Class of 2016 Online Portfolio Requirements
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Class of 2016 Online Portfolio Requirements
Introduction
All LCCS students are required to create an eportfolio over the course of their study in
order to graduate. The eportfolio is a visual representation of the competencies and
skills that they have acquired in accordance with the school’s mission statement. The
eportfolio can be shared with family members, pastors, colleges, employers, supporters
of the mission trip, etc. and is a valuable compilation of their achievements. Assistance
will be given by faculty in all ePortfolio designated courses. Students are encouraged to
be creative and enjoy the process. At a minimum, a student’s eportfolio should include:
Requirements
● A home page this is the introduction to the portfolio. It is the first indicator of
who the student is. It could include pictures and a description of the process.
This page represents who the student is, so it should be given adequate thought.
● A resume (started in Freshman Seminar; finished in Public Speaking) this is
where the student will show what he/she has been involved in during high
school. It should include all jobs, school offices and activities, volunteer work,
awards, etc. It also includes skills that the student has that would make him/her
eligible for a job or entrance to college.
● Set up of the portfolio will demonstrate the following computer competencies:
○ Digital Imaging
■ Add one or more digital images
○ Office Documents
■ Create a pdf version of documents and add to online portfolio
■ Utilize Excel to log Presidential Fitness standards
○ Web Design
■ Utilize Dreamweaver or Google Sites to maintain online portfolio
○ Presentation
■ Using PowerPoint or Google Docs Presentation, create a
presentation (save as a pdf or web page) and add to online
portfolio
● Artifacts for each of the following student learning outcomes:
○ CLASS OF 2016
■ SPIRITUAL FORMATION AND SERVICE
● SF 12.1 Students will submit a 2page essay, series of
journal entries, or a written devotional that highlights thepersonal spiritual formation that has taken place in their life
during their high school career. Submissions may include
reflection on: chapel services, their ministries and activities
in their local church, their class trips, and outreach
opportunities in which they have participated (started
freshman year and continued throughout high school).
● SF 12.2 Students will have participated in a crosscultural
missions trip to better understand their role in fulfilling
Christ's Great Commission
○ Students must complete a website, PowerPoint
presentation, or slide show in GoogleDocs of their
international mission trip. It must include both photos
and commentary that outline what they did on the
trip, the specific ministries in which they were
involved, and the personal impact the trip made on
their life.
○ Students may choose to write a fivepage MLA
formatted paper that covers the same criteria.
○ Seniors who are not able to go on the trip will do the
same for their service placement.
■ BIBLE
■ 9th Grade
● BIB 9.1 One exegetical exercise (chosen from four)
■ 10th Grade
● BIB 10.1 One exegetical exercise (chosen from four)
■ 11th Grade
● BIB 11.1 One exegetical paper (chosen from eight)
● BIB 11.2 One exegetical exercise (chosen from four) or
word study
● BIB 11.3 One worldview exercise
■ 12th Grade
● BIB 12.1 One exegetical paper (chosen from eight)
● BIB 12.2 One exegetical exercise (chosen from four)
● BIB 12.3 One worldview exercise
■ ENGLISH
● 9th Grade
○ ENG12.1 Annotated bibliography of novels read in highschool (started their freshman year and continued
throughout)
○ Choose two of the following Five:
i. Expository essay
ii. Descriptive essay
iii. Narrative essay
iv. Persuasive essay
v. Biographical sketch
○ Choose one of the following three:
i. Literary scrapbook presented through
electronic media
ii. Art work supporting a literary study
iii. Creative writing: short story or poem
i. 10th Grade
● ENG12.1 Annotated bibliography of novels read in high
school (grades 10 12) (started freshman year)
● Research Paper
○ Choose one of the following three:
a. Persuasive essay on a contemporary topic
b. Lesson plan on a grammar concept
c. Analytic essay on a work of American literature from
a bliblical viewpoint
○ Choose one of the following three:
a. Video of an oral presentation
b. Art work supporting a literary study
c. Creative writing: short story or poem
■ 11th Grade
● ENG11.1 Choose one of the following:
○ Analytical essay on a major piece of British literature
○ Literary essay on one of the major periods of
British literature
● ENG 11.2 Choose one of the following:
○ Book Review
○ Fine Arts Review
● ENG 11.3 Choose one of the following:
○ Artwork supporting a literary study
○ Creative writing: short story or poem○ Video from a dramatic presentation of Macbeth
■ 12th Grade
● ENG12.1 Annotated bibliography of novels read in high
school (grades 10 12) (start this sophomore year)
● ENG12.2 Extended research paper
● ENG 12.3 and 12.4 Choose two of the following four:
○ Creative writing: short story, poem, or song
○ Personal essay
○ Analytical essay
○ Fine Arts review
● ENG 12.5 and 12.6 Choose two of the following four:
○ Video of an inclass dramatic presentation from
Hamlet
○ Art work supporting a literary study
○ Editorial cartoon
○ Multimedia presentation with background music
■ SOCIAL STUDIES
■ 9th Grade
● SS9.1 Modern World History
○ Thematic Research Paper Cultural Diffusion in the
World Today.
○ Students to prepare an outline in preparation for
writing the paper.
○ Explain how increased trade and the demands of a
global economy have changed people’s lives in today’s
developing countries and you’re own country.
Describe at least two examples of cultural diffusion in
the world today.
■ 10th Grade
● SS10.1 American History Causes of the SpanishAmerican
War
○ Write a feature article, in the first person for a
newspaper about the causes of the SpanishAmerican
War. Written in the style of either Joseph Pulitzer or
William Randolph Hearst. The subject matter is the
sinking of the U.S.S. Maine.
■ 11th Grade
● SS11.1 Economics Stock Market Evaluation survey.Ten day observation and evaluation of ten different
○
public corporations. Students to complete a
spreadsheet displaying the public organizations and
with evaluations on the stock results.
■ 12th Grade choose one
● SS12.1 CP Government Analytical writing assignment:
○ “We the People Project” Choose one of the framers
of the U.S. Constitution, and research & write a
twopage paper on his life and contributions to
American History. Along with the paper, prepare a
poster or storyboard that highlights some of the
rights and protections guaranteed Americans by the
Constitution.
SS12.2 AP Government Presentation:
“Most Significant Supreme Court Case”
Oral presentation with poster highlighting key points,
such as the origins of the case, difficulties in the case
and the impact it had on the United States.
■ SCIENCE
■ 10th or 11th Grade Biology and Chemistry
● SC10.1 or 11.1 Biology and Chemistry
○ Stream study / monitoring program – students will
complete a stream study using at least two streams for
comparison.
○ Chemistry students complete a stream study on the
same streams and would focus on the chemical
aspects that measure the health of the stream.
Students need to present this data and communicate an
explanation of findings; this includes graphs showing
trends and applicable mathematical data.
■ 12th Grade
● SC12.1 One project required for seniors enrolled in a
science class
○ Environmental Science students will record a video
about a local environmental issue
○ Chemistry Students will collect, present and evaluate
local stream testing data
○ Physics students will record a presentation or uploada created video used as a chapter challenge project
○ AP Biology students will choose a formal lab report
with embedded graphs and charts
● Lab Report (1112)
○ Students complete an experiment in any of their science
courses and write a lab report that shows the scientific
process. The best lab report would be used for their
portfolio.
■ PHYSICAL EDUCATION (12)
■ 9th 12th Grades (one document)
● PE10.1, 11.1, 12.1 Tracking of Presidential Fitness
Standards in spreadsheet form for grades 10 through 12
○ Utilize Excel to create spreadsheet
○ Start their freshman year and continued
throughout
■ FINE ARTS
■ 10th Grade
● FA 10.1 Students should choose at least one project that
they completed in their Introduction to Fine Arts course to
include in their portfolio. They may take a photo of the
project and upload it to their portfolio.
■ 11th and 12th Grade
■ Students who have a fine arts class have the option of doing a
project in the arts for their portfolio. Entries could include any of
the following:
● FA11.1 or 12.1
○ musical composition (written and/or recorded artifact)
○ visual art composition in any medium (picture artifact)
○ senior solo or small ensemble performance (recorded
artifact)
○ research project in music/art related area (written
artifact)
○ mentoring project with younger student in art/music
(picture, written, and or recorded artifact)
○ listening/responding/analyzing project (written
artifact)
○■ SPANISH
■ 9th 12th Grade
■ Spanish students should choose a minimum of two entries from
the following for each level of Spanish they take during high school
(SP9.1 and SP9.2; SP10.1 and SP10.2; SP11.1 and SP11.2; SP12.1
and SP12.2):
■ Spanish 1
● A pen pal letter
● A sports project
● A city plan and description
● A house plan and description
■ Spanish 2
● A family scrapbook
● A freeform poem
● A This is a …”booklet”
● A cultural study of a Spanishspeaking country
■ Spanish 3
■ A book of fairy tales and/or Bible stories
■ A comic strip dealing with Mexican history
■ A house renovation plan using the subjunctive
■ A presentation of Mexican culture or history
■
■ Spanish 4
■ A business letter
■ A composition
■ A Falla
■ A presentation of the history, culture, art, poetry, or
literature of Spain
Students have been collecting all important writing assignments in the Google Docs
folder called PORTFOLIO and sharing it with faculty. Students may also ask instructors
to upload video(s) for speaking artifacts.
When students create the portfolio it must be shared with all high school
faculty at leolahs@lccs.cc. Each entry should include the label for the
assignment. For example, BIB 12.1 for the senior Bible exegetical paper.Creating Your Portfolio Site
1. Log into your Google Apps account, go to Sites and click on Create Now (the
default template is the ePortfolio template).
2. If you desire, select a theme to use with your site. In the space provided, enter
an appropriate name for your site. Click on More Options, and under Collaborate
select “Only people I specify can view this site.” Enter portfolio under site
categories, and an appropriate description under Site description. Click on Create
Site.
3. After a minute or so you will be taken to the home page of your portfolio.
4. To edit a page, click on the Edit page button in the upper right corner of the
page. To insert items such as Google Docs presentations or documents click on
Insert and then select the appropriate item from the list.
5. When you are finished making changes on the page, don’t forget to click on the
Save button!You can also read
