+

EWRT

2

Class

3

+REVIEW

F

R

E

E

C

A

S

H

+FREECASH F= Freedom, Fairness, Legality, Human Rights, Social

Justice

R = Religion, Morality, Ethics

E = Economics, Monetary Issues, Finances, Expenses

E = Environment (types of environments = natural, rural, urban, workplace, home, school, etc.)

C = Convenience, Comfort

A = Appearance, Aesthetics

S = Safety, Security

H = Health, Well Being (types of health = individual, societal, mental, physical, emotional, or spiritual.)

+AGENDA

Vocabulary Test #2

Rhetorical Strategy: using dialogue to explain and describe: persuasive dialogue

Contest 5: Content (Ten questions)

QHQ: Time Permitting

+Vocabulary Test #2

While you are taking the test, I am going to pass out some discussion prompts. Please do not open them!

I will explain the activity after we finish the test.

+

R. seemly

S. sepulcher

T. solicitude

U. squire

V. statuary

W. timorous

X. tracery

Y. verdant

Z. whit

A. barrow

B. battlement

C. blithe

D. chasten

E. demurred

F. filigreed

G. insipid

H. insolent

I. irascible

J. jape

K. nonce

L. plinth

M. portcullis

N. puissant

O. quay

P. querulous

Q. rue

+Rhetorical Strategy:

Get into groups of two or three students, matching colored papers to determine your partners.

We need to do this quickly, so get in groups with those close to you.

The groups will be joining another as we move through the assignment, so don’t lose hope if you are not in a group with people you know.

Take notes throughout this exercise because the work you do here will likely fuel your homework.

Using dialogue to explain and describe

Initial seating arrangement

+Step 1: 15 minutes

Read the statement on your paper and assume that the statement is a true representation of your own beliefs and point of view on that issue.

Everyone in your first group should have the same prompt.

Brainstorm with your partner(s) and write down as many reasons as you can in support of the statement.

Stay in the role as best you can. Remain focused on generating solid support for the proposition you have been assigned.

Please move to this configuration

+Step 2: 10 minutes:

You should now have blended two groups who have the same color paper to make one larger group of four, five, or six. You should still all have the same prompt.

One person from each original group should read aloud the reasons in support of the proposition, idea, or issue.

The new, larger group should compile a new, better list by eliminating weaker evidence and creating a strong list of reasons.

Please join groups this way

+Step 3: 20 minutes

You should be in groups of eight/ twelve. You should have people supporting two different aspects of one issue. You should now have two different colored prompts in your group.

Persuasion Dialogue: Have a dialogue, working to persuade those on the other side to come to your side. Remember, you should both offer your opinions and counter their suggestions.

You will use the fodder from this exercise to do your homework!

+

Quiz 3

Pass it out!

Contest #3

+QHQ Questions Why has Robert Baratheon changed so much in the

fifteen years since he became king?

Why does Arya tend to display masculine behaviors, go against the norm, and would rather fight with swords than doing needlework?

Bran and the three-eyed crow – what could be behind the two?

Why does it seem like Eddard Stark is more sympathetic and favoring towards Jon than the rest of his children?

Why does King Robert want to get rid of Daenerys so badly? Does he fear her or hate her? Do you think Robert’s idea is cowardly?

+

Homework

Class 3

Read A Game of Thrones through page 300

Post #4: Write a dialogue between you and an equal, arguing the validity or error of a character's behavior or action. Or write a dialogue between two characters about the validity or error of a third characters' behavior or action. Use your in-class exercise as fodder if you wish

Post #5: QHQ Game of Thrones

from pages 200 to 300