Portuguese language lesson plan, aimed at second year high school students, to study the themes: Romanticism in Portugal / Brazil, guiding aesthetic principles - authors and works, historical genesis, cultural context, study of the film "A marvada carne", research and seminar.
This activity is available for download in an editable word template and ready to print in PDF.
Download this activity from:
Teacher's name:
Subject: Portuguese language
Time course:
Reference Year:
Teaching Stage: High school
Year/Phase/Module: 2nd year Classes: Shift:
Number of classes: 13
Contents:
ORALITY
linguistic variations
Reporting opinions, knowledge through verbal arguments
Maintaining a point of view throughout the speech
Pronunciation particularities of certain words
READING PRACTICE
Analysis and reflection of language difficulties in oral and written texts
– vocabulary meaning, denotation and connotation, primary and secondary ideas, implicit, explicit and ambiguous information, meanings, textual coherence, referential cohesion, sequential cohesion.
Types of speech
– dicendi verbs, direct speech, indirect speech
TEXT PRODUCTION
Reading and writing texts, whose genres are linked to the dissertation, considering the recipient, its purpose, its circulation spaces and the characteristics of the proposed genres - abstracts, seminars, reports and others
Textual structure, purpose, intentionality, type of language, roles of interlocutors and organizational principles of typologies.
Textual genres
LANGUAGE ANALYSIS AND REFLECTION
Romanticism in Portugal / Brazil, guiding aesthetic principles – Authors and Works – Personal collection – 6 lessons
Historical genesis and cultural context – A marvada carne movie – 3 lessons
Research and seminar – 3 lessons
Bimonthly assessment with 10 multiple choice questions without consultation. 1 class
SKILLS:
Understand and use the Portuguese language as a mother tongue, meaning generator and integrated to the organization of the world and to its own identity.
Recognizing the need to master the standard norm, which represents the socially prestigious linguistic variety, without underestimating the other variants.
Recognize language as a heterogeneous set of linguistic varieties.
Realize the existing linguistic prejudice in relation to the muting of its users.
Realize the intentionality implicit in oral speeches.
Confront opinions and points of view about the different manifestations of verbal language.
Use oral language in situations that require prior preparation, greater formality, maintaining the point of view throughout the speech, procedures for negotiating agreements.
Analyze expressive resources of verbal language, relating texts/contexts, through nature, function, organization, structure, according to the conditions of production and reception (intention, time, place, interlocutors, participants in the creation of ideas and choices, technologies available).
Analyze, interpret and apply expressive resources of languages, relating texts with their contexts, through the nature, function, organization, structure of the manifestations, according to the conditions of production and Front desk.
Relate prose, theater and romantic poetry with cultural and historical aspects of the time they were written and other times.
Identify, in the novel, short stories, theatrical play and poems, stylistic aspects of the period to which they belong.
Identify aspects of social life in poems, theater play and narratives.
Recognize the temporal linguistic marks in the worked texts.
Search the worked texts for the historical marks that differentiate them.
Working from a comparative perspective.
Understand literature as an artistic manifestation of the human being.
Analyze formal and thematic aspects in literary texts.
Working the figures of speech in texts.
Differentiate literary and non-literary text.
Understand literature as a cultural manifestation and, therefore, permeate the teaching of literature in dialogue with other arts, presenting the diversity of literature produced in Portuguese and South Mato Grosso Literature and its sources.
Methodology:
At first, we will make a systematic study of the literary school using the textbook adopted by the school unit. After explanations from the romantic generations, students should develop the activities proposed in the book.
Then, students will be taken to the screening room to watch the film: The Marvada Carne available at: https://www.youtube.com/watch? v=lIm0TToUW4k to analyze the characteristics of Romanticism in Brazil. After watching the film, students should observe and record in notebooks: the scenarios, costumes and language used at the time the story is set and contrast with what we currently use, identify in the film the characteristics of the First Romantic Generation and also strong traces of the nationalism that highlighted this generation. Afterwards the socialization will be done. At another time they will be taken to the SITE to search for songs that have characteristics of the romantic generations they will be directed to access the sites: https://noisey.vice.com/pt_br/article/seria-a-sofrencia-do-pablo-uma-aula-de-literatura-romantica-da-segunda-geracao
http://conversadeportugues.com.br/2014/08/brasil-em-letra-de-musica/ with this research they will have to elaborate a power point and present it to the class. The activity will be evaluated individually and the grade will be added to the monthly evaluations.
Bimonthly assessment with 10 multiple choice questions without consultation.
Learning Assessment:
Performance evaluation and participation with visas in the notebooks. Assessment of homework and students' dialogic participation during classes.
Bimonthly evaluation containing 10 essay questions without consultation.
By Rosiane Fernandes Silva
At answers are in the link above the header.
report this ad