Yasuo School Lesson 3 Homework - Homework for you

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Yasuo School Lesson 3 Homework

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School: Listen A: English Listening Lesson

Listen A Minute. com
Listening + 9-Page Handout + Quizzes on School
THE TAPESCRIPT

Most kids say they don’t like school. They say their subjects are boring or there’s too much homework. In fact, school is one of the best times of a person’s life. Think about it. The hours are short – usually just six hours a day. You have the opportunity to learn lots of really useful stuff. You get to do science experiments, learn a musical instrument and play sports. On top of that, you get loads of holidays. Oh, I nearly forgot, you also get to see and play with your friends five days a week. What is there not to like? OK, school lunches are not the best in the world but you can bring your own lunch. And yes, exams are stressful, but if you study, you’ll do well in them. I’d love to go back to school. If I had another chance, I’d try my best in every subject.

LISTENING GAP FILL

Most kids _____________________ school. They say their subjects _____________________ too much homework. In fact, school is one of the best times of a person’s life. Think about it. The hours are short – usually just six hours a day. You _____________________ to learn lots of really useful stuff. You get to do science experiments, learn a musical instrument and play sports. On top of that, _____________________ holidays. Oh, I nearly forgot, you also _____________________ play with your friends five days a week. What is there not to like? OK, school lunches are not the best in the world but you _____________________ lunch. And yes, exams are stressful, but if you study, you’ll do well in them. I’d love to go back to school. If I _____________________, I’d try my best _____________________.

CORRECT THE SPELLING

Most kids say they don’t like school. They say their cebtjsus are ngorib or there’s too much homework. In fact, school is one of the best times of a person’s life. Think about it. The hours are hrost – usually just six hours a day. You have the opportunity to learn lots of really eslfuu stuff. You get to do science experiments, learn a uilsmca instrument and play sports. On top of that, you get asodl of holidays. Oh, I nearly forgot, you also get to see and play with your friends five days a week. What is there not to like? OK, school cshnelu are not the best in the world but you can bring your own lunch. And yes, samxe are eufsrtlss. but if you study, you’ll do well in them. I’d love to go back to school. If I had another cnhace. I’d try my best in every subject.

UNJUMBLE THE WORDS

Most say kids school like don’t they. They say their subjects are boring or there’s too much homework. In fact, best is times one of of a the school person’s life. Think about it. The hours are short – usually just six hours a day. You to opportunity the have lots learn of really useful stuff. get You experiments science do to. learn play and instrument musical a sports. On top of that, you get loads of holidays. Oh, I nearly forgot, you also your with play and see to get friends five days a week. What is there not to like? OK, school lunches are not bring world the but best you in can the your own lunch. And yes, exams are stressful, but if you study, you’ll do well in them. I’d to back school love go to. If I had another chance, I’d try my best in every subject.

DISCUSSION (Write your own questions)

STUDENT A’s QUESTIONS (Do not show these to student B)

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Baptism of Jesus (Matthew 3: 17) Preschool Sunday School Lesson

Baptism of Jesus (Matthew 3:17) Preschool Sunday School Lesson

This lesson is designed for preschool aged kids to teach them about the baptism of Jesus. This lesson is ideal for Sunday School or Kid’s Church, but it can also be used at home or in a daycare type setting.

Objective: To teach children about the baptism of Jesus

Targeted Age Group: Preschool

Game: Water Fun! Fill a large Rubbermaid box with water and put sponges, rubber ducks, and other bath-toys into the box. Have the kids play with the toys in the water. You can find even more water games for kids on our website.

Worship: (Please note: if you do not have a version of these songs you can find them on YouTube)

  • Down by The Riverside
  • When I am Baptized
  • Jesus Loves Me

Prayer: Dear Jesus, thank you so much that we can come together today and learn about you. We pray that our hearts can know you. Help us to have fun today with each other and give us listening ears to hear that story you have prepared for us. We love you Jesus. Amen!

Story Reinforcement: To keep the kids engaged have a duck puppet and tell the story from the perspective of the duck.

Story: Quack, quack, who is ready to hear a story from the Bible today? My name is Ducky and I am going to tell you a story from a very long time ago. It all began with a man named John, John was a messenger from God. It was John’s job to tell people that Jesus was coming! Now John was a bit of a funny guy, quack, he lived in the desert and ate bugs and honey! John would baptize people to prepare their hearts for Jesus. Does anybody know what baptism is? (give them time to answer). Baptism is a way of showing people that you love Jesus, the way you get baptized is by getting dunked under water. When you are older you can choose to get baptized too!

Quack, one day a man came walking towards the water where John was baptizing people, and God spoke to John, “This is Him,” God said. Jesus came to John and asked John to baptize Him. When John baptized Jesus a bright light appeared from heaven and dove flew down. Then God spoke again, “This is my Son, I love my Son. Please listen to my Son.”

God said in the Bible:

and behold, a voice from heaven said, “This is my beloved Son, with whom I am well pleased.” (Matthew 3:17, ESV)

This was the beginning of Jesus’ work, Jesus was going to save all people who believe in Him, including you and me, quack.

Activity: Take the kids outside to play with Bubbles, (If the weather doesn’t allow you to go outside paint with watercolors inside).

Snack Suggestion: Apple slices with honey and juice.

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High School Lesson Plans and Homework Assignments - Ms

Advanced (9-12) Standards Goal One:

Students will communicate in world languages for multiple purposes within various contexts.

1.1 Use oral and written language to provide information, exchange ideas, and explain concepts in formal and informal communications.

1.2 Comprehend the main ideas and significant details in oral and written presentation in the target language.

1.3 Use accurate pronunciation and culturally appropriate gestures to clarify meaning and intent in formal and informal situations.

1.4 Determine when the comprehension of language surpasses the ability to produce it, and use circumlocution to successfully communicate messages.

Advanced (9-12) Standards Goal Two:

Students will gain knowledge and understanding of other peoples and cultures through the study of the target language.

2.1 Examine various interactions and patterns of behavior typical of the target culture.

2.2 Analyze various customs, traditions, beliefs, and values of the target culture.

2.3 Analyze various institutions and systems of the target culture.

2.4 Analyze the influence of significant artistic and scientific/technological contributions of the target culture on the world community.

Advanced (9-12) Standards Goal Three:

Students will us world languages to increase their understanding of the home language and culture.

3.1 Analyze how linguistic elements are used to convey meaning in the home and target languages.

3.2 Analyze how grammatical structures of the target language correlate to the home language.

3.3 Analyze how the target culture has influenced the development of the home culture.

Advanced (9-12) Standards Goal Four:

Students will use world languages to interact in multilingual communities and to analyze career options in a global marketplace.

4.1 Use culturally authentic texts and media as a response for personal, academic, and professional growth.

4.2 Analyze the use of the target language in the community, state, nation, and world.

4.3 Evaluate career options and needs of corporation and businesses of the target language and culture.

Advanced (9-12) Standards Goal Five:

Students will use knowledge and perspectives that can be gained only through the target language and culture.

5.1 Integrate information and perspectives gained from the target language and culture into various aspects of learning.

5.2 Analyze the impact of current and historical events on the lives of people in the target culture.

5.3 Evaluate how different cultural perspectives influence people's reactions to world issues and events.

los objetos de U3 Etapa 1: ¿Estás en forms?:

Communication: 1) Discuss ways to stay fit and healthy, pp.180-183, 189,192 2) Make suggestions, pp. 182-183, 189, 192 3) Talk about daily routine and personal care, pp. 187, 191, 193 Grammar: 1) Deber. p. 185 2) Pronoun placement p.186 3) formal commands and pronoun placement pp. 188 & 190; Culture: describe and appreciate the significance of 1) Puerto Rico 2) el béisbol en Puerto Rico

RECYCLING: double object pronouns, p. 185

los objetos de U3 Etapa 2: Preparaciones:

Communication: 1) Tell someone what to do, pp. 204-205, 209, 211, 215 2) Talk about chores, pp. 204-205, 209 3) Say if something has already been completed, pp. 204-205, 214 4) Discuss beach activities, pp. 202-203, 207, 214 Grammar: 1) Affirmative commands, p. 208 2) Negative commands p.210 3) adverbs ending in -mente. pp. 212; Culture: describe and appreciate the significance of 1) Los jóvenes y los quehaceres en los paíes hispanos, p. 209 2) el manatí, p. 214 3) El Yunque: Bosque Nacional, pp. 216-217 RECYCLING. daily routine and personal care (reflexive verbs), p. 207

el 15 de abril. 1) Activities 14 & 15, p. 214 are due. 2) Culture Lesson: Puerto Rico: Lugar Maravilloso, pp. 194-195. Activities: Read En Voces & discuss comprehension questions.

la tarea: Complete U3E1 Repaso Acticities 1-4, pp. 196-197. U3E1 Exam Tuesday.

el 16 de abril: 1) U3E1 Repaso Acticities 1-4, pp. 196-197are due. U3E1 Exam today.

el 17 de abril: 1) Culture Lesson: Read En Colores: El Yunque: Bosque Nacional & answer the ¿Comprendiste? questions #1-5. 2) Complete U3E2 Repaso Acticities 1-4, pp. 218-219.

la tarea: U3E2 Exam Thursday.

el 18 de abril: 1) Complete U3E2 Repaso Acticities 1-4, pp. 218-219 are due. 2) U3E2 Exam today.

el 19 de abril:Viernes de Enfrascamiento- (Immersion Friday)

los objetos: Communication and Grammar: 1) Express Feelings and Emotions 2) Discussing What just happened (using the present to talk about the immediate past) 3) talking on the phone 4) Discussing sports 5) talking about clothes and accessories 6) Describing the weather 7) Stating preferences and opinions (making comparisons); Culture: describe and appreciate the significance of 1)regional vocabulary, 2) leisure activities in Puerto Rico

los objetos: Communication and Grammar: 1) Talk about sports with the verb jugar, 2) Express preferences (e-ie stem-changing verbs), 3) Say what you know (saber & conocer), 4) Make comparisons; Culture: describe and appreciate the significance of 1) regional vocabulary, 2) leisure activities in Puerto Rico

los objetos: Communication and Grammar: 1) order food and request the check, pp. 296-297, pp. 306-307, 2) talk about food, 3) Express Extremes, pp. 296-297, p.303, 4) say where you went, pp. 296-297, p. 300. Grammar: 1) use the verb poner, p. 299 2) use gustar, pp. 300-301 3) use affirmative and negative words, pp. 302-303 4) use stem-changing verbs: e-i, pp. 304-306 Culture: describe and appreciate the significance of 1) Oaxacan cuisine, p.300 2) eating in Spanish-speaking establishments

Estándares de Contenido Académico (Content Standards)

1.1 Use oral and written language to provide information, exchange ideas, and explain concepts in formal and informal communications.

1.2 Comprehend the main ideas and significant details in oral and written presentation in the target language.

1.3 Use accurate pronunciation and culturally appropriate gestures to clarify meaning and intent in formal and informal situations.

determine the accepted ways to respond and interact in the target culture.

investigate how word order, phrase groupings, and voice inflections are used to convey meaning in the home and target languages.

Analyze how grammatical structures of the target language correlate to the home language.

Analyze the use of the target language in the community, state, nation, and world.

el 15 de abril. 1) Lesson: Ordering food in a Spanish-speaking restaurant and food vocabulary. Activities: Continue to work in your role -play groups. Today is your day to practice with your scripts. Tomorrow they must be memorized and ready to re-enact for a quiz score.

la tarea: Prepare for Role-play and study food vocabulary for Wednesday's quiz.

el 16 de abril: 1) Restaurant Role-play performance day.

la tarea: Study food vocabulary for Wednesday's quiz.

el 17 de abril: 1) Foods quiz. 2) Culture Lesson: En Voces: La Cerámica Negra, p.308-309. and En Colores: Monte Alba, pp. 310-311. 3) Complete U4 E3 Repaso activities #1-5, pp. 312-313

la tarea: U4E3 Test tomorrow

el 18 de abril: 1) Repaso Activities 1-5 are due. 2) Complete U4E3 Written exam.

el 19 de abril: Complete Listening and Speaking portion of U4E3 Exam. Complete Immersion while I give the speaking portion of the test to individuals.

los objetos de Unidad 2 Etapa 3: Communication: 1) Discuss plans pp. 146-147, 160-161 2) Sequence events pp. 148-149 3) Talk about places and people you know pp. 148-149, 162-163; Grammar: 1) use ir a + infinitive pp. 153-155 2) use the present tense of regular -er and -ir verbs pp. 155-156 3) use verbs with irregular yo forms p. 157 4)use the verb oír p. 158 Culture: 1) mealtimes in Mexico p. 156 and El Zócalo pp. 162-163

los objetos de Unidad 3 Etapa 1: Communication: 1) Extend invitations, pp. 176-177, 178-179 2) Talk on the Phone pp. 178-179 3) Express Feelings pp. 176-177, 178-179; 4) Say where you are coming from, pp. 178-179 4) Say what just happened, pp. 178-179; Grammar: 1) use estar with adjectives pp. 182-183 2) use acabar + de + infinitive pp. 184-185 3) use venir pp. 185-186 4)use gustar with infinitives pp. 187-188 Culture: 1) Puerto Rico p. 172-173, 185

Estándares deContenidoAcadémico ( Content Standards)

1.1 Use oral and written language to provide information, exchange ideas, and explain concepts in formal and informal communications.

1.2 Comprehend the main ideas and significant details in oral and written presentation in the target language.

1.3 Use accurate pronunciation and culturally appropriate gestures to clarify meaning and intent in formal and informal situations.

determine the accepted ways to respond and interact in the target culture.

investigate how word order, phrase groupings, and voice inflections are used to convey meaning in the home and target languages.

Analyze how grammatical structures of the target language correlate to the home language.

Analyze the use of the target language in the community, state, nation, and world.

Breaking News English ESL Lesson Plan on Homework

Homework Has Few Benefits, Says Study (29th March, 2012)

The notion of younger children doing homework is under attack. New research suggests that homework for younger children does not really provide any benefit and teachers only give it because parents want it. Professor Richard Walker of Sydney University said that elementary (primary) school children do hours of homework every week but it has minimal, if any, effect on their test grades or level. He said the situation was little better for junior high school kids. He suggested: “I don't think anyone except senior high school students should be doing a couple of hours of homework.” Dr Walker said: “A little bit of homework is probably OK at all ages, if part of the reason is to help kids become self-directed learners.”

The study from Sydney University comes days after calls by parents in France to boycott homework and read a book instead. Jean-Jacques Hazan of the French Parents Association said: “If the child hasn't succeeded in doing the exercise at school, I don't see how they're going to succeed at home.” He added that schools were pushing the responsibility of teaching onto parents, which causes family friction. “We're asking parents to do the work that should be done in lessons,” he said. A teaching spokeswoman agreed, saying: “Not all families have the time or the necessary knowledge to help their offspring.” French primary schools still give homework despite a five-decade-long ban on it.

WARM-UPS

1. HOMEWORK: Walk around the class and talk to other students about homework. Change partners often. Sit with your first partner(s) and share your findings.
2. CHAT: In pairs / groups, decide which of these topics or words from the article are most interesting and which are most boring.

notion / younger children / benefits / homework / test grades / self-directed learner / boycott / succeeded / responsibility / family friction / knowledge / offspring / decade

Have a chat about the topics you liked. Change topics and partners frequently.
3. LEARNING: How best can kids learn? Complete this table with your partner(s). Change partners and share what you wrote. Change and share again.

WHILE READING / LISTENING


GAP FILL: Put the words into the gaps in the text.


The (1) ____________ of younger children doing homework is under attack. New research suggests that homework for younger children does not (2) ____________ provide any (3) ____________ and teachers only give it because parents want it. Professor Richard Walker of Sydney University said that elementary (primary) school children do hours of homework every week but it has (4) ____________, if any, effect on their test grades or level. He said the situation was (5) ____________ better for junior high school kids. He suggested: “I don't think anyone (6) ____________ senior high school students should be doing a couple of hours of homework.” Dr Walker said: “A little (7) ____________ of homework is probably OK at all ages, if part of the reason is to help kids become (8) ____________ -directed learners.”

The study from Sydney University comes days after (9) ____________ by parents in France to (10) ____________ homework and read a book instead. Jean-Jacques Hazan of the French Parents Association said: “If the child hasn't succeeded in doing the exercise at school, I don't see how they're going to (11) ____________ at home.” He added that schools were (12) ____________ the responsibility of teaching onto parents, which causes family (13) ____________. “We're asking parents to do the work that should be done in lessons,” he said. A teaching spokeswoman (14) ____________, saying: “Not all families have the time or the necessary knowledge to help their (15) ____________.” French primary schools still give homework despite a five-decade-long (16) ____________ on it.

LISTENING – Listen and fill in the gaps


The ______________________ children doing homework is under attack. New ______________________ homework for younger children does not really provide any benefit and teachers only ______________________ parents want it. Professor Richard Walker of Sydney University said that elementary (primary) school children do hours of homework every week but it has ______________________ on their test grades or level. He said the situation was little better for junior high school kids. He suggested: “I don't think ______________________ high school students should be doing a couple of hours of homework.” Dr Walker said: “A little bit of homework is probably OK at all ages, if part of the reason is to help kids become ______________________.”
The study from Sydney University comes ______________________ parents in France ______________________ and read a book instead. Jean-Jacques Hazan of the French Parents Association said: “If the child hasn't succeeded in doing the exercise at school, I ______________________ going to succeed at home.” He added that schools were pushing the responsibility of teaching onto parents, which ______________________. “We're asking parents to do the work that should be done in lessons,” he said. A teaching spokeswoman agreed, saying: “Not all families have the time or the necessary knowledge ______________________.” French primary schools still give homework despite ______________________ on it.

AFTER READING / LISTENING


1. WORD SEARCH: Look in your dictionary / computer to find collocates, other meanings, information, synonyms … for the words ‘under’ and ‘attack’.

  • Share your findings with your partners.
  • Make questions using the words you found.
  • Ask your partner / group your questions.

2. ARTICLE QUESTIONS: Look back at the article and write down some questions you would like to ask the class about the text.

  • Share your questions with other classmates / groups.
  • Ask your partner / group your questions.

3. GAP FILL: In pairs / groups, compare your answers to this exercise. Check your answers. Talk about the words from the activity. Were they new, interesting, worth learning…?
4. VOCABULARY: Circle any words you do not understand. In groups, pool unknown words and use dictionaries to find their meanings.
5. TEST EACH OTHER: Look at the words below. With your partner, try to recall how they were used in the text:

HOMEWORK SURVEY


Write five GOOD questions about homework in the table. Do this in pairs. Each student must write the questions on his / her own paper.
When you have finished, interview other students. Write down their answers.

WRITING


Write about homework for 10 minutes. Correct your partner’s paper.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

HOMEWORK

1. VOCABULARY EXTENSION: Choose several of the words from the text. Use a dictionary or Google’s search field (or another search engine) to build up more associations / collocations of each word.
2. INTERNET: Search the Internet and find out more about homework. Share what you discover with your partner(s) in the next lesson.
3. HOMEWORK: Make a poster about homework. Show your work to your classmates in the next lesson. Did you all have similar things?
4. BOYCOTT: Write a magazine article about French parents boycotting homework for their children. Include imaginary interviews with people who are for and against the boycott.
Read what you wrote to your classmates in the next lesson. Write down any new words and expressions you hear from your partner(s).
5. LETTER: Write a letter to an education expert. Ask him/her three questions about homework. Give him/her three of your opinions on it. Read your letter to your partner(s) in your next lesson. Your partner(s) will answer your questions.

ANSWERS

PPT - Lesson 13

Lesson 13.3: Clean water PowerPoint PPT Presentation Download Presentation

Lesson 13.3: Clean water

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Obj. 13.3: Discuss costs, limitations, and benefits of possible interventions for global health issues.

Lesson 13.3:Clean water

Module 13: Global Health

Do Now: The Global Water Crisis
  • List some causes and health effects you think might result from each of the WHO statisticsbelow. (Source:http://www.who.int/water_sanitation_health/sanitation/action/en/)

Out of Sight, Out of Mind?
  • With a partner, read through the additional statistics below and discuss the following questions: Were you aware of this global health crisis? How do you feel after reading these statistics? Why don’t you think our global society has collectively taken more action to improve safe drinking water and sanitation in our world?

Water Issues Roundtable
  • Choose ONE of the following issues to bring to a class roundtable discussion on water issues. You will have approximately 1 minutes total to report out on your issue, and then you will pose a thought-provoking question to the audience and there will be a brief discussion. In your initial summary of the issue consider briefly addressing: WHAT the issue is, WHO is affected, WHEN it began or worsened, WHERE people are most affected, WHY it has not yet changed, and HOW we can change it in the future for people affected in the world. Then address the costs, limitations, and possible benefits of proposed solutions.

Water Issues Roundtable

Yasuo school lesson 3 homework

Yasuo

Yasuo is a man of resolve, an agile swordsman who wields the wind itself to cut down his foes. This once-proud warrior has been disgraced by a false accusation and forced into a desperate fight for survival. With the world turned against him, he will do everything in his power to bring the guilty to justice and restore his honor.

Formerly a brilliant pupil at a renowned Ionian sword school, Yasuo was the only student in a generation to master the legendary wind technique. Many believed he was destined to become a great hero. However, his fate was changed forever when Noxus invaded. Yasuo was charged with guarding an Ionian Elder, but, foolishly believing his blade alone could make the difference, he left his post to join the fray. By the time he returned, the Elder had been slain.

Disgraced, Yasuo willingly turned himself in, prepared to pay for his failure with his life. He was shocked, however, to find himself accused not just of dereliction, but of the murder itself. Though confused and racked with guilt, he knew the assassin would go unpunished if he did not act. Yasuo raised his sword against the school and fought his way free, knowing his treason would turn all of Ionia against him. Left truly alone for the first time in his life, he set out to find the Elder's real killer.

Yasuo spent the next several years wandering the land, seeking any clue that might lead him to the murderer. All the while, he was relentlessly hunted by his former allies, continually forced to fight or die. His mission drove him ever forward, until he was tracked down by the one foe he dreaded most - his own brother, Yone.

Bound by a common code of honor, the two warriors bowed and drew their swords. Silently they circled one another under the moonlight. When they finally charged forward, Yone was no match for Yasuo; with a single flash of steel he cut his brother down. Yasuo dropped his weapon and rushed to Yone's side.

Overcome with emotion, he demanded to know how his own kin could think him guilty. Yone spoke: ''The Elder was killed by a wind technique. Who else could it be?'' Understanding swept over Yasuo as he suddenly realized why he had been accused. He professed his innocence once more and begged his brother's forgiveness. Tears streamed down Yasuo's face as his brother passed in his arms.

Yasuo buried Yone under the rising sun, but could take no time to mourn. Others would be after him before long. His brother's revelation had given Yasuo newfound purpose; he now had the clue that would lead to the true killer. Swearing an oath, he gathered his belongings and, with one last look at Yone's grave, set out with the wind at his back.

''The story of a sword is inked in blood.''
-- Yasuo

Friends

Yasuo school lesson 3 homework

Yasuo is a man of resolve, an agile swordsman who wields the wind itself to cut down his foes. But this once proud warrior has been disgraced by a false accusation and forced into a desperate fight for survival. With the world turned against him, he will do everything in his power to bring the guilty to justice and restore his honor.

Once a brilliant pupil at a renowned Ionian sword school, Yasuo was the only student in a generation to master the legendary wind technique. Many believed he was destined to become a great hero. However, his fate was changed forever when Noxus invaded. Yasuo was charged with guarding an Ionian Elder, but, foolishly believing his blade alone could make the difference, left his post to join the fray. By the time he returned, the Elder had been slain.

Disgraced, Yasuo willingly turned himself in, prepared to pay for his failure with his life. He was shocked, however, to find himself accused not just of dereliction, but of the murder itself. Though confused and racked with guilt, he knew the assassin would go unpunished if he did not act. Yasuo raised his sword against the school and fought his way free, knowing his treason would turn all of Ionia against him. Now truly alone for the first time in his life, he set out to find the Elder's real killer.

Yasuo spent the next several years wandering the land, seeking any clue that might lead him to the murderer. All the while, he was relentlessly hunted by his former allies, continually forced to fight or die. His mission drove him ever forward, until he was tracked down by the one foe he dreaded most – his own brother, Yone.

Bound by a common code of honor, the two warriors bowed and drew their swords. Silently they circled one another under the moonlight. When they finally charged forward, Yone was no match for Yasuo; with a single flash of steel he cut his brother down. Yasuo dropped his weapon and rushed to Yone's side.

Overcome with emotion, he demanded to know how his own kin could think him guilty. Yone spoke: “The Elder was killed by a wind technique. Who else could it be?” Understanding swept over Yasuo as he suddenly realized why he had been accused. He professed his innocence once more and begged his brother's forgiveness. Tears streamed down Yasuo's face as his brother passed in his arms.

Yasuo buried Yone under the rising sun, but could take no time to mourn. Others would be after him before long. His brother's revelation had given Yasuo newfound purpose; he now had the clue that would lead to the true killer. Swearing an oath, he gathered his belongings and, with one last look at Yone's grave, set out with the wind at his back.

The story of a sword is inked in blood.

Play "A lot of people want me dead - they call it justice. I'm the only one who knows the truth. All I have left is the wind by my side.

Movement
  • Play "A sword's poor company for a long road."
  • Play "My honor left a long time ago."
  • Play "No-one is promised tomorrow."
  • Play "Follow the wind, but watch your back."
  • Play "This blade never gets any lighter."
  • Play "Virtue is no more than a luxury."
  • Play "The road to ruin is shorter than you think."
  • Play "Sleep is for the guiltless."
  • Play "Justice. That's a pretty word."
  • Play "Hmph. One step ahead of the past."
  • Play "A wanderer isn't always lost."
  • Play "Just looking for a road home."
  • Play "Never could stay in one place."
  • Play "I will follow this path until the end."
  • Play "Honor is in the heart, not the name."
  • Play "I will not forget who I am."
  • Play "This story is not yet finished."
  • Play "Is a leaf's only purpose to fall?"
  • Play "Hmph. dying's the easy part."
Attacking
  • Play "People keep running into my blade."
  • Play "I'll give you the easy way out."
  • Play "No cure for fools."
  • Play "Kill me? You can try."
  • Play "It's just death. Nothing serious."
  • Play "Make it quick."
  • Play "Don't start what I'll finish."
  • Play "At peace with yourself? You will be."
  • Play "Some things never dull."
  • Play "Some mistakes you can't make twice."
  • Play "I will not die dishonored."
  • Play "No more running."
  • Play "I alone decide my fate."
  • Play "One blade, one purpose."
  • Play "It is not yet time to die."
Joke

Yasuo tosses his flask into the air and catches it on his sword.

  • Play "The blade above all things. except a good drink."
  • Play "Who says I can't handle my drink?"
  • Play "There are three certainties in life: honor, death, and hangovers."
Taunt

Yasuo grabs his flask and spits alcohol into his sword.

Movement
  • Play "A sword's poor company for a long road."
  • Play "My honor left a long time ago."
  • Play "No-one is promised tomorrow."
  • Play "Follow the wind, but watch your back."
  • Play "This blade never gets any lighter."
  • Play "Virtue is no more than a luxury."
  • Play "The road to ruin is shorter than you think."
  • Play "Sleep is for the guiltless."
  • Play "Justice. That's a pretty word."
  • Play "Hmph. One step ahead of the past."
  • Play "A wanderer isn't always lost."
  • Play "Just looking for a road home."
  • Play "Never could stay in one place."
  • Play "I will follow this path until the end."
  • Play "Honor is in the heart, not the name."
  • Play "I will not forget who I am."
  • Play "This story is not yet finished."
  • Play "Is a leaf's only purpose to fall?"
  • Play "Hmph. dying's the easy part."
Attacking
  • Play "People keep running into my blade."
  • Play "I'll give you the easy way out."
  • Play "No cure for fools."
  • Play "Kill me? You can try."
  • Play "It's just death. Nothing serious."
  • Play "Make it quick."
  • Play "Don't start what I'll finish."
  • Play "At peace with yourself? You will be."
  • Play "Some things never dull."
  • Play "Some mistakes you can't make twice."
  • Play "I will not die dishonored."
  • Play "No more running."
  • Play "I alone decide my fate."
  • Play "One blade, one purpose."
  • Play "It is not yet time to die."
Joke

Yasuo tosses his flask into the air and catches it on his sword.

  • Play "The blade above all things. except a good drink."
  • Play "Who says I can't handle my drink?"
  • Play "There are three certainties in life: honor, death, and hangovers."
Taunt

Yasuo grabs his flask and spits alcohol into his sword.