For the next three days groups will work in the library on their maps and I will work with individual groups as questions and challenges arise. On the first day I will make sure all of the groups have determined a central idea or ideas, and sit with each group to hear some of the rhetorical strategies they’ve identified (and help them identify some through questioning). Additionally, I will give them the checklist of items (Road Map of Rhetoric requirements.docx) they should depict to help them understand what they should be looking for. On this checklist I also added that they should identify some key vocabulary words the author uses to address standard 4 of the reading informational text standards. I put this together after seeing some of the students' confusion yesterday when they started this process and recognizing that they needed a little more task-oriented organization. As they start to develop the map, I will certainly give some small suggestions as I think of them, but I really want them to work through some of the challenges on their own—to do their own problem-solving. I will intervene if they are at a standstill, but otherwise I will do more prodding and prompting--guiding them to specific rhetorical analysis skills and concepts we've worked on and allowing them to apply those skills. Also, if I see any common issues arise (such as a general misunderstanding of a rhetorical concept), I will do a mini-lesson on it before we go to the library that day.