... and I had too much
fun reading the responses to the «Three ways to leave your Church» That too was wonderful!
Not exact matches
The lesson follows a clear and logical learning journey, involving progressively more challenging tasks in which students: - Portray their understanding of witches and witchcraft; - Learn more about witches in a historical context through a
fun «true or false» game; - Define, identify, and understand dramatic irony; -
Read sections of Macbeth and complete tasks to demonstrate their understanding; - Answer key questions about the witches that test their knowledge in relation to each of the English assessment outcomes; - Evaluate a modelled example of an analytical paragraph in relation to the witches; - Analyse the witches» characteristics in their own
responses; - Evaluate each others» analytical
responses.
Your students will find this
reading response activity
fun and challenging to complete!
Reading the DIDM votes is always
fun because you get such a great range of answers; some kids reason it out logically to an amazing degree, and some kids go for funny or sarcastic
responses.
Which isn't really my problem anyway, even if the
response of the remote was perfect for the basic motions I would still not see anything
fun in doing that, I can't do a parry or a helm splitter in real life with the remote, but I want them on the game and I find it incredibly
fun to do them, when the game tries to
read the motions perfectly but for such moves it has to break that rule it just makes the whole thing fall apart, it loses consistency, and sword fighting without those impossible but neat moves is just boring.
Response to 1 — wili: If you
read Tamino's blog post... He is trying it out for
fun, and to get some feel for the timescales involved.