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Fayerweather's Mission Statement and Philosophy

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Fayerweather's Mission Statement and Philosophy

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After examining what students created as mission statements for Fayerweather, we compared them to Fayerweather's actual mission statment to see how they are similar and how they differ. The goal was to also see how the process of assessing an institute and its goals can be difficult as there are many opinons and perspectives to consider. Having to come together as a group and agree on one document is difficult. This was a precursor to reading the Constitution.

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Fayerweather's Mission Statement Part II

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We continued to work on paragraphs, paying attention to how to give context (Links/Lead-ins).

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We continued to work on paragraphs, paying attention to how to give context (Links/Lead-ins).

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How to format dialogue if you're quoting it?

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How to format dialogue if you're quoting it?

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How do I punctuate quoted dialogue from a novel? | MLA Style Center

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How you punctuate quoted dialogue from a novel will depend on what you are quoting and how you are quoting it. See the three most common considerations below. Quoting Dialogue and Text If you are incorporating a quotation featuring both exposition and a character's speech into your text, use double quotation marks around the quotation and single quotation marks ...

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Three Rings of Government
How Does a Bill Become a Law
Bill of Rights

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On Monday, November 6 the Unit will go to the State House on an almost-all-day field trip. We will leave school at 9:45 and walk to Alewife to take the Red Line to Park Street. We will then have lunch at the State House, meet with Representatives and Senators, have a tour, and head back on a school bus in time for dismissal.

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WEB Dubois on the Constitution - Extention Reading

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WEB Dubois on the Constitution - Extention Reading

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Students worked in pairs reading the text of the US Constitution. Many found this challenging since, as they put it, the founders used works that were overly complicated and many LONG run-on sentences. But they used dictionaries and logic and discovered that they could understand much of it. For example, it was not hard to figure out that the Senate would have two representatives. What was interesting was that senators would not be elected by the people, but selected by state legislatures. We did not read the entire document, but got a taste for how the document was laid out, what it said, and how to decode an old text with sophisticated vocabulary. I pointed out to them that the men who wrote it did not use overly complicated language, but that they were educated and had large vocabularies. As students build their vocabularies, texts that once seemed "too hard" will unlock and become more and more accessible. That's the goal.