ATIVIDADE 1 CONTO: THE FIVE ORANGE PIPS
NÍVEL: Intermediário.
TEMPO ESTIMADO: Aproximadamente um mês.
OBJETIVOS PRINCIPAIS: Trabalhar o tema do racismo e estimular a reflexão dos alunos para minimizar possíveis estereótipos existentes ou não entre outras culturas.
• ETAPA DA MOTIVAÇÃO
PARTE A- Listen to the song below entitled Ebony and Ivory played by Paul McCartney and Stevie Wonder and answer the questions that follow:
Ebony & Ivory
Paul McCartney and Stevie Wonder
Ebony and ivory live together in perfect harmony
Side by side on my piano keyboard, oh Lord, why don't we? We all know that people are the same whereever you go There is good and bad in ev'ryone
We learn to live, when we learn to give
Each other what we need to survive, together alive Ebony and ivory live together in perfect harmony
Side by side on my piano keyboard, oh Lord why don't we? Ebony, ivory, living in perfect harmony
Ebony, ivory, ooh
We all know that people are the same whereever you go There is good and bad in ev'ryone
We learn to live, when we learn to give
Each other what we need to survive, together alive Ebony and ivory live together in perfect harmony
Side by side on my piano keyboard, oh Lord why don't we? Side by side on my piano keyboard, oh Lord, why don't we Ebony, ivory, living in perfect harmony
Ebony, ivory, living in perfect harmony Ebony, ivory, living in perfect harmony Ebony, ivory, living in perfect harmony Ebony, ivory, living in perfect harmony Ebony, ivory, living in perfect harmony
1) What theme is expressed in the song?
2) What colors are in the keyboards of the piano?
3) Can be people be judged by the color of their skin or by their attitudes and actions? 4) If the keys of the keyboard live in perfect harmony, why do white and black people
can’t?
5) What do the singers mean when they say: “there’s good and bad in everyone”? 6) What relationship could the following proverb, “You can’t judge a book by its
cover”, have with the song?
PARTE B
Pair up and discuss the following questions: 1) Is racism a problem in your city/country? 2) Why do you think it still exists?
3) What about the local media, does it promote equality among races or is it racist? Give examples.
4) What actions could you do to fight against it?
5) Do you think racism happens in developed countries, too?
• ETAPA DA INTRODUÇÃO
Join a classmate and discuss the questions below. After that, read a brief biography of Sir Arthur Conan Doyle.
1) Have you ever heard of Conan Doyle before? If so, when? 2) What literature character made him famous in the whole world? 3) Do you know any other books Doyle wrote? Which ones?
Arthur Conan Doyle was born in Edinburgh in 1859. After a rigorous Jesuit education, he trained to become a doctor at Edinburgh University. Eventually he set up in medical practice in Southsea and during the quiet spells between patients he turned his hand to writing. It was here that he created his scientific detective Sherlock Holmes, a character based to some extent on one of his tutors at Edinburgh, Dr. Joseph Bell. Although Holmes was Doyle’s greatest creation, he was more proud of his historical novels, such as Micah Clarke, Sir Nigel and The White Company. A man of many interests and talents, he was an expert in photography and was a pioneer of cross-country ski-ing. Towards the end of his life he devoted much of his time to his belief in Spiritualism. He died in 1930.
• ETAPA DE LEITURA a) PRIMEIRO INTERVALO b) SEGUNDO INTERVALO
FRAGMENTOS:
1. My uncle Elias emigrated to America when he was a young man and became a planter in Florida, where he was reported to have done very well. At the time of the war he fought in Jackson’s army, and afterwards under Hood, where he rose to be a colonel. (p. 334)
2. He had made a very considerable fortune in the States, and his reason for leaving them was his aversion to the negroes, and his dislike of the Republican policy in extending the franchise to them. (p.334).
3. One day – it was in March, 1883 – a letter with a foreign stamp lay upon the table in front of the colonel’s plate.[…]Opening it hurriedly, out there jumped five little dried orange pips, which pattered down upon his plate. I began to laugh at this, but the laugh was struck from my lips at the sight of his face. His lip had fallen, his eyes were protruding, his skin the colour of putty, and he glared at the envelope which he still held in his trembling hand, ‘K.K.K.!’ he shrieked, and then, ‘My God, my God, my sins have overtaken me!’(p. 335). 4. On the inside of the cover was a paper label, with the initials of K.K.K. repeated
upon it, and ‘Letters, memoranda, receipts, and a register’s written beneath. These, we presume, indicated the nature of the papers which had been destroyed by Colonel Openshaw.(p. 337.
5. “[…]In this way you see K.K.K. ceases to be the initials of an individual and becomes the badge of a society.” “Ku Klux Klan. A name derived from the fanciful resemblance to the sound produced by cocking a rifle. This terrible secret society was formed by some ex-Confederate soldiers in the Southern states after the Civil War, and it rapidly formed local branches in different parts of the country, notably in Tennessee, Louisiana, the Carolinas, Georgia, and Florida. Its power was used for political purposes, principally for the terrorizing of the negro voters and the murdering and driving from the country of those who were opposed to its views. (p. 345-346).
FONTE: Adventures of Sherlock Holmes, p. 331- 350 in Sherlock Holmes - The Complete Novels and Stories. Volume 1.
PARTE A
1) Did you notice any racist traces in the story? What kind? 2) What aversion did uncle Elias develop in the United States?
3) What racist society is presented in the story? What do you know about it? 4) Does the racist society still exist? Does it have presence in Brazil?
5) What would you do if you knew a friend of yours had interest in joining that racist group? What arguments would you use to discourage him not to join it?
PARTE B
1) Group Work- Do some research about Racism in the Queen‘s Victoria time and in the United States during the recession war in the XIX century.
• ETAPA DE INTERPRETAÇÃO
1) Share your research with the class in a few words.
2) In the story, uncle Elias leaves his home country to live somewhere else. Why did he do that? In what situations would you leave your own country?
3) In your opinion, black and white people have the same opportunities in Brazil? 4) What would you say to change uncle Elias’s opinions about black people? 5) Role play a scene where Racism is being criticized and suggest ways to avoid it.
Etapas Procedimentos Duração 1ª semana Inicie a etapa de Motivação pedindo aos
alunos que escutem a canção e depois discutam as questões propostas da Parte A individualmente.
20 min.
Debata com os alunos a questão do racismo, que está presente na canção, e verifique suas respostas.
15 min.
Peça aos alunos que formem duplas para responder às questões propostas da Parte B e depois verifique suas respostas.
20 min.
Peça aos alunos que formem duplas e debatam as questões da etapa de Introdução.
10 min.
Logo depois, peça que eles leiam silenciosamente a biografia de Conan Doyle.
10 min.
Em seguida, peça para eles compartilharem o que acharam de interessante na vida do autor.
10 min.
Encerre as duas primeiras aulas informando aos alunos que eles terão uma semana para ler as quinze primeiras páginas da história para dar início à etapa seguinte.
5 min.
Intervalo53 de uma semana
2 ª semana Inicie a etapa de Leitura com o primeiro intervalo, pedindo aos alunos que contem como foi a leitura das quinze primeiras páginas e quais dificuldades eles tiveram.
15 min.
53 Conforme exposto no capítulo 3, os intervalos, componentes da sequência didática proposta por Cosson
Depois de expostas suas opiniões, peça- lhes que formem grupos de três componentes e preparem um pôster com as principais personagens e um quadro com palavras e expressões com as quais eles tiveram dificuldade.
60 min.
Para a próxima etapa, informe-lhes que, desta vez, eles terão mais uma semana para ler o restante do conto.
5 min.
Intervalo de uma semana
3 ª semana Inicie o Segundo Intervalo pedindo que os alunos compartilhem como foi a leitura das páginas restantes da obra.
15 min.
Logo depois, peça que eles leiam cinco fragmentos retirados da história em duplas.
15 min.
Em seguida, peça que eles respondam às questões propostas.
20 min.
Por fim, peça que eles façam uma pesquisa sobre o racismo na Inglaterra vitoriana e nos Estados Unidos durante o período da guerra civil no século XIX. Enfatize que a pesquisa terá que ser exposta na aula seguinte, em inglês. Fim da etapa de leitura.
45 min.
4 ª semana Inicie o encontro seguinte fazendo um levantamento do resultado das pesquisas realizadas em casa.
30 min.
Em seguida, peça aos alunos que formem grupos para discutirem as questões de 1 a 4.
15 min.
Depois de finalizarem as quatro questões, peça que os alunos, desta vez, formem duplas ou trios para responderem à quinta questão (na Etapa da Interpretação), por meio da qual terão que encenar um trecho do conto em que o racismo é mencionado, criticando seu uso e estimulando a igualdade entre as raças.
30 min.
Finalmente, conclua a atividade no grande grupo verificando a apresentação dos alunos.