2. BUILDING SCHEMATA Schema theory is a theory of how knowledge is obtained and processed. It deals with preexisting or prior knowledge that is stored in our mind. (Nassaji, 2002 documented in Al-Issa, 2006). Schemata concerns of how we organize information to long term memory (Widdowson, 1983). It mirrors the experiences, conceptual understanding, attitudes, values, skills, and strategies … [we] bring to a text situation” (Vacca & Vacca, 1999, cited in Al-Issa,2006). BUILDING SCHEMATA Schema theory is a theory of how knowledge is obtained and processed. It deals with preexisting or prior knowledge that is stored in our mind. (Nassaji, 2002 documented in Al-Issa, 2006). Schemata concerns of how we organize information to long term memory (Widdowson, 1983). It mirrors the experiences, conceptual understanding, attitudes, values, skills, and strategies … [we] bring to a text situation” (Vacca & Vacca, 1999, cited in Al-Issa,2006).

3. Understanding some principles from schema theory can help in your work. Here are some principles to apply:  It is important to teach general knowledge and generic concepts.  Teachers must help learners build schemata and make connections between ideas.  Since prior knowledge is essential for the comprehension of new information, teachers either need to  help students build the prerequisite knowledge, or  remind them of what they already know before introducing new material.  Schemata grow and change as new information is acquired.  Learners feel internal conflict if they are trying to assimilate schemata which contradict their previous suppositions. Teachers need to understand and be sympathetic to this tension.  Deep-seated schemata are hard to change. An individual will often prefer to live with inconsistencies rather than to change a deeply-held value or belief. Understanding some principles from schema theory can help in your work. Here are some principles to apply:  It is important to teach general knowledge and generic concepts.  Teachers must help learners build schemata and make connections between ideas.  Since prior knowledge is essential for the comprehension of new information, teachers either need to  help students build the prerequisite knowledge, or  remind them of what they already know before introducing new material.  Schemata grow and change as new information is acquired.  Learners feel internal conflict if they are trying to assimilate schemata which contradict their previous suppositions. Teachers need to understand and be sympathetic to this tension.  Deep-seated schemata are hard to change. An individual will often prefer to live with inconsistencies rather than to change a deeply-held value or belief.

4. Some people in ancient times used to pass the time making word squares. The letters in these word squares spelled the same words horizontally and vertically. In 1913, the editor for the New York World newspaper, Arthur Winn, created a new kind of word square. Winn called his puzzle a “word cross.” This first crossword puzzle appeared in the Sunday edition of the paper on December 21 of that year. The readers of the paper enjoyed it so much that they asked for more. However, it wasn’t until 1924 that the first book of crossword puzzles was published. The book started an overnight craze. People competed in national tournaments, and some libraries had to enforce a five-minute limit for dictionary use. While crossword enthusiasts may not be as fanatical today, the crossword puzzle is still a popular pastime. Some people in ancient times used to pass the time making word squares. The letters in these word squares spelled the same words horizontally and vertically. In 1913, the editor for the New York World newspaper, Arthur Winn, created a new kind of word square. Winn called his puzzle a “word cross.” This first crossword puzzle appeared in the Sunday edition of the paper on December 21 of that year. The readers of the paper enjoyed it so much that they asked for more. However, it wasn’t until 1924 that the first book of crossword puzzles was published. The book started an overnight craze. People competed in national tournaments, and some libraries had to enforce a five-minute limit for dictionary use. While crossword enthusiasts may not be as fanatical today, the crossword puzzle is still a popular pastime.

6. Man of Many Faces You could probably identify a picture of this man as Mark Twain, famous author of such classic tales as Tom Sawyer and The Adventures of Huckleberry Finn. Mark Twain was a man of many faces. He was a newspaper man, a steamboat pilot, and even tried his hand at gold mining. But, he found his true calling in observing people and writing about them. What you may not realize is that Mark Twain is a pseudonym—a name Samuel Clemens used for his writing. Where did he come up with this name? It just so happens that in his day (mid 1800s) riverboat pilots used the term “mark twain” to mean the water was 2 fathoms, or 12 feet, deep. Man of Many Faces You could probably identify a picture of this man as Mark Twain, famous author of such classic tales as Tom Sawyer and The Adventures of Huckleberry Finn. Mark Twain was a man of many faces. He was a newspaper man, a steamboat pilot, and even tried his hand at gold mining. But, he found his true calling in observing people and writing about them. What you may not realize is that Mark Twain is a pseudonym—a name Samuel Clemens used for his writing. Where did he come up with this name? It just so happens that in his day (mid 1800s) riverboat pilots used the term “mark twain” to mean the water was 2 fathoms, or 12 feet, deep.

7. MARK TWAIN FAMOUS WORK JOBS/ EXPERIENCES NAMES USED TOM SAWYER T.ADVENTURES OF HUCKLEBERRY NEWSPAPER MAN STEAMB OAT PILOT SAMUEL CLEMENS GOLD MINING OBSERVING PEOPLE MARK TWAIN

9. HUMAN CLONING CLONNING ACTION INTRODUCTION (THE STORY OF DOLLY) THE REASON TO START/ STOP HUMAN CLONING AGAINST PRO UNNATURAL OPPORTUNITIES PRODUCT EFFECT SEX APPEARANCE ABNORMAL PRONE TO PREMATURE AGEING SUPERHUMAN