Ewrt 2 class 2
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    Ewrt 2 class 2 Ewrt 2 class 2 Presentation Transcript

    • Class 2 EWRT 2 What do you say when you are comforting a grammar Nazi?
    • What do you say when you are comforting a grammar Nazi? There, their, they’re. It will all be ok….
    • Vocabulary Test #1 A few haiku Discussion: A Game of Thrones Arguing with FREECASH In-class writing Contest: Content How to write a QHQ AGENDA
    • A. amethyst B. bailey C. baluster D. barbican E. caparison F. coffer G. coif H. crannog I. crenel R. gorget S. hauberk T. hummock U. Insipid V. islet W. lithe X. pommel Y. puissant Z. rondel VOCABULARY TEST #1 YOU HAVE 15 MINUTES TO COMPLETE THE EXAM J. crofter K. cursory L. damask M. deft N. doublet O. doughty P. eyrie Q. gibbet
    • When the cold imp walks There’s laughter and mockery-- They die while he lives Future in her hands: Dany, a princess to be In a winter doom STUDENT HAIKU summer seems too far, bloodshed happened everywhere: winter is coming. Joffrey is a dick. Quite young, but still a prick. He is twelve years old.
    • Can you support your ideas and opinions? WHAT DO YOU THINK? https://www.google. com/search?q=peop le+arguing+photo&ie =utf-8&oe=utf- 8&aq=t&rls=org.moz illa:en- US:official&client=fir efox-a# calvin_arguing.png commonsenseatheism.com
    • Joshnonov Clear, cold, summer ends. Father does his tyrant job. Bran learns his lesson. A lord of the North He’s chosen to serve a king Winter fell on him. EDDARD STARK
    • WHAT DO YOU SAY? Is it right (honorable, moral, fair) that Eddard Stark cuts off Gared’s head?
    • HOW ABOUT THIS? Is it right (honorable, moral, fair) that Joffrey orders Eddard beheaded?
    • Snow stands on the Wall, Seeing where he is in the world. Wind blows in his mind. Roaring flames, young squires Drunken summerwine chatter; O! The Bastard’s life! JON SNOW
    • WHAT DO YOU THINK? Is it fair that Eddard Stark brings Jon home to be raised by his wife, Catelyn? Some would argue taking responsibility for Jon is honorable. Some might say he dishonors his wife.
    • Oh tomboy Arya, Back to your needle and thread! Swords are not for girls. ARYA STARK Arya loathes her summer sewing circle -- yet covets her needle.
    • Is it fair that Arya is forced to do needle point when she really wants to practice with the boys?
    • The Lannister twins No, not brotherly love…perhaps sisterly affection? “Don’t wake the dragon; Daenerys, seduce him” -Said bro. Viserys SIBLINGS AND SEX
    • WHAT DO YOU THINK? Jaime and Cersei have a sexual relationship. Daenerys assumed she would marry her brother. Is incest wrong?
    • ARGUING: IT IS MORE THAN AN OPINION When you argue a position, you need to give reasons and support for your opinion. Think of reasons as the main points supporting your opinion. Often they answer the question “Why do you think so?” For example, if you assert among friends that you value a certain movie highly, one of your friends might ask, “Why do you like it so much?” And you might answer, “Because it has challenging ideas, unusual camera work, and memorable acting.” Similarly, you might oppose restrictions on students’ use of offensive language at your college because such restrictions would make students reluctant to enter into frank debates, because offensive speech is hard to define, and because restrictions violate the free-speech clause of the First Amendment. These “because phrases” are your reasons. Adapted from The St. Martin’s Guide to Writing
    • GENERATING “REASONS” WITH FREECASH Often, we know how we feel, but sometimes we don’t know exactly why we feel the way we do. This makes it hard to come up with reasons to support our opinions. Sometimes, when we think about an issue, we realize that we have an opinion that someone else gave us, or an opinion that is popular because it is traditional. Generating reasons by investigating an issue helps us understand how or why we support an opinion. It helps to keep an open mind while doing this exercise. If nothing else, arguing both sides helps us understand other opinions so we can argue against them. FREECASH is a tool that can sometimes help us think through an issue
    • 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.)
    • IS IT RIGHT (HONORABLE, MORAL, FAIR) THAT EDDARD STARK CUTS OFF GARED’S HEAD? Yes, Stark should have cut off his head!  F: It was fair: Gared knew the consequences of deserting his post  R:  E  E  C  A  S: Gared was responsible for the safety and security of the people of the kingdom. He failed to do his duty.  H No, Stark had no right to cut of his head.  F: Gared should have been free to choose to leave the night’s watch.  R: It is morally wrong to deprive a person of life  E  E  C  A  S  H
    • IN-CLASS WRITING: Pick an issue to brainstorm with FREECASH You may use one of those we discussed in class, or you may pick another topic that suits the writing exercise.
    • 1. Is it right (honorable, moral, fair) that Eddard Stark cuts off Gared’s head? 2. Is it right (honorable, moral, fair) that Joffrey has Eddard beheaded? 3. Is it fair that Eddard Stark brings Jon home to be raised by his wife, Catelyn? 4. Is it fair that Arya is forced to do needle point when she really wants to practice with the boys? 5. Is incest wrong? FREECASH
    • 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, o r spiritual.)
    • Q. What happens to Will, the point of view character from the prologue?  He eats a poisonous mushroom and hallucinates the rest of the book  He is killed by snow zombies  He becomes a high school Spanish teacher and begins a glee club  Trick question! His name isn’t Will Q. What is the Stark family’s symbol?  Direwolf  A crest with a lion, eagle, badger, and snake intertwined around an H  Sparrow  Crow Q. What is Needle?  Brain surgery that they give Bran while he’s in a coma  The tower that Bran falls from  Bran’s direwolf  The sword that Jon gives Arya Q. Who tells Bran that “winter is coming”?  Jaime—right before he throws Bran from the tower  Aslan, in warning of the coming of the White Witch  A three-eyed crow while he’s in a coma  Eddard, in reference to Bran’s maturing Q. When do the dragon eggs hatch?  When King Robert orders an assassination on Daenerys  When Daenerys burns Mirri alive  When Hagrid puts them in the fireplace  When Daenerys sits on them to keep them warm CONTEST #2
    • THE QHQ Thinking about writing
    • HOW DO I KNOW WHAT I THINK UNTIL I SEE WHAT I SAY? --E.M. FORSTER Each text we study will provide material for response writing called a QHQ (Question-Hypothesis-Question). The QHQ requires students to have second thoughts, that is, to think again about questions that arise during their reading and to write about questions that are meaningful to them. Begin your QHQ by formulating some question you have about some aspect of the reading. The first question in the QHQ may be one sentence or longer, but its function is to frame your QHQ writing. A student might start with a question like, “Why does Gared run away instead of returning to the wall? Or, “Why is Catelyn so mean to Jon?” A student might even write, “Why am I having so much trouble understanding this story?”
    • After you pose your initial question, focus on a close reading of the text in search of a hypothesis. This hypothesis section comprises the body of your text. The student who asked about Gared might refer to passages about the wall in the text, comparing and contrasting them to other instances of fear or desertion with which he or she is familiar. The student who asked about Catelyn might connect passages associated with her relationship to Eddard. The student who struggled to understand the text might explore those passages whose meanings were obscure or difficult to understand, connecting them to other novels and/or cultural texts. Use textual evidence to demonstrate why you believe you have found an answer. After carefully exploring your initial question (250-400 words), put forward another question, one that has sprung from your hypothesis. This will be the final sentence of your QHQ and will provide a base for further reflection into the text.
    • The QHQ is designed to help you formulate your response to the texts we study into clearly defined questions and hypotheses that can be used as a basis for both class discussion and longer papers. The QHQ can be relatively informal but should demonstrate a thoughtful approach to the material. While your responses need to be organized and coherent, because you will sharing them in class, the ideas they present may be preliminary and exploratory. Remember, a QHQ is not a summary or a report—it is an original, thoughtful response to what you have read. All QHQs should be posted on the website the by 5 pm the evening before the class for which they are due. This will give both me and other students time to ponder your ideas and think about appropriate responses. Moreover, this sharing of material should provide plenty of fodder for essays. Even though you have posted your QHQ, you should bring a copy of it to class in order to share your thoughts and insights and to stimulate class discussion.
    • Read: A Game of Thrones through page 200. Post #2: Use the ideas you generated with the FREECASH method to write about two (or more) sides of an issue. Post #3: QHQ: A Game of Thrones: from pages 0-200 Study Vocabulary (Test next class) HOMEWORK