WWE Know Your Role aracer.mobi Netbook - Download as PDF File .pdf), Text File .txt) or read online. Let the /r/RPG mods know. (WWE Know Your Role) (aracer.mobi) Does anyone play this game, have the book or PDF that can help me out?. It is my hope that this review will illuminate some of the misconceptions about WWE Know Your Role! and help you, the reader and fellow.
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and whipped up a PDF, giving us the Great aracer.mobi WWE: Know Your Role Netbook! I am making the netbook available under a Creative. chaPter oNe. The World Wide Wrestling RPG is a game that creates professional .. iconic heights. Over time, as you get to know the wrestlers better, their. Watermarked PDF + Softcover B&W Book Evolving from the cult-hit WWE: Know Your Role RPG, WWW returns with a further refined system.
For example, a roll of 6 multiplied by 5 will result in the character starting the game with 30 dollars or gold pieces.
Finally, the teacher will write a list of items available for download and their cost on the board so that the students can download them for their characters.
These items will include clothing, items, and support gear like ropes or hooks. For example, Janice has 30 gold pieces and wants to download a fancy dress 5 gold pieces , fancy shoes 3 gold pieces , riding boots 1 gold piece , riding uniform 3 gold pieces , gloves 1 gold piece , and a dagger 1 gold piece.
After all the students have prepared their characters and downloadd their items, the teacher will begin with the narrative. Unless the teacher has access to one of the commercially available scenarios, this narrative must be designed beforehand by the teacher.
Teachers should design a 8 setting, non-player characters that will take part in the narrative, and a rough outline for the plot.
However, since the game allows for open conversation, the conversations between these characters and the players, as well as the way to accomplish the tasks given by the teacher, should be decided by the students as the narrative develops. The teacher will tell students to imagine themselves in a certain setting under certain circumstances and ask students what they would do.
As the story progresses, the teacher should give students more freedom to interact and announce actions for their characters. A possible beginning to a session set in a medieval fantasy world in a 12th grade class of 10 students could have the following interaction: Teacher: Imagine yourselves as the characters you have created.
All of Lemuria is in a festive mood. The uneasy truce between Lemuria, where you live, and the Highland Kingdom was finally going to become an official alliance. You are standing in a large hall. As you look around you notice the smiles of over one hundred nobles celebrating the upcoming alliance.
A group of nobles wearing the emblem of the Highland Kingdom seem to stand out. As the king of Lemuria, Neil the third, walks into the room, the crowd becomes silenced by the splendor of his garments.
Janice: What is he wearing? Teacher looking at the notes : he is wearing a long, red tunic and a regal cape.
The jewels in his crown shine like no other jewel you have ever seen. Luis: I look around. Are there any cute girls there? One has long, blonde hair; her green suit makes her seem like springtime come alive.
The second girl has a dress in a shade of red that matches her hair. Both are equally as beautiful.
Luis: I approach the girl in the green suit. Javier: I want to talk to the girl in the red suit. Teacher: Very well. To Yazmin you see a young man approach you. He is a tall man of tanned skin and a muscular body. To Janice You see a short, old man with a long beard walk towards you. He seems to want to talk to you. At this point, the students would interact amongst themselves, asking the teacher for guidance and advice.
When the students stop interacting with each other, the teacher could help the students communicate their ideas or make the story move forward by stating that the king is tired, wishes to retire for the evening, and bids that everyone rests as well, as they will need all their energy for the upcoming day.
Some students may have their characters rest while others may decide to explore the castle. Whatever choices the students make, it is up to the teacher to guide them through the story and to their final purpose, in the case of the example above to deliver a package to a neighboring king and return home.
Most actions performed in the game should have a check-score. For example, if a character wants to pick up and throw a boulder, the player should roll a twenty-sided die for strength check. This successful completion of this action requires a roll of 18 or more on behalf of the player.
If the character has any bonus on the required attribute, in this case strength, the bonus is added to the roll. Ricardo: I want to lift the boulder and throw it out of the way.
Teacher: You need a strength check of Teacher: You lift up the boulder with ease and cast it aside. The road is now clear. These checks should be done for major actions only. Walking or jumping, for example, should not require dice rolls to determine success, although jumping across a large gap may require an agility check.
If the teacher or the students should be interested in participating in a historical battle scenario, such as The Vietnam War or The Crusades, the teacher should do ample research on the desired era. For example, a teacher that will allow the students to role play in a Vietnam War scenario should have ample knowledge about the Democratic Republic of Vietnam, also known as North Vietnam, and about the Republic of Vietnam, also known as South Vietnam.
Teachers should begin the lesson by giving a brief historical background about Vietnam and the political context under which the war was waged. The students could be introduced to the game by having them play the roles of soldiers. The students could form part of a fictional squad and be given a mission to deliver an important package or to uncover a conspiracy.
If the students were to engage in fictional battles with soldiers from the opposing nation, they would use the dice to determine the success of their actions and the accuracy of their shots. For example, if a student declared fire on an opponent soldier, the student would have to roll a die. Depending on the resulting roll higher scores give higher chances of success the student either hits or miss.
A second roll could then be made to find out where the enemy soldier was hit higher rolls making the inflicted wound in a lethal area and lower rolls inflicting superficial wounds or scrapes. Rulebooks and GM Guidebooks give more specific rules for the battle systems. Variations Although these games are best when used with small groups of students, they can be modified for larger groups. The setting and opening of the story would be the same as it would be for a small group, but instead of giving everyone a single mission, the teacher would have to give several missions to smaller groups of students, then switch back and forth every 10 — 15 minutes between groups.
The ideal grade level for the implementation of this game is high school, but it can also be used with middle school students who have some degree of proficiency with the language, and with university students who are already fluent and want to practice the language.
The use of computers can be integrated with this activity. Teachers could encourage students to keep web logs blogs or journals to allow them to write about their experience after each game session. In these blog or journal entries, students could offer narratives on how the game session went. Students could also write their opinions about the narrative itself, comment on the plot and the events experienced, and reflect on what they would have done differently.
Students should also be encouraged, if possible, to keep track of their game annotations online. These notes include events that took place or comments about the game itself. Besides writing about their role play adventures, they could list their items and even plan for future sessions. Changes in theme are done through the story. It is up to the teacher to design a setting and basic plot outline. This can be done in a fantasy setting, a historical setting, a modern setting, or a futuristic setting.
What is important is student interaction. However, when designing the plot, the teacher should be aware of the cultural sensibilities of the students.
It is up to the teacher to learn of the cultures of the students, find what they find offensive, and exclude these elements from the game. Reflections Students should be evaluated on their participation and contribution to the narrative, degree of interaction, and notes on the character sheets. Teachers should develop their own rubrics in which they detail the following criteria: 1 willingness to participate, 2 effective communication, 3 performance, or how well students play their characters, and 4 cooperation with other students to accomplish a goal.
In the end, the real demonstration of the success of the activity is the increased willingness of the students to use unrehearsed, spontaneous language in different settings. It's a crying shame that Comic Image didn't see much in it besides "just another d20 game to pump out" in the waning days of the d20 bubble.
Compared to most d20, though, this game doesn't have the skill problem as much, as fewer of the skills are "useless". Additionally, the game is focused more on feats and talents than skills.
All that said, I have a hard time strictly recommending this game, and would much sooner recommend it's unofficial second edition: Wild World Wrestling. That game's main advantage is going full classless thus no multiclass issue , while keeping the unique aspects of its combat. Know Your Role site Link: Email This BlogThis!
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