1. Legacy Portfolio
It is an expectation of all magnet students in Polk County that students present a portfolio to their parents at the end of the year. At DRMA this presentation counts as a grade in all subject areas. Point value is determined by each individual teacher.
This portfolio should be creatively designed to convey a sampling of what you have learned in every class and provide evidence of the the depth of your learning this year.

2. TITLE PAGE with art and adjectives that describe your year.
MY 7th Grade LEGACY
TITLE PAGE with art and adjectives that describe your year.
Your name
Your title page should fit you!
Be creative! Every students portfolio should look different and should reflect their personality and character. Take liberty with this page to express your self!
Anything the audience should know about you and your year at DRMA

3. Or which LP you want to work on next year
LEARNER PROFILE PAGE
Decide what learner profile you feel is your strongest attribute and give the reasons why. Describe what type of learner you want to be next year.
Encourage students to use this page to also discuss their strengths and weaknesses with Learner Profile traits. They should explain what the learner profile is to parents. Which attribute is their strongest? What do you need to work on?
Or which LP you want to work on next year

4. How I think these skills will benefit me in the future?
Language & Literature
KEY CONCEPT:Communication
Scary Story
What I did: In class we analyzed the story “The Tell-Tale Heart.” We examined the story’s structure and use of sensory words, tone and mood. We then wrote and shared our own scary stories.
Skills learned and used: Writing using mood and tone, writing a narrative, using sensory language.
Standards addressed: LAFS.8.W.1.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
(you can list more than one standard)
3 pages per subject area, each page should address a different concept or topic or unit
What are the key concept? Related concepts and global context of the units? What do they mean?
Any photos used should be authentic and not downloads from the internet
My reflection on what I learned:
How I think these skills will benefit me in the future?

5. Text-Based Essays Language & Literature KEY CONCEPT: Logic
What I did: Throughout the fall and winter, we studied how to write an essay analyzing reading passages. We read and wrote together in class, used a rubric, wrote on our own, and took the FSA writing test in March.
Skills learned and used: Reading comprehension, creating a claim, summarizing text, citing sources, organizing an essay, creating a focus for writing, and using multiple sources to write on one topic.
Main standard addressed: LAFS.8.W.1.1.
Write arguments to support claims with clear reasons and relevant evidence.
Use photos of actual student creations, projects and artifacts
My reflection on what I learned:
How I think these skills
will benefit me in the future?

6. Children’s Books Language & Literature KEY CONCEPT: Communication
What I did: In the spring we worked with reading and themes, analyzing fables, “The Storyteller,” and “The Lottery” for themes. We then decided on a theme and created our own book for children illustrating the theme.
Skills learned & used: Reading comprehension, recognizing a theme, finding evidence that supports a theme, and discovering how a theme is developed over the course of a text.
Main standard addressed: LAFS.8.RL.1.2.
Determine a theme or central idea of a text and analyze its development over the course of the text.
My reflection on what I have learned:
How I think these skills
will benefit me in the future?

7. What should be included on each slide?
Subject
Concept/Topic Learned
What I actually did during the unit
KEY, RELATED CONCEPTS AND GLOBAL CONTEXT
Examples/Artifacts YOU created, can be pictures or videos
State Standards learned during the unit/IB assessment criteria
Reflection – How have I grown academically from last year to this year? How will the skills and standards learned benefit me in the future? (see next slide)

8. Reflection Taxonomy
Creating: What should I do next with the new knowledge I have gained?
Evaluating: How well did I do?
Analyzing: Do I see any patterns in what I did or see any links to learning in other subjects?
Understanding: What was important about what I learned?
Remembering: What did I do? What did I learn?
Use this model to guide you through your reflection of each unit. Answer all of the questions honestly and thoroughly.

9. BE CREATIVE! How many slides? Title slide = 1
Learner Profile slide = 1
3 slides for each subject = 24
Extracurricular/Community Service =1 (optional)
BE CREATIVE!

10. RUBRIC All projects will be scored on a rubric
See your 1st period teacher for a copy

11. SAVING your PORTFOLIO WORK TIME
Portfolios should be saved to the One Drive on your student portal.
Do not save solely on a thumb drive as you may lose it!
WORK TIME
Classroom allotted work time for portfolios is at the discretion of each teacher.
Students are responsible for completion by May 19, regardless of class work time provided

12. PRESENTATIONS
6th and 7th grade students will present your portfolios on May 23, 24 or 25th in the evening, in the presence of your PARENTS and a DRMA Faculty Reviewer, who will score your presentation. Appointment times are first-come, first-served.
5th Grade students will present your portfolios on May 24, 25, or 26th during your FIRST period class in the presence of your classmates and TEACHER who will score your presentation. Students will sign up for presentation dates with their 1st period teachers.
These appointments run on a very tight schedule and it is imperative that you are on time, just as you would be expected to be on time for a new job!

13. Dress Professional Ladies – dress, skirt or dress pants
6-8 grade only
You are strongly encouraged to dress professionally for your presentation
Business Casual or Business Professional
Ladies – dress, skirt or dress pants
Men – dress pants with dress shirt and tie or suit or dress pants with collared shirt
You do not have to wear your uniform if you are dressed professionally.
Students who do not have professional dress, should plan to come in their school uniform.

15. WHAT NOT TO WEAR? Shorts Flip flops T-shirts Sweatshirts/Sweatpants
Skinny pants, leggings or track pants