The class began by looking at the following data that helps illustrate the politics behind the Virginia and New Jersey Plans.
The class worked on identifying key words in the rubric and then checked to see if those words were in the thesis and topic sentences of the rough drafts.
Next the class broke into peer groups to get feed back on rough drafts. Peers provided feedback based on the the rubric to students who had their rough drafts.
Next the class read Benjamin Franklins version of the essay (well, it could be his introduction and conclusion)
Students had time to conference with Mr. Zartler and to revise their drafts.
The papers are due on Tuesday, 20 October.
Students who missed the Vocabulary test were given an alternative assignment.
The class worked on identifying key words in the rubric and then checked to see if those words were in the thesis and topic sentences of the rough drafts.
Next the class broke into peer groups to get feed back on rough drafts. Peers provided feedback based on the the rubric to students who had their rough drafts.
Next the class read Benjamin Franklins version of the essay (well, it could be his introduction and conclusion)
Students had time to conference with Mr. Zartler and to revise their drafts.
The papers are due on Tuesday, 20 October.
Students who missed the Vocabulary test were given an alternative assignment.
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