Section outline

  • Collapse Expand

    The Culminating Portfolio Sample

    Collapse all Expand all

    • Note to all students:

      Please remember that this portfolio can easily be used to show your potential employers and/or admissions counselors at post-secondary schools your body of work through your high school career. 

      If you work diligently through your four years of high school on your own portfolio and place examples of your best work in the portfolio, this may well be an exceptional tool for your own understanding of where you are headed, in career goals and educational goals, and a great tool to show others why they need to take you in their programs as you prepare to move on to the next level after high school.

       

       

      You may find additional resources about building your portfolio in the two links below:

    • The Culminating Portfolio at www.Dallastown.net URL
    • Culminating Portfolio Template -- Documents for Student Use on Dallastown's Moodle URL
  • Collapse Expand

    Topic 1

  • Collapse Expand

    Topic 2

    Welcome to the Culminating Portfolio for

    William Wildcat!

    • William Wildcat

    • This image was adapted and modified from a photo image courtesy of http://z.about.com/d/basketball/1/0/j/1/-/-/52478758_8.jpg.

  • Collapse Expand

    Topic 3

    Career Development -- Cumulative for all four high school years
  • Collapse Expand

    Topic 4

    Career Development -- Grade 9
  • Collapse Expand

    Topic 5

    Career Development -- Grade 10
  • Collapse Expand

    Topic 6

    Career Development -- Grade 11
  • Collapse Expand

    Topic 7

    Career Development -- Grade 12
  • Collapse Expand

    Topic 8

    Course Projects -- Grade 9

    I am thinking about putting my science fair project in for this section, but I am still trying to figure out how to get some of my project pieces in my portfolio.

  • Collapse Expand

    Topic 9

    Course Projects -- Grade 10

    • This project is a storyboard representaton of the vignette "Alicia Who Sees Mice" from the novel The House on Mango Street.

    • Here is the script for the storyboard:

      song-Don't Give Up(You Are Loved) by Josh Groban
      Alicia Who Sees Mice: Dialogue
      Dad: Just close your eyes and they’ll go away or maybe you’re just imagining them.
      Esperanza: Alicia wakes up every morning to make the lunchbox tortillas for her family. Her mom died and Alicia wishes there was someone older than her who could have inherited her mother’s rolling pin and sleepiness.
      Dad: A woman’s place is waking up early with the tortilla star to catch the sight of the mice hiding behind the sink so she can catch them.
      Alicia: (to herself) if only you wold fix the floorboards under the bathtub, then the mice wouldn't even be there.
      Esperanza: Alicia is young and smart and studies at the university. Every day she rides two trains and a bus just to get to school because she doesn’t want to wind up working at a factory her whole like, or behind a rolling pin. She’s a good girl. She studies all night, when she sees the mice.
      Alicia: The mice are still here.
      Dad: They don’t exist Alicia, will you just give it a break.
      Esperanza: Alicia isn’t afraid of anything; except for mice that is, and fathers.

    • Below is a brief explanation of the choices that were made in this storyboard:

      Alicia Who Sees Mice

      Our group chose this vignette from the book, House on Mango Street, because it had a lot of visual aspects and would be a good vignette to turn into a video. We decided to draw our pictures because we wanted our final product to be what we had in our minds while reading the vignette. There were certain aspects to the vignette that the only way we could have it look the way we had imagined it, while reading the story, would be to sketch the scenes ourselves. We chose the song, "Don't Give Up," by Josh Groban, because there was an underline story to the song that fit our scenario perfectly. The song projected what we were all thinking as we read the vignette. We were rooting for her to get an education and make something of herself, although her life was not easy. In the end, we think that the music and pictures put together with the dialoque we recorded, expresses a very important meaning portrayed in this vignette.

    • Rationale for “Alicia Who Sees Mice” Storyboard Page
  • Collapse Expand

    Topic 10

    Course Projects -- Grade 11

  • Collapse Expand

    Topic 11

    Course Projects -- Grade 12

  • Collapse Expand

    Topic 12

    Projects -- Cumulative High School Career & Individually-Extended Project

    Tim O'Brien's The Things They Carried and Vietnam Veterans

    Summary of Proposed Project

    After I read the short story or essay "How to Tell a True War Story" by Tim O'Brien, I became interested in his message.

    For my project, I would like to read his book of essays/short stories, The Things They Carried, and interview some Vietnam veterans to find out about some of their experiences.  I would like to write a paper that explores the experiences of Vietnam veterans and their feelings about the war and compares what they went through to the stories and themes that are explored by Tim O'Brien in his book.
    • Self-Directed Project -- Summary Proposal -- The Things They Carried by Tim O'Brien Page
    • Teacher Approval for Self-directed Project Forum

    • The Rationale for my Self-directed Project

      1. What knowledge, skills, or abilities have you gained as a result of your project?

      2. What do you consider to be a major strength of your project?

      3. Knowing that there is always room for improvement, what is one thing that you would do differently?

      4. Which part of the project proved to be the most difficult for you?

      5. In the future, how might you apply what you have learned?

      Over the course of this project, my eyes were opened to many aspects of war that I had never considered. I started my project by reading Tim O’Brien’s book The Things They Carried to get a better understanding of the types of experiences that the soldiers who fought in the Vietnam War experienced and to prepare me for the upcoming interviews. I was somewhat shocked at some of his descriptions of war and his attitudes about he experienced.

      Using this information, I developed a list of questions to use in my interviews of Vietnam veterans. I also enlisted the help of Colonel Innerst to identify local Vietnam Vets so that I could start the interviewing process. He helped in identifying a number of vets, and so I started the interviewing process, sometimes talking to several former marines at the same time. Again my eyes were opened to atrocities of war, and those stories and accounts from the interviewees gave credibility to Tim O’Brien’s book and essay that had been read earlier.