Reading Sir Gawain and the Green Knight
This activity will help you meet these educational goals:
You will analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (eg, where a story is set, how the
action is ordered, how the characters are introduced or developed); analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text; cite strong and thorough textual evidence to support analysis of what the
text explicitly says as well as inferences drawn from the text, including determining where the text leaves matters uncertain
Directions
Read the instructions for this self-checked activity. Type in your response to each question, and check your answers. At the end of the activity, write a
brief evaluation of your work,
Activity
Part A
You should have already read the excerpt from Sir Gawain and the Green Knight C. Write a description of the characters and the settings in the
two tables below. You may need to do additional research online or in other resources to adequately fill in the descriptions
B TU
X X, Font Sizes

How can we make the world a better place, specifically towards discriminated people (lgbtq+ community, people of color, people with disabilities etc.) how can we make them change their view on people they call "different"? how can we get people to love one another despite how they look or who they love or where they are from? 2-3 paragraphs ! (ᵔᴥᵔ)

Read this paragraph from chapter 5 of the prince. there are, for example, the spartans and the romans. the spartans held athens and thebes, establishing there an oligarchy: nevertheless they lost them. the romans, in order to hold capua, carthage, and numantia, dismantled them, and did not lose them. they wished to hold greece as the spartans held it, making it free and permitting its laws, and did not succeed. so to hold it they were compelled to dismantle many cities in the country, for in truth there is no safe way to retain them otherwise than by ruining them. and he who becomes master of a city accustomed to freedom and does not destroy it, may expect to be destroyed by it, for in rebellion it has always the watchword of liberty and its ancient privileges as a rallying point, which neither time nor benefits will ever cause it to forget. and whatever you may do or provide against, they never forget that name or their privileges unless they are disunited or dispersed, but at every chance they immediately rally to them, as pisa after the hundred years she had been held in bondage by the florentines. what idea is stressed in the passage? the desire for liberty the establishment of an oligarchy the dismantling of an acquired state the tendency toward rebellion

What is the effect of the haiku structure on this poem?   how does the line structure describe the subject(s)?   and how does a haiku compare to a rhyming and longer poem in terms of its effect on you as a reader?