Portuguese project, suitable for 4th and 5th year students, with activity of reading and interpreting the book "Where's the TV that was here?" by Mirian Montanari Grüdtner.
This project is available for download in an editable word template, ready to print in PDF and also the activity answered.
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SCHOOL: DATE:
PROF: CLASS:
NAME:
Responsiblesfurproject:
Time course:
PublicTarget:
1.Justification
2. Objectivesgeneral
Improve the student's oral reading;
Encourage the participation in situations of oral and written communication, enabling students to progressively express their desires, needs and desires;
Promote the taste and habit of reading;
Develop your skills for formal writing;
Promote reflection on the themes proposed in the book;
Develop in the student the ability to produce creative texts that address current issues;
Present points of view on the topics covered in the book's theme;
Provide interdisciplinarity;
Recognize and properly use upper and lowercase letters, correctly use graphic signs in text production;
Express yourself freely;
Develop skills and competences related to Tic's with the handling of applications that help in the construction and interpretation of simple graphs and tables.
3. Methodology
-Pre-reading the book: Where's the TV that was here?
-Explanations through the images and shapes present in the book about: curved lines, straight lines, round and non-round bodies.
-Development of comparison tables and graphs with the help of the regent teacher and media resource manager.
– Book comprehension exercises.
-Debates.
-Directed research in the computer room.
-Production of texts with current themes.
-Interviews for data collection.
4. Materials Used:
Educational books: Where's the TV that was here?
Use of the computer room: applications that help in the production of tables and graphs.
Questionnaire that must be answered by students at the time of the interview.
Pencil, eraser, notebook.
Computer, digital camera and camcorder.
5.Assessment:
It will be through the participation of students in debates, productions and interest in participating in the proposed activities.
6.Sources:
Book: WHERE'S THE TV THAT WAS HERE?
COLLECTION: LÊ-RE-LÊ - DAWN EDITOR
7.Attachments:
After reading the book Answer:
1) When you get home from school running. What was the first action that - the daughter - took when she got home?
2) Right after she sprawled on the couch, what was the character's disappointment?
3) Put in the correct sequence the actions performed by the character “daughter”.
( ) sprawled out on the sofa.
( ) took off his dusty sneakers.
( ) threw the backpack in any corner of the room.
() she went to the kitchen and was excited to see the table all beautiful.
( ) grumbled a little.
( ) ate running without chewing properly.
() she went to her sister's room where the computer was.
( ) jumped on the couch.
4) Is the character's mother boring or affectionate? Remove a sentence from the text to prove your answer.
5) What were the objects in the house that disappeared?
6) Why did the daughter want to access the internet?
7) What was the task (homework) that the daughter did first?
8) What was the content that the daughter was studying about science?
9) What was the daughter's routine before the objects disappeared?
10) Explain how the daughter's routine changed after the electronic devices disappeared?
11) Of the games played by the girl with her friends, which ones do you usually play?
12) What did the daughter find in the basket in her room at night when she went to sleep?
13) When the mother asked how her daughter's day was, what did she say?
14) Do you know some dangers of the internet? Which are?
15) What did the daughter decide to do after such a wonderful day that she lived?
16) In the story, some words are written in informal language, so they are highlighted. Rewrite the sentences below in formal language.
a) "Hey! Morning, çaddeThe TV what was on here?"
b) “How boring! THEpeople can't even rest for a while…”
c) “So Mom asked for I delete and do it again”.
17) Talk to your colleague and answer: Why do the characters “mother” and “daughter” have no name in the story?
18) Do you use your time in a healthy way, or are you using electronic devices when you get home?
19) What would you like to name these characters?
20) In pairs, produce a text about: The following day. Moment when the daughter played and also used electronic objects at home. Describe what that day was like.
21) Do targeted research on: the dangers of the internet, TV, headphones, games. Build a table with the collected data and build a comparative chart.
22) Conduct a targeted research on what benefits the internet brings to life in society. Build a table with the collected data and build a comparative chart.
23) Do a survey to find out which electronic devices exist in the school and which ones are most used by teachers and students. Build a table with the collected data and build a comparative chart.
24) Do a survey with your classmates and other students at school about the games and activities that students practice outside of school. Build a table and build a graph with the collected data.
25) With all the data collected, expose it on the school wall.
26) With the support of your teacher, make a day of old games: rope, hula hoop, marble, circle songs, ring pass, spinning top, hide-and-seek, dodgeball, catch, etc. Invite your school to participate in these games.
Link to download the book: https://www.youtube.com/watch? v=8Kx27gg3Ccs
http://mirianmontanari.blogspot.com.br/p/livros.html
By Rosiane Fernandes Silva – Graduated in Letters
At answers are in the link above the header.
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