+

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

+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 has a matching colored paper. 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.

+Step 2: 10 minutes:

Join another “group” who has 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 stance, 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!

+PresentationsOne representative from each side of the discussion will present his or her group’s argument. The winner will be decided by a class vote. Members of the winning teams will each receive five participation points.

+

Contest 3

Pass it out! Each correct answer is worth 3 points toward your contest status and your participation grade. x/33

Contest #3

+QHQs: If your question is here, add 1 point to your quiz total

1. Q: Why does Petyr Baelish have such a strong love (that borders on obsession) for Catelyn Stark? Is his obsession extending to Sansa because she and Catelyn look alike? He is a dangerous man, is this good or bad for Sansa and Catelyn?

2. Q: Who was Jon Snow’s mother? Would his decision to join the Night’s Watch change after knowing?

3. Q: Why did Jon want to join night’s watch? Did he really want to protect people or he wanted to protect himself?

4. Q: Viserys is cruel and impatient, and he uses Daenerys’ life as a pawn to get what he wants for himself. Why does Daenerys blindly follow her brother’s orders?

5. Q: Whose side is Tyrion Lannister really on? His family or does he favor the Stark family?

+

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