Lesson 3 2. Think about a joke or cartoon that you didnt understand, such as from a late-show monologue or a political cartoon.

hy was it confusing or un-amusing! hat information would you ha"e needed for it to make sense! hat are the implications for teaching content to all students, including #nglish learners! There was recently a two-frame political cartoon out of $ustralia that shows a large soldier looking down at a smaller, hooded man %a terrorist!& with a bomb in his hand in the first frame, with the date '())(2**) at the top. The second frame has the same soldier and hooded man with bomb, but the si+es are re"ersed. The soldier is now small, and the hooded man is large, with the date '())(2*)* at the top. This cartoon may ha"e made more sense, to me at least, if the frames had been re"ersed. ,ack in 2**), the terrorist was dominant, ha"ing taken down the Twin Towers, and now in 2*)*, after we ha"e been fighting in -ra. and $fghanistan, we ha"e gained more control and become fore powerful. $s the cartoon stands, - would need someone to interpret it for me. - am "ery aware of what is happening in these /iddle #astern countries, yet - am confused as to what this cartoon was trying to con"ey. hen teaching content to students, a clear and decisi"e e0planation of the content may be necessary beforehand to be sure e"eryone is 1on the same page. 3. -f you are creating a 2-34 lesson, how will you acti"ate students prior knowledge and build background! hat connections to past learning can you make! hat are your key "ocabulary words and how will you teach them! $n instructor can build background by presenting books, articles, graphics, and(or "ideo to set the stage for the lesson to be taught. $ teacher must 1find out what a student knows or has e0perienced, then link their knowledge to the lesson objecti"e %pg. 56&. 7efining terms and supporting the students understanding of the words is necessary if they are to remember them. -n this chapter, /rs. 8armin, a teacher, presented three guidelines to help students with "ocabulary words9 predicting, clarifying and .uestioning %pg 5)&. The first step was 1predicting where the students told what they thought the story was about by looking at the title of the book they were going to read, as well as illustrations. 2econdly, she had the students clarify words they were unfamiliar with, e"en highlighting words they didnt understand. These words became key "ocabulary words. 2he e.uated these words with words she felt they already knew, for e0ample9 1ill means 1sick. Lastly, students were encouraged to .uestion the meaning of the words and used a thesaurus to help clear up any confusion. $fter presenting the "ideo, /rs. 8armin used a :enn diagram illustrating the differences between fiction and fantasy. The last .uestion in ;3 is 1 hat are your key "ocabulary words and how would you teach them!< - ha"e ne"er been apprehensi"e about using ideas from people - think of as e0pert teachers. - would emulate /rs. 8armin, ha"ing the students chose which words to use.