+

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: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.

Collaborate with a student near you who have matching colored papers. If no one near you shares the same color, you will be working the first section on your own.

Brainstorm with your partner (or alone) 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.

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

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 three or four. 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 between six and eight. 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 both present your argument to the class and to do your homework!

+

Quiz 3

Pass it out!

Contest #3

+QHQ Questions1. Why is the novel called A Game of Thrones?

a. Wouldn’t just having a democracy be easier than a king?

2. Why do I get the feeling Viserys won’t be successful in using his sister to gain a Dothraki army?

a. Will Daenerys turn on her brother later not allowing him to get what he desires?

3. Why does Arya love riding and swordplay so much?a. Why does Arya name her sword “Needle” when Jon tells

her to name it her “very favorite thing” (98)?

4. Why are Arya and Jon so close compared to their other sibling relationships?

a. What will happen when they are finally separated while Jon goes off to work with Benjen Stark at the north wall?

+

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