DESPEDIDA

Caros alunos,

Este foi o segundo e último ano do projeto A2A CMRJ.

Agradeço imensamente a todos que embarcaram nesta viagem e que, mesmo que não tenham percebido, curtiram este olhar mais amplo, diversificado e rico para a língua inglesa e sua cultura.

Espero que levem sempre em seus corações tudo o que aprenderam com Auggie e sua turma.

Sejam sempre felizes! Respeitem o próximo! Aprendam a escutar, primeiro a si mesmos, e, depois, aos que estão à sua volta.

Somente desta forma podemos amar e sermos amados.

Feliz 2019!!!

Professora Ângela Cristina

POST #15: EXTRA EXERCISES - CHAPTERS “UNDERSTUDY”, “WHAT I MISS THE MOST","EXTRAORDINARY, BUT NO ONE THERE TO SEE", THE FIFTH-GRADE NATURE RETREAT”, “PACKING”,“DAYBREAK”, “DAY ONE”, “THE FAIRGROUNDS”, “THE WOODS ARE ALIVE”,“ALIEN”, “VOICES IN THE DARK”, “THE EMPEROR’S GUARD” AND "THE SHIFT".

POST #15: EXTRA EXERCISES

(CHAPTERS “UNDERSTUDY”, “WHAT I MISS THE MOST","EXTRAORDINARY, BUT NO ONE THERE TO SEE", THE FIFTH-GRADE NATURE RETREAT”, “PACKING”,“DAYBREAK”, “DAY ONE”, “THE FAIRGROUNDS”, “THE WOODS ARE ALIVE”,“ALIEN”, “VOICES IN THE DARK”, “THE EMPEROR’S GUARD”  AND "THE SHIFT".)

EXTRA EXERCISES

(READING COMPREHENSION)

EXTRA EXERCISES- KEY

(READING COMPREHENSION)

WONDER_WORKSHEET_FINAL1_KEY.pdf

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POST #14: EXTRA EXERCISES - CHAPTERS "DETENTION", "LETTERS, EMAILS, FACEBOOK, TEXTS", "THE BUS STOP" AND "THE AUGGIE DOLL"

POST #14: EXTRA EXERCISES 

WONDER, BY RJ PALACIO

(CHAPTERS "DETENTION", "LETTERS, EMAILS, FACEBOOK, TEXTS", "THE BUS STOP" AND "THE AUGGIE DOLL")

Extra Exercises
(READING COMPREHENSION)

Extra Exercises - key
(READING COMPREHENSION)

BULLYING - HOW FAR HAVE YOU GONE?

BULLYING - HOW FAR HAVE YOU GONE?

As part of the discussion raised by the reading of the book "Wonder", the School Counselor (Orientadora Educacional) Andréa Cíntia Beltrão Remón is helping the group of A2A teachers by having a series of chats with the students about bullying - definition, forms, laws, etc - orientating students about how they should behave in a situation where they are bullied or see someone being bullied.

Students are having the chance to ask questions, to talk about their fears and to get to know about their limits in relation to their behavior towards other people.

She is sharing with the students the video on the Brazilian "Wonder", a ten-year-old boy from Espírito Santo who has suffered bullying since he was born but deals with it in a good way because he has a high self-esteem.

The Counselor warns the students about the importance of respecting others and of loving themselves before loving another person, that is, having  high self-esteem.  

BULLLYING-PROJETO-2018.mp4

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PROJECT WORK - BULLYING: HOW FAR HAVE YOU GONE?

AP #1 (10,0)         AP #1 (10,0)      AP #1 (10,0)   

PROJECT WORK (AP #1) 

BULLYING: HOW FAR HAVE YOU GONE?

On this Padlet® you will find everything you need to prepare yourselves to talk about bullying during the classes.
It should not be read at once, but carefully.
(Não deve ser lido de uma vez só, mas cuidadosamente.)


The last post is about our project work. Read it carefully and ask your teacher for help if you need.
DEADLINE: October 10h

POST #13: DAISY CHAIN (ANIMATED FILM)

POST #13: DAISY CHAIN (ANIMATED FILM) 

NARRATED BY KATE WINSLET

Daisy Chain is an animated film narrated by Kate Winslet and written by British Australian writer, Galvin Scott Davis. 

Daisy Chain tells the magical story of a little girl named Buttercup Bree who falls victim to nasty (=perversos) posts from shadowy (=sombrios) bullies… until she discovers that her love of Daisy Chains reveals a power that will bring light to the darkness of the playground. 

Daisy Chain allows parents and children to better understand cyber-bullying by teaching them the power of kindness, and  the impact of positive and negative sharing.

Watch the animated film below.  Answer the questions. 
Pay attention to the sequence of images.

Watch again the animated film below.  
Don't worry about the words you don't understand in the video! Pay attention to the sequence of images.

Buttercup Bree - this is the name of the little girl. What does it mean?

BUTTERCUP - a small, yellow flower.

BREE - Bree is an Anglicized variant of the Irish female name Bríghe (a contracted form of Bridget), from the Gaelic noun "brígh", meaning "power, strength, vigor and virtue". 

THE FLOWERS IN THE ANIMATED FILM

The Daisy symbolizes innocence and purity; the Dandelion means that it is a gift to a loved one that will provide happiness and is a promise of total  faithfulness (=fidelidade).

WHITE DAISIES

A DANDELION

POST #12: THE PUNNETT SQUARE

POST #12: THE PUNNETT SQUARE

The Punnett Square (O Quadro de Punnett)

Let's have a conversation about Genetics!

          In order to really predict hair or eye color, you have to think of the genetic traits of your parents, your grandparents, and even your great-grandparents! Why? Even though some people have dominant traits, like brown hair or eyes, it doesn't mean that they don't also have some recessive genes in their DNA. They might just not be in use! Even though your mom and dad might have dominant traits, they can still pass on recessive genes to you! 

          Scientists calculate the probability, or likelihood, of someone's genetic traits using a Punnett square. This diagram helps us to see what traits the child could have based on the different combinations of the parents' genes. 

Compiled and adapted from https://study.com/academy/lesson/how-to-use-a-punnett-square-lesson-for-kids-definition-examples.html

Examples of Punnet Squares

B - dominant gene               b - recessive gene

GLOSSARY:

 

Now, read, at home, pages 105 and 106 of "Wonder" ("The Punnet Square") in the light of (=considering) the explanation and the glossary above.

Don't forget to take notes and take your doubts (= dúvidas) to the class. And talk to your Biology teacher about the Punnet Square!!!

RETIFICAÇÃO DA APRENDIZAGEM - AE #2

RETIFICAÇÃO DA APRENDIZAGEM - AE #2

Dear Students,

We decided to produce some videos commenting on the written exam (AE #2).

Watch the videos carefully and analyze your answers to the questions.

POST #11: AUGUST THROUGH THE PEEPHOLE

AUGUST THROUGH THE PEEPHOLE

Looking through the peephole:

All rights to http://www.ninajohansson.se/2011/12/december-29/.

In this context:

to look through the peephole - to examine something/someone very superficially, quickly, especially when searching.

Before we start to read the chapter "August through the peephole" (pages 88-90), watch the video below to review the vocabulary on "Parts of the body" you learned when you were A1A students. 

parts of the body-edited.mp4

Dropbox is a free service that lets you bring your photos, docs, and videos anywhere and share them easily. Never email yourself a file again!

Now, practice with the images below.

1. Read Olivia’s description of Auggie (pages 88-90). 

2. Rewrite it in your notebooks. 
3. Use the names of the parts of the body, the adjectives and sentence constructions such as “like …’,  “almost (look) like…”, “as a(n)…”.

4. Take your writing to the classroom and compare it to your friends' tasks.

POST # 10: READING "WONDER" - THIRD TERM

READING "WONDER" - THIRD TERM

Dear students, we are in the middle of our book and some parts of the reading you're supposed to read on your own. So, be careful: follow your guided reading and set an agenda.

We finished the second term reading about Olivia's point of view on the facts concerning her family's life, especially about Auggie.

Let's now return to our reading by page 85 (Seeing August), in the last chapter we worked with.

Seeing August 

I never used to see August the way other people saw him. I knew he didn’t look exactly normal, but I really didn’t understand why strangers seemed so shocked when they saw him. Horrified. Sickened. Scared. There are so many words I can use to describe the looks on people’s faces. And for a long time, I didn’t get it. I’d just get mad. Mad when they stared. Mad when they looked away. “What the heck are you looking at?” I’d say to people—even grown-ups.

Then, when I was about eleven, I went to stay with Grans in Montauk for four weeks while August was having his big jaw surgery. This was the longest I’d ever been away from home, and I have to say it was so amazing to suddenly be free of all that stuff that made me so mad. No one stared at Grans and me when we went to town to buy groceries. No one pointed at us. No one even noticed us. 

Grans was one of those grandmothers who do everything with their grandkids. She’d run into the ocean if I asked her to, even if she had nice clothes on. She would let me play with her makeup and didn’t mind if I used it on her face to practice my face-painting skills. She’d take me for ice cream even if we hadn’t eaten dinner yet. She’d draw chalk horses on the sidewalk in front of her house. One night, while we were walking back from town, I told her that I wished I could live with her forever. I was so happy there. I think it might have been the best time in my life. 

Coming home after four weeks felt very strange at first. I remember very vividly stepping through the door and seeing August running over to welcome me home, and for this tiny fraction of a moment I saw him not the way I’ve always seen him, but the way other people see him. It was only a flash, an instant while he was hugging me, so happy that I was home, but it surprised me because I’d never seen him like that before. And I’d never felt what I was feeling before, either: a feeling I hated myself for having the moment I had it. But as he was kissing me with all his heart, all I could see was the drool coming down his chin. And suddenly there I was, like all those people who would stare or look away. 

Horrified. Sickened. Scared. 

Thankfully, that only lasted for a second: the moment I heard August laugh his raspy little laugh, it was over. Everything was back the way it had been before. But it had opened a door for me. A little peephole. And on the other side of the peephole there were two Augusts: the one I saw blindly, and the one other people saw. 

I think the only person in the world I could have told any of this to was Grans, but I didn’t. It was too hard to explain over the phone. I thought maybe when she came for Thanksgiving, I’d tell her what I felt. But just two months after I stayed with her in Montauk, my beautiful Grans died. It was so completely out of the blue. Apparently, she had checked herself into the hospital because she’d been feeling nauseous. Mom and I drove out to see her, but it’s a three-hour drive from where we live, and by the time we got to the hospital, Grans was gone. A heart attack, they told us. Just like that. 

It’s so strange how one day you can be on this earth, and the next day not. Where did she go? Will I really ever see her again, or is that a fairy tale? 

You see movies and TV shows where people receive horrible news in hospitals, but for us, with all our many trips to the hospital with August, there had always been good outcomes. What I remember the most from the day Grans died is Mom literally crumpling to the floor in slow, heaving sobs, holding her stomach like someone had just punched her. I’ve never, ever seen Mom like that. Never heard sounds like that come out of her. Even through all of August’s surgeries, Mom always put on a brave face. 

On my last day in Montauk, Grans and I had watched the sun set on the beach. We had taken a blanket to sit on, but it had gotten chilly, so we wrapped it around us and cuddled and talked until there wasn’t even a sliver of sun left over the ocean. And then Grans told me she had a secret to tell me: she loved me more than anyone else in the world. 

“Even August?” I had asked. 

She smiled and stroked my hair, like she was thinking about what to say. 

“I love Auggie very, very much,” she said softly. I can still remember her Portuguese accent, the way she rolled her r’s. “But he has many angels looking out for him already, Via. And I want you to know that you have me looking out for you. Okay, menina querida? I want you to know that you are number one for me. You are my …” She looked out at the ocean and spread her hands out, like she was trying to smooth out the waves, “You are my everything. You understand me, Via? Tu es meu tudo.” 

I understood her. And I knew why she said it was a secret. Grandmothers aren’t supposed to have favorites. Everyone knows that. But after she died, I held on to that secret and let it cover me like a blanket.

Palacio, R. J.. Wonder (pp. 27-28). Random House Children's Books. Edição do Kindle. 

Answer the questions about this chapter in your notebooks and take them to your class.

1. Olivia never used to ...

2. What happened to her when she was eleven years old?

3. How did she feel when she came back home?

4. How different was the way she saw Auggie when he ran to her?

5. Which three adjectives did she use to explain how she felt?

6. She wrote “I think the only person in the world I could have told any of this was Grans, […] (p. 86). Why didn’t she do this (2 reasons)?

7. What did Grans confess to Olivia on her last day in Montauk at Grans’ house? Which sentence did she use to express how she felt about Olivia?

8. Why was it a secret?

REVIEW - SECOND TERM

REVIEW - SECOND TERM

BOOK "WONDER", BY RJ PALACIO

Let´s review our topics for the examinations (AE2), shall we?

You can review them by playing some games.

Organizing our material about "Wonder" (2nd Term)

WONDER, BY RJ PALACIO

COMPILED MATERIAL

POST #9: LEARN THE SIX QUESTIONS TO ASK FOR READING COMPREHENSION.

Learn the six questions to ask for reading comprehension.

Who, What, When, Where, How and Why.

While you read a text, if you ask yourself some questions, you are possibly understand the text more easily. Watch the video and learn about it.

HOMEWORK: Now, try out this strategy. Take the chapter "Before August" (page 84) and write and answer questions. Show it to your teacher next class.

Nosso trabalho e nossos alunos foram tema de postagem na página "Metodologias Ativas na Prática"!!!

Nosso trabalho e nossos alunos foram tema de postagem na página "Metodologias Ativas na Prática"!!!

Parabéns a todos!!!!

Wonder - Facebook

Hello, Students!!

There's one more space for you to find information about the book "Wonder"! It's on Facebook.
Just go to fb.me/a2acmrjwonder

EXTRA POST #8: GAP YEAR (READING EXERCISE)

EXTRA POST #8: GAP YEAR (READING EXERCISE)

DEAR STUDENTS,

This is an extra exercise. You can do it to practice a little bit more about the topic studied or to practice your reading skills.
You can do it online or you can print the worksheets (text and questions).

If you have any doubt, ask your teacher: she will be glad to help and orientate you!

See y@!

PRINTABLE WORKSHEETS

POST #8 : NORTH AMERICAN EDUCATIONAL SYSTEM, HOMESCHOOLING AND GAP YEAR

POST #8 : NORTH AMERICAN EDUCATIONAL SYSTEM, HOMESCHOOLING AND GAP YEAR

In the book, Auggie is a ten-year-old boy who has never been to school before because he was homeschooled.

Do you know what homeschooling is? Is it possible in Brazil?

(Text extracted and adapted from https://en.wikipedia.org/wiki/Homeschooling)

What about the North American Educational System: what is it? How is it possible to relate it to the Brazilian System?

Do you know students in some countries have an option of taking a year off before applying to college? It's called a Gap Year. Let's read about it!

Former USA President's daughter took a gap year, according to the newspaper headline in 2017.

(IN: http://www.chicagotribune.com/news/nationworld/ct-malia-obama-gap-year-20160502-story.html)

In your notebooks, write the answers to the questions below and take them to class discussion .

• Would you like to take a gap year before going to college? 
• What would you expect from your gap year experience?
• Do you think your parents would agree in letting you take a gap year? Why (not)? (Interview your parents and write your answer based on their answers.)

POST #7: WONDER - PRE-READING ACTIVITY #3 (CHARACTERS AND GUIDED READING)

POST #7: WONDER - PRE-READING ACTIVITY #3 (CHARACTERS AND GUIDED READING)

INTRODUCING THE CHARACTERS IN WONDER (DESCRIPTION)

WONDER- CHARACTERS' DESCRIPTION (GLOSSARY)
(Click on the word to see its meaning.)

WONDER - GUIDED READING

(Print it and keep it enclosed to your book!!! It's going to be very helpful and your teacher is going to refer to it during your classes.)

POST #6: WONDER - PRE-READING ACTIVITY # 1 (VIDEO TASK - IN CLASS)

POST #6: WONDER - PRE-READING ACTIVITY #1

(VIDEO TASK - IN CLASS)

Reference: Short video "Different", by Tahneek Rahman.

POST #5: REPEATED PAST SITUATIONS, HABITS AND ACTIONS - USED TO

REPEATED PAST SITUATIONS, HABITS AND ACTIONS - USED TO

Hi, Students!!

Last term we talked about some biographies and we built our own autobiographies!
Because of them, we had to work with past, present and future events.

When you were A1A students, you learned the Simple Present Tense and the Present Continuous  Tense (you  talked about things happening at the moment of speaking).

When you were A1B students, you reviewed the Present Continuous Tense and learned how to use it to talk about the future. You also learned the forms  GOING TO and WILL to talk about the future.

Last term, you recognized the verbs in the Simple Past Tense in the texts you read.
You learned that THE VERBS that come from THE LATIN take the regular form and you studied some slides with the irregular forms of the verbs in the Simple Past Tense.

Keep on studying and discovering some more verbs in the past: you are going to need them! 😃💪

Now, we are going to know how to write and talk about repeated past situations, habits and actions in the past that no longer occur or exist. You are going to need it!💂💂

Watch the videos below and take notes. 

Take  your questions  to the classroom.

Focus your notes on the following aspects: 

a) meaning of "used to";

b) forms in the sentences (aff., neg., interrogative);

c) the way to use it (examples);

d) your doubts.

OBS: Students, don't forget to organize your copybooks this term - you're gonna need them!!

VIDEO #1

VIDEO #2

VIDEO #3