you received about your project from other people?       7. Have you ever done this type of project before? Yes No   Explain:     8. Would you feel threatened to show your project to an expert for evaluation? Yes No   Explain:      9. List three examples of personal satisfaction gained from this experience.   1.   2.   3.   10. What do you think is the most important skill you have acquired during the project phase?    11. When you told others about your project, what comments have you heard? For example, "I didn't know you could volunteer at the morgue."   a.   b.   c.   12. In at least 150 words, describe the learning stretch for your physical project. How has this project stretched you emotionally? Intellectually? and/or physically? How will you take what you have learned during this project and apply it to other parts or areas of your life?      13. List problems you encountered and how you handled them. If you did not encounter problems, write a paragraph, minimum 100 words, explaining why you had such an easy or problem-free experience.   Problem:  Solution:    Problem:  Solution:    Problem:  Solution:   14. How is your project original or creative? Explain.     15. Describe very specifically how you strived to make your project the very best quality you could. (100 word minimum)   16. What was the picture of your project that you had in mind before you started working on it? How does the picture match with the outcome you experienced?    17. If given the opportunity to redo the project portion, what would you do differently? Minimum 50 words      18. Now that you have completed the hours, how do you intend complete the research? What type of paper are you going to write? What is the topic and how does it connect to this physical project?       19. We brainstormed a lot about interests, talents and passions at the beginning of this year. After completing your project hours, how do you feel about pursuing your topic as a career interest? Is this still a topic that interests you? Explain in a minimum of 100 words.       20. If you were your senior English teacher, what grade would you give yourself for your project hours? Justify the evaluation your grade in at least 25 words. Give very specific support as to why you would give yourself the grade you have chosen.   My grade:      Justification:    st  1 Semester P.A.C.E. Portfolio Checklist   Directions: Label a tab for each of the numbered items below. Items 2-8 must be included in the 1st semester portfolio to receive a passing grade for P.A.C.E. in the first semester.  1. Dedication Page (Optional) 2. Table of Contents 3. Career Narrative With Title Page 4. Letter of Commitment 5. Project Verification Forms (4)  #1: “Parent Consent”  #2: “Mentor Verification” (This form has two sides)  #3: “Mentor Completion”  #4: “Parent Completion” 6. Project Logs: Project logs must be typed. If the mentor signed your original handwritten logs and not the final draft, include both. On the final draft, write see original in the space where the signature should be. 7. Evidence: Include as many of the following as possible since evidence is important to convincing your judges of the authenticity and learning stretch of your project.  Certificates of completion, i.e., classes, skills  Photographs, sketches  Charts, diagrams  Receipts  Sign in sheets  Notes from classes, training, etc.  Materials you created: If your project has a product involved (i.e., photography portfolio, a video, a quilt, a scale model), you must turn in the product with your portfolio. 8. P.A.C.E. Physical Project Self-Evaluation 9. Fixed Master Draft Research Paper with Title and Signature Page 10. Senior Research Paper Self Evaluation 11. Five-Year Post High School Plan 12. Resume 13. Letters of recommendation (optional)   st th,  1 Semester portfolio Due December 9 with the above requirements and a minimum of 20 hours (Typed and Signed by your mentor) completed in order to complete the first semester with a passing grade.   st  P.A.C.E. at Bonita High School: 1 SEMESTER PORTFOLIO SCORING GUIDE  Name: ______Period: _____ SCORE: ______ LEARNING  PROJECT LOGS &  SELF-  PORTFOLIO STRETCH VERIFICATION EVALUATION & QUALITY   ITEMS EVIDENCE  - 4 -  - 4 -   - 4 -  The student is self-  - 4 - The student is self- o o The student is self- o directed and meets senior o The student is self- directed and meets senior directed and meets senior project deadlines on time. directed and meets senior project deadlines on time. project deadlines on time. Learning stretch is project deadlines on time. Portfolio demonstrates o o Project logs and o exceedingly evident as the o Specific details and superior craftsmanship and verification forms are student explores a new area insightful reflection pride in content and thoroughly completed. or demonstrates a new skill. regarding the student’s appearance. o Corrected and o Original, intellectual, accomplishments are evident o Organization strictly unmarked research paper physical, creative and/or in the self-evaluations. adheres to the required order complete with title page, independent learning is o Evidence thoroughly of sections. signature page and works thoroughly detailed in demonstrates a quest for cited page. o All items are properly question #12 of the Project quality. o 30 project hours are formatted including Self-Evaluation and matches o The project goals business letters, research achieved. Letter of Commitment. described in the Letter of paper and self evaluations;  o 30 project hours are Commitment have been fonts match throughout the achieved. exceeded. portfolio. o 30 project hours are o 30 project hours are achieved. achieved.   - 3 -  - 3 -  - 3 -  - 3 - o The student meets o The student meets o The student meets o The student meets senior project deadlines with senior project deadlines senior project deadlines with senior project deadlines with some teacher direction. with some teacher direction. some teacher direction. some teacher direction. o Learning stretch for o Project logs and o General attention to o Portfolio is complete both paper and project are verification forms are detail and reflection in the and tidy. clearly evident. generally completed. self-evaluations is evident. o Organization generally o Original, intellectual, o Research paper title o A substantial amount of adheres to the required order physical, creative and/or page, signature page and evidence is clear and of sections; one section may independent learning is works cited page are labeled. be misplaced. generally detailed in included, but may have one o Evidence adequately o Two items may not question #12 of the Project minor error. demonstrates that the project follow format; two different Self-Evaluation and matches o 25 project hours are goals described in the Letter fonts in the portfolio. the Letter of Commitment. achieved. of Commitment have been 25 project hours are 25 project hours are o o  met. achieved. achieved. o 25 project hours are achieved.  - 2 -  - 2 -  - 2 -  - 2 - o The student misses o The student misses o The student misses o The student misses multiple senior project multiple senior project multiple senior project multiple senior project deadlines. deadlines. deadlines. deadlines. o A moderate or limited o Project logs and o Minimal attention to o The required content is learning stretch is evident. verification forms are detail and reflection in the included, but a lack of pride o Original, intellectual, minimally completed. self-evaluations is evident. in the overall presentation of physical, creative and/or o Research paper title o An adequate amount of the material is evident. independent learning is page, signature page and evidence is included, but not o Organization does not mentioned in question #12 works cited page are labeled. adhere to the required order of the Project Self- included, but poorly o Evidence demonstrates of sections; two or more Evaluation, but minimally presented and/or may have reasonable progress toward sections may be misplaced. detailed and matches the 2-3 uncorrected errors. the project goals described in o Three or more items Letter of Commitment. o 20 project hours are the Letter of Commitment. do not follow required o 20 project hours are achieved. o 20 project hours are format and/or there are achieved.  achieved. three or more different fonts in the portfolio. o 20 project hours are achieved.   - 1 -  - 1 -  - 1 -  - 1 - o No learning stretch is o Verification items are o No reflection evident o Content includes evident. incomplete and/or unsigned. in self-evaluation. marked items that remain o 20-hour Minimum o Project logs do not o Evidence fails to uncorrected. requirement for project is accurately reflect the demonstrate adequate o Portfolio does not not achieved. amount of hours declared in progress toward project follow the organization the log. goals. guidelines. o 20-hour minimum o Too little evidence for o Portfolio is sloppy, requirement for project amount of hours logged. untyped and/or incomplete. hours is not achieved. o 20-hour minimum o 20-hour minimum requirement for project requirement for project hours is not achieved. hours is not achieved.   P.A.C.E. POSTER  Directions: On an 9” x 12” inch piece of construction paper, please create a poster which provides an overall view of your P.A.C.E. It will be posted around campus so that others may admire what you have done and/or what you will be doing. It may also inspire under classmen to consider topics for their own use.   Please include:  o A general TITLE which covers both your research paper topic and your project hours o A complete sentence describing what your PAPER covered o A complete sentence describing what your PROJECT HOURS involve o A creative VISUAL element tying it all together.   Plan your poster in the space provided below:                                     P.A.C.E. Research Paper Explanation   The research paper is the hardest part of the P.A.C.E. project, because it takes honest hard work, focus, clarity and attention to detail. The following is a list of the basic components/requirements for the P.A.C.E. Advisory and Master Drafts.   MLA Format (proper heading, last name/page # in upper right corner, in-text citations and properly formatted works cited page, 1-inch margins)  8-9 pages in length double-spaced (does not include the signature page, title page or works cited page)  Times New Roman size 12 font only  Title Page (see example)  Signature Page (see example)  Works Cited page with a minimum of 5 scholarly sources including at least one concrete detail from an interview performed by the student. (see example)  Jane Schaffer style paragraphs that alternate student writing (commentary) with sources that support their thesis (concrete details).  Submitted to Turnitin.com twice, once for Advisory draft and once for the Master Draft.   Research Paper Categories 1. EXPLORATORY: Analyzes a topic from a variety of perspectives. 2. COMPARE/CONTRAST: Focuses on similarities and differences between/among two or more topics. 3. PROBLEM/SOLUTION: Describes a problematic situation and offers viable ways to solve it. 4. CAUSE/EFFECT: Analyzes the current status of a topic by focusing on its primary causes. 5. PERSUASIVE: Objectively promotes a specific aspect of some important issue. 6. PARALLEL: Focuses on similarities between or among two or more topics. 

 Remember also that there are three kinds of papers that you MAY NOT write . . . 1. HOW-TO: First, do this. Then, do that. On and on it goes. 2. HISTORY-OF: This happened. Then that happened. On and on it went. 3. BIOGRAPHY: Same as above—it’s the “history of” a person.  The problem that should be clear is that these choices report FACTS without giving much opportunity to ANALYZE them. (In other words, they give lots of concrete details, but no meaningful, interesting, insightful commentary. BOR-ING!!!)   Animals  Careers  Entertainment  Healthcare: the role gender  Sex/Violence on television: play in medical careers and limits for community good vs  Animal Rights vs medical research treatment freedom of speech  The disparity in the salaries  Celebrity influence and  Humane Treatment vs factory farms of men and women responsibility to plans  Television perpetuating racial  Animal welfare in slaughter houses  stereotypes  Animal protection vs business interest       Science/Technology  Sports  Art/Design

 Cloning: potential benefits vs  School Prestige vs academic potential abuses standards  Importance of arts in schools  How has instant media/technology  College athlete graduation  Ethical responsibilities of (Twitter etc…) affected our culture rates photojournalists  Does Title IX promote  equality in college athletics   How have the major American sports affected the popularity of other sports  (soccer, lacrosse etc…   How does ESPN and other media outlets influence  professional sports   Professional athletes as role  models   Culture  Environment  Medicine  Cause and effect of the emergence of a young Latino culture as a majority  Stem cell research: government population  Global warming funding vs private funding  The Americanization of other cultures  Alternative energy  Stem cell research: ethical use  Limits on extraordinary, costly  Wildlife protection vs rights treatments vs doing everything  Whitewashing of various ethnicities of developers possible  Clean air and water  Parenting: dynamics of the standards - weakened vs American youth and families strengthened  Music Therapy  Social Science/Politics  Food  Music  Military support vs economic  Regulations: safe handling  Copyright: is pirating causing development of third world procedures/prevention of economic hardships for artists countries illnesses and/or label  Relationship between fast  Censorship: limits for  Illegal aliens: access to public food and community good vs freedom of school/public programs obesity/diabetes/economics speech  Immigration: English as official language vs respect for diversity    Civil liberties vs national security      Social Issues  Business  Education  The impact of company  Capital Punishment: fear of mistake mergers on the  Day Care: benefits vs harmful vs demands of justice ecomony/consumer effects  Gay rights: marriage rights, adoption rights, need special rights  The impact of the national  Day Care: government support for protection debt on society vs parental financing  Gun control: community and police safety vs unrestricted right to bear  The effects the economy has  Placement by age vs placement arms on consumer spending by academic ability  Poverty: government responsibility vs private organization  Mainstreaming students with responsibility  disabilities vs speical classrooms  Is racial profiling a valid policing  Single gender classrooms vs tools  coed classrooms  Is standardized testing helping   or hurting education in America  Religion/Philosop  Public Service hy  Health/Fitness  Compare/contrast: Buddhist, Christianity,  Police brutality vs dangers police Confucianism, Islam, Hindu, face Shinto, Taoism  Low carb vs low fat diets  Teaching: Merit pay vs standard  Benefits of weight training vs salary pay  Prayer in public schools aerobics   Evolution vs creationism  Vegan vs traditional diets  Poor and overused research paper  Overused topics, but  Psychology topics STAY AWAY can be good  Birth Order: correlation to academic achievement/behavior problems/creativity  Automotive: comparing cars  Autism  Eating disorders: causes? Society/media portrayal of women  Comparing types of dance  Alzheimers  Stress management/health  Drugs: drug addiction  Cancer   Yoga/pilates  Sports medicine   Martial Arts/MMA  ADHD   Cosmetology  Down Syndrome   Fashion  Forensic Science  Sports papers especially  coaching papers    Firefighting     P.A.C.E. at Bonita High School   The following is a list of internet sources NOT acceptable for P.A.C.E. research papers. This is not a complete list. As you research, your teacher may add sites to this list.   DO NOT USE  Ehow.com  Wikipedia.com  About.com  Facebook.com  Ask.com  Buzzle.com  Blogspot.com  Blogs  Online encyclopedias  Infoplease.com  Any site that is a personal site  *For more info, see the Website Evaluation page   Instead, USE:  Books Believe it or not, still the best and most trusted source. Start here!  Mentor/Interview The person/people you trusted to help you in the physical project are often some of the best people to ask about your research topic.  Google scholar  EBSCO: http://search.ebscohost.com/ EBSCO is paid for by the school and accessible through the school website. Directions: 1.) Go to the site above. 2.) User ID: 3102dst Password: bearcat. 3. Once you have entered the database, you may search from a variety of approved and appropriate sources. Hint: Make sure you click on the full articles only tab to ensure you don't get abstracts, which are just small pieces of the source.  The Internet Public Library The IPL contains a wide range and variety of websites, with access to Subject Collections, Ready Reference, and magazines and newspapers.  Infomine Originating from the University of California at Riverside, the site has access to important educational and research tools, with over 100,000 links.  American Memory From the Library of Congress special collections, this site provides full-text access to primary and archival materials relating to United States history and culture.  Statistical Resources on the Web Compiled by the Documents Center at the University of Michigan Library, the site has hundreds of statistical files, mainly from government sources, on such topics as demographics, consumers, education, foreign trade, health, and science.  NYPL Digital Gallery This New York Public Library site provides access to digital collections of primary sources and printed materials, including books, photographs, manuscripts, and maps.  Government hosted sites  University hosted sites  Other Helpful Sites:  Best way to create your working bibliography and works cited page: www.easybib.com  Purdue online writing lab (OWL): http://owl.english.purdue.edu/  P.A.C.E. at Bonita High School  Note Card Format and Practice   Each note card must have the following:    The title of the source or the source number/letter   A specific heading or section title indicating the content of the notes on the card    Notes in direct quotes or one sentence summary or paraphrase    The page number(s) the notes were taken from   On back of the card, identify the notes with the word quote, paraphrase, or summary    Practice Card:                           On back:______ One sentence summary or one sentence paraphrase card    SOURCE (Number or Letter of Matching NOTE CARD):    Name: ______Date: ______Period: ______  Source Finder - Books   Directions: As you find BOOKS as potential resources for your paper, fill out as much of the information below as you can. Remember, not ALL of the information listed will apply to each book; if that is the case, please write “N/A” in the space provided. Remember, general or online encyclopedias are not valid sources for this research project. Check with librarians for help in finding specialized materials for your topic . . .   Name of Library: ______Call Number: ______   Author(s) Name(s): ______   ______   Title of the BOOK: ______   Title of a PART of the Book: “______”    Name of Editor and/or Translator: ______   Volume #: ______Series Name: ______   City of Publication: ______   Publisher's Name: ______   Year Published (Copyright Date): ______   Page Numbers (when using only part of a book): ______       SOURCE (Number or Letter of Matching NOTE CARD):   Name: ______Date: ______Period: ______  Source Finder – Periodicals   Directions: As you find PERIODICALS (magazines, journals, newspapers, etc.) as potential resources for your paper, fill out as much of the information below as you can. Remember, not ALL of the information listed will apply to each periodical; if that is the case, please write “N/A” in the space provided. Check with librarians for help in finding specialized materials for your topic . . .    Name of Library: ______   Author(s) Name(s): ______   Title of PERIODICAL: ______   Title of ARTICLE: “______”    Date of Periodical: ______   Page Numbers of Article: ______   Volume #: ______ SOURCE (Number or Letter of Matching NOTE CARD):   Name: ______Date: ______Period: ______  Source Finder - Internet   Directions: As you find WEB SITES as potential resources for your paper, fill out as much of the information below as you can. Remember, not ALL of the information listed will apply to each site; if that is the case, please write “N/A” in the space provided. Remember, general or online encyclopedias are not valid sources for this research project. Check with librarians for help in finding specialized materials for your topic . . .   Web Site Address (URL): <______>    Author(s) Name(s): ______   Title of the Web SITE: ______   Title of the Web PAGE: “______”    Sponsoring or Associated Institution: ______   Date Created Revised: ______   Date Viewed: ______   Search Engine Used: ______   Keywords Used: ______   You must have a PRINTOUT of all online-accessed sources that you use in your research.   These printouts must be included with the submission  of your Advisory and Master Drafts.  Website Evaluation Rubric  Adapted from Diane C. Beaman, Moultonborough Academy  Score  0  1  2  3  Check the  The  The author is  The author is  The author’s author’s author is unnamed and/or no named but credentials are credentials probably a credentials are credentials and given and indicate and student. given. contact that he/she is an affiliation. Is  Spelling information is expert in the field. the author and other incomplete. The author an expert in provides an email the field?  errors address and/or  indicate contact  Score: that information.  the author ___ is not an expert.  Does the  The page  Any of these:  The home page is  A United States resource is hosted  The home page is a sponsored by a government have a by an K-12 site known business, department or reputable individual.  The home page is a professional agency is the home organizatio (The home student’s folder on a association, page. n behind it? page is a .edu site. organization, museum, or  (If you can’t  personal  The home page is an university. tell right page unknown .com or away, strip hosted .org the URL  by an from the Internet right side service until you get to a  provider home page.) such as   AOL,  Score: Yahoo, or ___  Juno.)  Are the  No sources  There is a general  There is a works  There is a works site’s or works statement about the cited list and/or a cited list and/or a sources of cited is source of the bibliography for bibliography for informatio given. information, but no further further n stated? specific works cited information. information.  Are photos list. Photos are labeled clearly and cited. labeled and sources cited?  Score: ___       How  There is  The date given for  The site has been  The site has been current is no the site’s creation is created or created or updated the site? indication over 3 years old and updated within within the last 6  of when there is no date of the last 3 years. months. If there is  Score: the site revision or update. a bibliography, the was sources that are ___ created or referenced are revised. current.   The  The domain is .com  The domain is  Any of these:  What is the domain is and there .edu, .com,  The domain is .gov domain in .com or  are a lot of pop up  .info, .net, or .org  The domain is the URL? .edu but it menus and and has  is clearly .com, .info,  items for sale or the  been reviewed by  Score: the work domain is a reputable  .net, or .org and is of ___  .org and the  subject directory posted by a well- students organization behind such as The known, reputable or the site is  Internet Public organization or individual unrecognized. company. s without Library, authority.  Dewey Browse,  The domain is .edu Yahoo.com and university or college faculty, not  subject directory, students, maintain etc. the site.   The  The purpose is to  The purpose is to  The purpose is to  What is the purpose is sell something, offer factual support scholarly purpose of personal. persuade, offer information. Some research with the site? Is assistance, or give a opinion may be factual the point of view. There included. information. information may be some factual mostly fact information or or opinion? useful pictures but  the focus of the site  Score: is to promote something. ___       Total  0 to 6 pts  7 to 10 pts  11 to 14 pts  15 to 18 pts Score:  Highly  Site is useful for  Good source for a  Excellent source ___ questiona ideas or casual research paper or for research. ble source. projects. Do not cite academic project.  as a reference for a Confirm with  What does research paper or other sources. this score academic project. mean?   This must be completed and included with each internet resource you use.  WORKING BIBLIOGRAPHY GUIDE AND EXAMPLE  The PURPOSE of a working bibliography:   The working bibliography is a running list of the resources that you are using as you go through the research process. As you find new resources and take notes from them, you should update your working bibliography. Submit these updates to your teacher when you are instructed to do so.   Keep in mind that when your research is complete and you write your paper, you may find that you do not use some of these resources in the paper. That’s fine. You simply delete them from the list, and what you are left with will eventually become the Works Cited page!    The FORMAT of a working bibliography:   On the back of this sheet, you will find an example which has a total of 11 entries. For your convenience, each entry is described below. Cross-reference the descriptions below with the example on the back to find what you need to create your own working bibliography . . .  1. Internet site with author, page title, site title, date site was created, date accessed, web address. 2. Interview over the phone. 3. Article from a daily newspaper. 4. Article from a weekly magazine with no author. 5. Internet site with NO author, page title, site title, date site was created, date accessed, web address. 6. Book with a single author. 7. Book by the same author as #6. 8. Book with two authors. 9. Book with more than two authors. 10. Interview in-person. 11. MINIMUM INTERNET REQUIREMENT: site title, date accessed, web address.    REMEMBER:   Alphabetical order  Double spacing throughout  Period after every entry  < > around every web address (you may have to add these AFTER you type the address)  Black ink on the addresses (right-click and select “remove hyperlink”)  

 

 Sue Student

 English Literature and Composition IVP

 Mr. English Teacher

 15 January 2014

 Working Bibliography

 Abilock, Debbie. “Research Advice for a Complex Topic.” Nueva Library Help. 9 September

1995. 31 October 2006. .

 Cabreres, Felicity. Phone Interview. 28 October 2006.

 Clark, Kimberly. “Background Investigation.” New York Times 7 March 2005, sec. 1:12.

 CSI Online. 20 October 2006. .

 “Fingerprint Advancements over Five Decades.” Newsweek 22 July 1999: 58-59.

 “Fingerprint Studies and Findings.” CSI World. 10 July 2004. 4 November 2006.

 King, Juan. Real-Life C.S.I. New York: Bantam, 2005.

 Nolo, Sandra, and John Berry. Criminology Methods. London: Oxford Press, 1996.

 Robertson, Jeff, et al. Tracking Down a Modern Criminal. Boston: Houghton, 2002.

 Sanchez, Albert. Personal Interview. 14 October 2006.

 Remember that if you use www.easybib.com, the URL (www.etc.com) is required for each

source listed on your works cited page. Use MLA, but click on the option to include the URL.

  P.A.C.E. at Bonita High School  Collecting Internet Research  Directions: Follow these steps when collecting sources on the internet. you will need the website evaluation rubric to complete this process, make sure you have enough copies.  Note: Start at Step 6 for non-internet sources.  Web search tips  Before searching in Google using plain language, consider crafting your search with specific techniques to retrieve more relevant results.  AND is implied in Google searches and therefore is not necessary.  Separate searches for [environmental policy] and [environmental AND policy] will retrieve the same results  Quotation marks (" ") will limit your search to a specific phase.  ["climate change"] will search for results with this exact phase. A search for [climate change] will search for results with instances of both the words climate and change, and retrieve such unrelated results as "The political climate has changed since the adoption of free trade."  OR helps you search using multiple words which express a similar concept. OR must be capitalized so Google understands this is a searching word, not a word to be searched. For example, [teenager OR adolescent OR youth]  Word order and word choice are important.  [Genetic engineering] and [engineering genetics] will retrieve different results  Asterisks (*) will retrieve words with multiple endings.  Canad* will retrieve Canada, Canadian, and Canadians  feminis* will retrieve feminism, feminisms, feminist, and feminists  (~) helps you to search for synonyms and can help you locate words with similar meanings. ex. ~car will retrieve automobile, vehicle  Step 1: Perform a search.  A. Use your favorite search engine to look up a topic  B. Use as specific wording as you can. You can always broaden your search.  Step 2: Scan your search results and consider:  A. The web address- is it .org, .gov, .com?  B. The summary- does it really sound like what you are looking for?  C. Have you heard of it before?  Step 3: Once you have found a site that looks good, click!  Step 4: Scan the site (before you print) and look for the following:  A. Does it have an author? Does he or she seem reputable? have you heard of them in relationship to your topic?  B. When was the site created? Hint: old=bad  C. Does it look professional  D. Are they trying to sell you something? This usually indicates a biased site.  E. Read a paragraph. Does it seem legit? Is it free of grammar and spelling errors?  Step 5: If everything on the site seems pretty great, then fill out the rubric on the back of the internet source finder.  A. An 11 or above is a good source, move on to step 6.  B. 10 or below is a poor source, go back to step 1.  Start here for non-internet sources   Step 6: Fill out your source finder (front side) including the source letter.  Step 7: Print your source finder, rubric and article. (rubric and article are not needed for books or periodicals)  Step 8: Staple it all together.  Step 9: Create a source card and works Cited entry using www.easybib.com. See diagram below.  Step 10: NOW you are ready to start making note  cards from that source.   SOURCE CARD SAMPLES  BOOK:         PERIODICAL:         INTERNET:         “The BIG Picture” (P.A.C.E. Topic Outline)

 It’s hard to start a large assignment without first having some kind of vision of what the final product will look like. The point of this assignment is to help you see that BIG PICTURE, to help you see what will go into your sentence outline and eventually your final paper.   Here are the numbers:   1 half-page introduction  1 half-page conclusion  16 half-page body paragraphs  3 concrete details per body paragraph  48 concrete details total  9 pages total   Start getting yourself organized by answering the following questions. Please be as thorough as possible, using complete sentences . . .   1. What kind of paper will it be? __ exploratory __ compare/contrast __ cause/effect   __ problem/solution __ persuasive __ parallel __ other   2. What might the paper’s title be? ______  3. What is the latest version of your thesis statement? ______ ______  4. Do you think your paper will be divided into two, three, or four different sections? ______  5. Please write a one-sentence “preview” of Section One: ______ ______ ______  6. Do the same for Section Two: ______ ______ ______  7. Do the same for Section Three (if applicable): ______ ______ ______  8. Do the same for Section Four (if applicable): ______ ______ ______  9. Overall, what do you hope your research will prove?

______

 ______

______  Introduction Paragraphs and Thesis Statements  Introduction paragraphs are one of the most important and challenging parts of your research paper to write. The following are some tips and ideas of methods you can use to write high quality paragraphs and thesis statements.   What should your introduction paragraph contain?  It must:  Get readers' attention and direct it toward the thesis.  Set the tone for the essay.  Define terms the reader needs to understand the thesis.  State the essay's thesis at or near the end of the introductory paragraph. Every part of the paper should lead back to the thesis.   For a very basic introduction paragraph, follow these three steps (note this would not be passing for senior project, but is a good place to start):  First sentence identifies the general topic.  Third sentence presents the thesis statement.  Second sentence builds a bridge between the first and second sentence ideas.   Constructing a Thesis Statement  A thesis statement is like a controller for an Xbox, Wii or PlayStation. When you are playing a video game, what would happen if the controller was disconnected from the game console? Your character would probably die and you would lose the game! Well, it’s the same thing with your thesis statement. If you don’t put a thesis statement in your essay, your essay will die, and you will lose your audience. The key to winning in the game of writing is having a well-built thesis statement.   What does a Thesis Statement do?  A thesis statement presents your opinions or thoughts on a subject or an issue. You cannot write an essay without one.  A thesis statement must contain a subject + an opinion.  A thesis statement answers the topic question (the one you created or the one presented to you by the instructor).  TIP: A thesis statement should never contain the following: in my opinion, I think, I believe, etc. However, it may be helpful to begin writing your thesis statement rough draft with in my opinion, I believe, or I think to make sure you are expressing your thoughts or opinion on a specific subject or issue. When writing the final thesis statement, simply eliminate those phrases.   What to do Before Writing a Thesis Statement  Before writing a thesis statement, the writer must be aware of his or her audience and purpose. Unclear thesis statements emanate from the minds of writers with an unclear purpose.  You must begin with a topic question. If you are doing a research paper, take time to come up with a good topic question.  You must form an opinion and state it clearly. Do not be wishy-washy.  Be sure you have approached your evidence fairly, without bias.  Consider both sides of a controversial issue.  Once you've established the topic question, a clear position, and objectivity, you're ready to write a thesis statement.    Turn your thesis statement into a question here: ______ ______   Writing a Good Thesis Statement  A good thesis statement is short and simple: it should be no longer than one sentence, regardless of essay length. o Good Example: Success is a result of doing the right things consistently. o Bad Example: In a world full of success gurus and books about success, it becomes ever so more important to delineate the one trait that ultimately determines success: doing the right things consistently.  A good thesis statement is limited to one main idea. o Good example: The key to successful dieting is focusing on a specific goal. o Bad example: The key to successful dieting is focusing on a specific goal, which is also the key to successfully running a business and coaching a football team.  A good thesis statement is a declarative sentence with no qualifiers (might, maybe, perhaps, etc.): o Good example: Lebron James' ability to score, pass, and rebound make him the league's most valuable player. o Bad example: Does Lebron James' ability to score, pass, and rebound make him the league's most valuable player? o Bad Example: Lebron James' ability to score, pass, and rebound just might make him the league's most valuable player.   Useful Formula for Thesis Statements  If you're not sure whether you have a good thesis statement, see whether you can fit your ideas into one of these basic patterns.  [Something] [does something] because [reason(s)].  Because [reason(s)], [something] [does something].  Although [opposing evidence], [reasons] show [Something] [does something].   ************************************************************************************************** *******  Name: ______Date: ______ Thesis Statement Practice   Write an initial Thesis Statement here: ______ ______  Write a revised Thesis Statement here: ______ ______ P.A.C.E.: Research Paper Outline   The purpose of the outline is to organize and focus the essay. Start here with the main ideas, and use this outline as your guide when you draft the paper. This outline should be typed. This is a sentence outline; therefore, all ideas must be written in complete sentences. Also this sample contains four sections; your paper may have more or less sections, depending on the topic.   Remember: The purpose is to focus ideas: work on style and flow when you write the Advisory Draft.   I. Introduction:  A. Thesis statement  B. Sentence of your own that summarizes the information in Section ___  C. Sentence of your own that summarizes the information in Section ___  D. Sentence of your own that summarizes the information in Section ___  E. Sentence of your own that summarizes the information in Section ___   Section One   II. Body Paragraph 1 Topic Sentence  A. Concrete Detail (source info)  B. Concrete Detail (source info)  C. Concrete Detail (source info)  D. Transition/concluding sentence   III. Body Paragraph 2 Topic Sentence  A. Concrete Detail (source info)  B. Concrete Detail (source info)  C. Concrete Detail (source info)  D. Transition/concluding sentence   IV. Body Paragraph 3 Topic Sentence  A. Concrete Detail (source info)  B. Concrete Detail (source info)  C. Concrete Detail (source info)  D. Transition/concluding sentence   V. Body Paragraph 4 Topic Sentence  A. Concrete Detail (source info)  B. Concrete Detail (source info)  C. Concrete Detail (source info)  D. Transition/concluding sentence   Section Two   VI. Body Paragraph 5 Topic Sentence  A. Concrete Detail (source info)  B. Concrete Detail (source info)  C. Concrete Detail (source info)  D. Transition/concluding sentence   VII. Body Paragraph 6 Topic Sentence  A. Concrete Detail (source info)  B. Concrete Detail (source info)  C. Concrete Detail (source info)  D. Transition/concluding sentence   VIII. Body Paragraph 7 Topic Sentence  A. Concrete Detail (source info)  B. Concrete Detail (source info)  C. Concrete Detail (source info)  D. Transition/concluding sentence   IX. Body Paragraph 8 Topic Sentence  A. Concrete Detail (source info)  B. Concrete Detail (source info)  C. Concrete Detail (source info)  D. Transition/concluding sentence   Section Three   X. Body Paragraph 9 Topic Sentence  A. Concrete Detail (source info)  B. Concrete Detail (source info)  C. Concrete Detail (source info)  D. Transition/concluding sentence   XI. Body Paragraph 10 Topic Sentence  A. Concrete Detail (source info)  B. Concrete Detail (source info)  C. Concrete Detail (source info)  D. Transition/concluding sentence   XII. Body Paragraph 11 Topic Sentence  A. Concrete Detail (source info)  B. Concrete Detail (source info)  C. Concrete Detail (source info)  D. Transition/concluding sentence   XIII. Body Paragraph 12 Topic Sentence  A. Concrete Detail (source info)  B. Concrete Detail (source info)  C. Concrete Detail (source info)  D. Transition/concluding sentence   XIV. Conclusion Paragraph  A. Write a sentence that captures the key ideas of your thesis statement  B. Write a sentence that summarizes two of your sections  C. Write a sentence that summarizes the remaining sections (this will vary per student)  D. Consider your focus (exploratory, cause/effect, problem/solution, persuasive,  Prediction) and write a sentence that states what your research demonstrated.   Note on Interview: Remember that you are required to have an interview for the Advisory and Master Draft of the P.A.C.E. research paper. The outline provides a great opportunity for students to plan their interview into their paper in the early stages.   Steps for adding interview to your outline:  1). Choose a place that you would like to use your interview. Note: the best places to choose are places where you have a spot to fill in your research.  2). Write in the question you plan to ask your interviewee.   Interview Evaluation Form  P.A.C.E. at Bonita High School   Dear Interview Volunteer:   Thank you for volunteering your time to talk with a student concerning his/her P.A.C.E. Project. P.A.C.E. affords students the opportunity to gain specific information regarding an occupation, body of knowledge, or skill from an adult expert in the field.   The time, place, and approximate length of interview should have been arranged with you prior to the interview. We would find it very helpful if you would take a few minutes to complete this evaluation form concerning the interview. We would like you to help us determine how effectively the student utilized the opportunity. You may give this completed evaluation to the student after the interview, or fax it to Bonita High School (909.971-8229) or mail it to his/her English teacher at Bonita High School, 3102 "D" Street, La Verne, CA 91750. Your evaluation is part of his/her grade; therefore, please return this form prior to ______.   Thank you again for taking time to share your expertise and to participate in P.A.C.E.   Sincerely,   Adam Archibald, P.A.C.E. Coordinator  ______         TO BE COMPLETED BY THE PERSON BEING INTERVIEWED:   Interviewee's name______ (Print)  Address______  Phone Number______Fax______e-mail______  Qualifications______  Did the student arrive punctually for the interview? Yes____No____   Was the student prepared with questions? Yes____No____   What was the total interview time? ______Min/hour   Did the student take notes? Yes____No____    Signature______Date______  Please, feel free to write additional comments on the back of this sheet. 