JDeRezende

Jessica de Rezende EDC 448 Fall 2009

This diverse text set was made for level 2 Portuguese learners. Students might vary between 10th and/or 11th graders; however, there may be native speakers in this class who are at a more advanced level than the rest of the students. The unit of study is Festas e Tradições, carnivals and traditions, with an emphasis on developing listening, speaking, reading and writing skills. This text set is designed to provide students with a general knowledge of Brazilian holiday activities and traditions.
 * Introduction **

Text #1: Textbook __ Citation: __ Klobuka, A. (2006). //Ponto de encontro: Portuguese as a world language//. Upper Saddle River, NJ: Pearson Education Inc. __ Summary: __ This textbook allows teachers to teach both Brazilian and/or European Portuguese. It highlights commonalities and differences between Brazilian and European vocabulary and grammar. __ Rationale: __ I chose this text because it contains a rich variety of insights into cultural and social realities of the entire Portuguese-speaking world. There is an activity for each lesson, involving vocabulary and conversations. The text includes cultural information within each lesson. It has a highly interactive approach towards the practice of the Portuguese language. __ Use: __ This book can be used as the main text for the class. It can be used for beginning and intermediate Portuguese learners. The students will be able to develop listening, reading, writing and speaking skills. There are activities and exercises the teacher can assign for homework, maps of Portuguese-speaking countries and verb charts. __ Attachment: __ This text can be accessed from []. Text #2: Printed Book __ Citation: __ Ancona, G. (1999). //Carnaval//. Harcourt Brace & Company. __ Summary: __ This book is about the people of a small town in Olinda, Brazil, and their preparation for the annual five day festivities of carnival. __ Rationale: __ I chose this book because it expresses the music and dancing of the Brazilian culture and its biggest festival. Also because it is a children’s book for ages 9 to 12, it is a lively text with an appealing picture-book format. __ Use: __ This book can be used as an outside or inside classroom reading assignment to give students an insight into the biggest festival in South America. __ Attachment: __ This book can not be accessed online. It can be purchased online at []. Text #3: Printed Book __ Citation: __ Dores Beirão, M. (2003). // Beijo de Abelha //. CA. Portuguese Heritage Pub. __ Summary: __ This text is a collection of poems and essays written by Maria da Dores Beirao about her experience as an immigrant woman. She writes about memories of her formative years in an Azorean island and about her love, admiration and respect for her people. __ Rationale: __ I chose this text because is a fairly short book of poems and essays that describes a life of an Azorean woman. Students can learn a lot about the Portuguese culture while practicing their Portuguese reading skills. __ Use: __ I can use this text as a reading assignment or as classroom work. I could use this text for an activity where students work in groups to read and interpret a certain poem or essay. __ Attachment: __ Text can be found online at []. Text #4: Chart/Table Citation __Citation: __  ufpel.edu.br. //Calendario de 2009//. Retrieved October 18, 2009 from  []. __ Summary: __ This website includes a full Brazilian calendar with specific, highlighted days of all their festivals and holidays. __ Rationale: __ I chose to provide a calendar so students can keep in mind the holidays and festival that we discuss in class in an organize table. __ Use: __ Students can use this calendar as a guide to remembering the month and dates of each holiday. A calendar can also help students understand the reason for celebration; the biggest Brazilian festival takes place in February, when it is the hottest in Brazil. __ Attachment: __ This chart can be found in []   or  see attachment 1.
 * Print Resources **

Text #5: News Article __ Citation: __ Pequeno, J. (2009, June 20). //Roteiro das festas juninas pela cidade//. Retrieved October 18, 2009 from []. __ Summary: __ This article is about the rotation of one of the festivals that takes place in June called Festival de Junina. __ Rationale: __ I chose this article because students can see how long the festival last and how it travels throughout the city taking places in different parts of the city so everyone can enjoy and participate in it. __ Use; __ There is a lot of dates and times in this article, I can use this article to teach students how to write dates in Portuguese form; date/month/year. I can teach them how to read and write military time; considering that military time is what is used in South America. __ Attachment: __ this article can be found in website [|http://jbonline.terra.com.br/pextra/2009/06/20/e200618478.asp#] or see attachment 2. Text #6: Video __ Citation: __ Thaphir. (2008, March 2). // Verdade verdadeira- festa junina // [Video file]. Retrieved October 19, 2009 from []. __ Summary: __ This video is of a Brazilian play that celebrates a Brazilian festival called Festival de Junina. The play demonstrates the traditional costumes, style of music and dancing. __ Rationale: __ I chose this video because it is a perfect way to show students what the festival is all about. They video has the sing-a-longs, costumes, dancing and plenty of humor that adolescents will enjoy. __ Use: __ This video can be used to provide student with a visual of Brazilian festivals and traditions, rather then texts. __ Attachment: __ This video can be found on youtube []. Text #7: Video __ Citation: __ Castelinhada12. (2008, March 22). //Chaves o dia de namorados- part 1// [Video file]. Retrieved October 19, 2009 from []. __ Summary: __ This video is of an episode of a popular show in Brazil. The episode revolves around the holiday Dia de Namorados, Valentines Day. __ Rationale: __ Chaves was one of my favorite shows while I lived in Brazil. All children and adults love it. This episode describes the holiday and give a comical story that student will love to watch. The language might be difficult at times but I think if I break the video into pieces I can help translate what was not understood so everyone can be on the same page. __ Use: __ This video can be used to practice listening skills. __ Attachment: __ This video can be found on youtube []. Text #8: Web Activity __ Citation: __ Col, J. (2003-2009). // Lable the seasons of the year (estações do ano) in Portuguese //. Retrieved October 19, 2009 from []. __ Summary: __ This is a worksheet on the four seasons. Students are to label each pictures representing a season using the word bank at the bottom of the page. __ Rationale: __ I chose this worksheet to go along with the calendar in text #4. This a an easy and fun way to for student to learn the seasons in Portuguese. __ Use: __ This worksheet can help build vocabulary. I could use this worksheet to not only teach the season in Portuguese, but have student describe each picture in return building the vocabulary ad pronunciation. __ Attachment: __ This worksheet can be found in EnchantedLearning [] or see attachment 3. Text #9: Song Lyrics __ Citation: __ Brucutu. (2003-2009). //O berimbau abadá capoeira//. Retrieved October 19, 2009 from []. __ Summary: __ This text is a capoeira, form of Brazilian martial arts, song that talks about a berimbau witch is a capoeira instrument. The song is about the love of capoeira and the respect for its instruments. __ Rationale: __ I chose this song because capoeira is very important to Brazilian tradition. __ Use: __ Students not only learn the concept of capoeira, but also practice their reading and interpretation skills. __ Attachment: __ This text can be found a website [] or see attachment 4. Text #10: Printed Resources __ Citation; __ Fitz, E. (February 2005). //Brazilian narrative traditions in a comparative context//. NY: The Modern Language Association of America. __ Summary: __ the text describes the “relation between Brazil and the United States: the colonial similarities and differences between the two nations. It also provides an extensive overview of Brazilian narrative, tracing its roots in both European and indigenous traditions, and of Brazilian literature in English translation”. __ Rationale: __ I chose this book as a source to enrich a teacher’s background knowledge about Brazilian culture. I have heard good things bout this book and feel like it contains a lot of helpful information that could help build my knowledge on Brazilian culture and help relate it to American culture. __ Use: __ I can use this text as a guide __ Attachment: __ This text can be purchased online through Modern Language Learners. The //Ponto de Encontro// textbook would be the primary resource for the students. The textbook contains many exercises that guide students in their development of Portuguese skills. //Carnaval// and //Beijo de Abelha// would be used as examples of Portuguese culture and its similarities and differences from American culture. The videos and song lyrics can be used to engage students in sharing their thoughts and opinions in class discussions. The calendar can be given to students to keep as a guide to remembering the holidays. The work sheet could be an at-home exercise for students to use in there free time. This text set is designed to provide students with a general knowledge of Brazilian holiday activities and traditions.
 * Media Resource **
 * Instructional Resources **
 * Applying Texts Together **

** Learning Objectives ** Given certain texts, Students will be able to name and describe Brazilian holiday activities and traditions through readings, videos and songs.

RI Foreign Language Standards __Communication: __ Communicate in Languages Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions __Cultures: __ Gain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied Students will be able to compose a scrapbook with at least 5 Brazilian festivals and/or traditional activities with pictures and written descriptions using the information covered in texts, videos and class.

R–12–7.2 Using information from the text to answer questions, __perform specific tasks, or solve problems__; to state the main/central ideas; to provide supporting details; to explain visual components supporting the text; or to interpret maps, charts, timelines, tables, or diagrams (Local)

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 * Attachments: **
 * 1) [] 
 * 2) [|http://jbonline.terra.com.br/pextra/2009/06/20/e200618478.asp#]
 * 3) []

Hey Jessica, There were some language classes in high school that I really enjoyed and some that I could not wait to get out of. The text that you have for your class is diverse and interesting for students of this time. I can see how students will not only have their attention held for the duration of the lesson, but also wil have an understanding of what is going on in the lesson on many different levels. I enjoy how you linked many similar topics aross the media. Also culture was huge for me in high school I loved seeing how other people lived their daily lives and how they celebrated the big moments. You integrated culture into your diverse text set which I think will help set the atmosphere for a student who is learning this language. It gives them something to relate to. I think you did a great job~! ~Emily