EQ

1.   I reviewed the rule of three for writing an EQ.

Essential Question 
Once a topic is chosen, the student will develop a working essential question.  The purpose of the working essential question is to help the student build a strong foundation of research which will allow him or her to create an essential question that encourages depth and rigor in the chosen topic.  An essential question must:

• Provide a framework for studies (It calls for breadth and depth of research, Is not a yes/no question)
• Take a stance (It allows you to argue some point, Cannot be a recitation of facts or a list)
•  Format (It is specific, The wording makes sense)

2.  Review the following EQs and

• Tell us if each meets the rule of three.
• Tell why they do or don't.

 a.  What is the most important factor in healthy weight loss?
      Yes because it's more of an opinion kind of question.
 b.  What is most important to securing a conviction in a criminal investigation?
      No because it's worded weird.
 c.  What is most important in creating a hairstyle that best satisfies a customer?
      No because you can't really research this.
 d.  How can an anesthesiologist best treat chronic pain?
      Yes because you can take a stance on this.

3.  Based on your review of the rule of 3 and your experience with assessing four EQs, please write another draft EQ for your senior project.  The senior team will be meeting with students shortly for EQ revision and approval; you are expected to bring your research notebook to that meeting with your EQ draft written inside in pencil.

Lesson 1 Reflection

1. Positive Statement
What are you most proud of in your Lesson 1 Presentation and why?
I was most proud of my lesson plan. It was nicely organized. I had even added notes on what I wanted to talk about under the topic. 

2. Questions to Consider
a.     What assessment would you give yourself on your Lesson 1 Presentation (self-assessment)?
AE       P          AP       CR       NC

b.     Explain why you deserve that grade using evidence from the Lesson 1 component contract.
I think I deserve a P because even though I got frazzled during the presentation I feel like I hit all the points I wanted to talk about, had my prop, referenced all my sources, made time, and turned both the rough draft and final lesson plan on time.

3. What worked for you in your Lesson 1?
I feel like my hook really worked for me. It was a good transition to what I was going to talk about.

4.  (What didn't work) If you had a time machine, what would you have done differently to improve your Lesson 1?
I wish I would have put down key words along with my key points because when I got frazzled I couldn't think of the proper words.