The document outlines an in-class lesson plan that includes the following: 1. A vocabulary test and discussion of rhetorical strategies using dialogue. 2. An exercise where students are assigned prompts and work in groups to argue different perspectives through simulated dialogues. 3. A quiz and content contest with questions about the book A Game of Thrones. 4. Potential discussion questions that could be answered based on events and characters in A Game of Thrones from pages 200 to 300. 5. Homework involving continuing the in-book reading, posting a dialogue, and responding to discussion questions.

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REVIEW
 F
 R
 E
 E
 C
 A
 S
 H

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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.)

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AGENDA
Vocabulary Test #2
Rhetorical Strategy: using dialogue to
explain and describe: persuasive
dialogue
Contest 5: Content (Ten questions)
QHQ: Time Permitting

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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.

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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

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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

8. Initial seating arrangement

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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.

10. Please move to this configuration

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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.

12. Please join groups this way

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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!

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Quiz 3
Pass it out!
Contest #3

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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?

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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