Arthas: Rise of the Lich King (World of Warcraft, Book 6) by Christie Golden

By Christie Golden

His evil is legend. Lord of the undead Scourge, wielder of the runeblade Frostmourne, and enemy of the loose peoples of Azeroth. The Lich King is an entity of incalculable strength and remarkable malice -- his icy soul completely fed on by means of his plans to damage all existence at the global of Warcraft.

But it was once now not continuously so. lengthy ahead of his soul was once fused with that of the orc shaman Ner'zhul, the Lich King used to be Arthas Menethil, crown prince of Lordaeron and devoted paladin of the Silver Hand.

When a scourge of undeath threatened all that he enjoyed, Arthas was once pushed to pursue an ill-fated quest for a runeblade strong sufficient to save lots of his fatherland. but the item of his seek may precise a heavy cost from its new grasp, starting a scary descent into damnation. Arthas's course could lead him throughout the arctic northern wastes towards the Frozen Throne, the place he may face, in the end, the darkest of destinies.

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Extra resources for Arthas: Rise of the Lich King (World of Warcraft, Book 6)

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What might capture a Year 7 student’s imagination? Are there any peculiarities or distinctive elements that you could use to engage them early on in their studies with you? Capturing and maintaining a student’s interest is a prerequisite for effective teaching and learning. We believe that the majority of children are naturally curious about new things and you should seek to build on this in your teaching. Additionally, do not fall into the trap of thinking that the only learning a student will do within your subject is within your classroom sessions.

QCA, 2005) The QCA promotes the use of technology as a force for change in developing a curriculum fit for the twenty-first century. It is clear from recent QCA statements that such ‘joined-up curriculum thinking’ should be a priority as teachers not only seek to develop teaching skills but also the more general development of students’ creativity, thinking skills, ability to communicate and ability to collaborate. We will return to this work in Chapter 5 when we consider how ICT can help us teach creatively and teach for creativity.

Both of these concerns may be legitimate, but try and resist this kind of pressure. Teaching creativity must acknowledge that creativity itself is not limited to specific subject domains. In learning to teach creatively you will have to make connections across the curriculum in such a way that empowers you as a teacher to teach your subject in a new way, perhaps even in ways that you were not taught yourself! Incidentally, this will also create a more inclusive curriculum and educational environment for students, as we will consider in Chapter 6.

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