Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j0EJIJn02599; Fri, 14 Jan 2005 14:18:19 -0500 (EST) Date: Fri, 14 Jan 2005 14:18:19 -0500 (EST) Message-Id: <20050114191248.TGHH4717.out011.verizon.net@Barb> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Barbara Garner" <b.garner4@verizon.net> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1264] polit cartoon activity from AALPD X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Office Outlook, Build 11.0.5510 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 773 Lines: 17 Reply to: RE: [NIFL-AALPD:1909] RE: FW: political cartoons Actually Roberta, that reminds me of a fun thing to do with a class for a lesson on political cartoons. As a wrap up or culminating activity, have students write/draw their own cartoons. For example, I could use the quote in my signature line and ask the students to draw it. Or they could choose another quote or topic they are interested in. To tie this in with what Jackie is asking, students doing their own drawings and interpretations of political events helps to inform context and evolve understanding. For GED/ABE professional development training, the teacher-learners could also do this to model what they will be asking student-learners to do. Anyone care to start? ;-) Melissa Monti
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