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Fast Track Classics IntermediateObjectives/Objetivos

Recontados por:Pauline FrancisN°de páginas:56Formato:13,5 x 20,5 cmNível:IntermediárioElaboradores:Elizabeth ConteSonia Maria Grandi

Ficha

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INDICAÇÃO:

Leitorfluente

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Título da Série Autor original GêneroCall of the Wild Jack London AventuraTreasure Island Robert Louis Stevenson AventuraRobinson Crusoe Daniel Defoe AventuraDracula Bram Stocker Horror/Romance góticoHorror/Romance gótico

Objectives/Objetivos

• To develop and present activities to teach reading, thinking and writing.

• To support teacher to improve their student’s foreign language abilities.

• To make learning a foreign a lan-guage an interesting and enriching experience by providing innovati-ve and high-quality teaching ma-terials.

O projeto é desenvolvido para orien-tar o professor na utilização dos li-vros componentes da série Fast Track Classics. A ideia é expor os alunos a uma variedade de atividades que fo-calizam a comunicação interativa e incorporam técnicas e abordagens comprovadas no ensino de inglês como segunda língua, através da lei-tura de clássicos adaptados. É um guia para o professor com ativida-des de apresentação, prática e refor-ço do conteúdo literário e linguístico contemplado em cada título da série. O trabalho foi elaborado em ambas as línguas –inglês e português –para facilitar a interdisciplinaridade e per-

Fast Track Classics present stories for readers in two levels:

For related activities go to:www.fasttrackclassics.com

Illustrated by Gary Andrews

Intermediate Upper intermediate

Call of the Wild Dr Jekyll & Mr Hyde

Dracula Frankenstein

Robinson Crusoe Oliver Twist

Treasure Island The Phantom of the Opera

DraculaRetold by Pauline Francis

Free CD withnarration ofthe story

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Fast track Classics

Fast Track Classics are a quick way to a range of exciting stories, from the chilling tale of Dracula to the exotique ad-venture of Robinson Crusoe and the mysterious story of Th e Phantom of the Opera. Th ese stories are shortened versions of the classic novels, which along with the CD narrated by English native speakers, lose none of the strength and fl a-vour of the original.

Each story has a full glossary at the back of the book, and comprehension, vocabulary and language activities for each story can be found on our web site.

Dracula was written by Bram (Abraham) Stoker in 1897 and it was so popular that a paperback was published just three years later. Th is chilling tale, which is told through the diaries and letters of the main character, is the story of Count Dracula, a vampire who comes to England from Transylvania to feed on new blood and to widen his ever increasing circle of vampires!

Fast Track Classics ✦ Intermediate

Dracula - capa CP 01ed02.indd 1 27 01 10 16:49:00


TreasureIslandRetold by Pauline Francis


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Fast track Classics



Illustrated by Neil Reed








Robert Louis Stevenson wrote Treasure Island for his wife’s young son. It is an exciting adventure story in which a young boy, Jim Hawkins, recounts his hunt for buried treas-ure and his fi ght with pirates led by the one-legged Long John Silver and his famous parrot, Captain Flint.

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Treasure Island - capa - CP 01ed02 .indd 1 27.01.10 16:58:53

RobinsonCrusoe

Retold by Pauline Francis


Fast track Classics



Illustrated by Neil Reed








Robinson Crusoe, Daniel Defoe´s fi rst novel, was a success from the day it was published, in 1719. It is based on the true story of a Scotsman who was left on a desert island after a quarrel with the captain of his ship. Robinson Crusoe is shipwrecked, and survives for nearly thirty years on an island often visited by cannibals, before he is fi nally off ered a chance to escape.

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Robinson Crusoe - Capa - CP 01ed02.indd 1 27.01.10 17:21:54



Illustrated by Nick Mountain








Call of the Wild, by Jack London, became a huge best-seller when it was fi rst published in 1903. It tells the story of Buck, a much-loved dog who is kidnapped and transported to the snowy wastes of northwest Canada to work for gold hunters. As the story unfolds, Buck becomes more and more a dog of the wild, until he faces a pack of wolves.

Fast track Classics

Call of the Wild

Retold by Pauline Francis


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Call of the Wild - capa - CP 01ed02.indd 1 27 01 10 16:04:00

mitir ao professor um trânsito fácil nos dois idiomas durante a execução de seus projetos.Fast Track Classics é uma série com-posta por versões adaptadas de ro-mances clássicos, acompanhados de um CD narrado sempre por uma pes-soa nativa na língua inglesa, sem per-der a força e o charme da obra original. Todo livro apresenta um glossário no fi nal que ajuda o aluno a entender as palavras dentro do seu contexto.

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Call of the wild“Buck felt the call that came

from deep inside the forests.”First published in 1903, it is Lon-

don’s most-read book, and it is gen-erally considered Jack London’s best, the masterpiece of his so-called “early period”. The plot concerns a much-loved dog named Buck that is stolen from his comfortable life in California and sold as a sled dog in the harsh and freezing cold Yukon. Here Buck must learn to fi ght for his survival and work for gold hunt-ers. Throughout the book, as Buck passes through the hands of various owners, he grows closer and clos-er to his primitive origins and “call of the wild” becomes stronger and stronger.

Ler é uma atividade extrema-mente rica e complexa, que envolve não só conhecimentos fonéticos ou semânticos, mas também culturais e ideológicos. Muitas vezes é um processo de descoberta, um desa-fi o, uma ação lúdica. Certamente, será sempre uma atividade de assi-milação de conhecimentos, de in-teriorização, de refl exão. Mais que decifrar códigos, a leitura é uma atividade de interação, onde leitor e texto interagem entre si, obede-cendo a objetivos e necessidades socialmente determinados. A leitu-ra, como qualquer outra atividade, se desenvolve na convivência com o próprio mundo. Aprender e gos-tar de ler é relacionar aquilo que lê com o seu conhecimento de mun-do, com suas experiências próprias. Por isso, cada pessoa fará uma lei-tura particular de um mesmo livro dependendo de sua “bagagem” e irá interagir com a história em bus-ca do seu signifi cado.

To Begin... About each book

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Robinson Crusoe“Then, suddenly, a wave as

high as a mountain rolled up be-hind us. It lifted us into the air for a moment, then threw us out of the boat and into the wild sea”.

Robinson Crusoe marked the beginning of realistic fi ction as a literary genre. Crusoe, in a highly detailed and unfl inchingly honest narrative, reveals us his strug-gles with willfulness, prejudice, alienation, God’s providence, and theology. He recounts his inner contests between passion and rea-son, duty and independence, even hope and despair. And all of these accounts come from a clearly “life size” person, not a superhero, but someone who seems to be not unlike us. It was fi rst published in 1719 and it is a fi ctional autobi-ography of the title character. In fact, it is based on the true story of a Scotsman who is shipwrecked and survives for nearly thirty years on an island often visited by can-nibals. Robinson fi nally makes his escape when a ship of mutineers sail to the island.

Treasure island“Silver did not blink an eye

at the sound. He did not make a move. He watched Tom like a snake about to spring.”

First published as a book in 1883, Treasure Island is tradition-ally considered a coming-of-age story. It is an adventure tale known for its atmosphere, character and action, and also a wry commen-tary on the ambiguity of morality. Set sail to the heart of adventure with the cabin boy, Jim Hawkins, aboard the legendary scoundrel, Captain Long John Silver. A secret treasure map becomes the key to heart-pounding thrills, danger and swashbuckling action as a boy faces the high seas and the grandest pirate of all in the adventure of a lifetime.

Dracula“Lucy remained unconscious

as we battled to save her life. When the transfusion of blood was over, the Professor handed me a sheet of paper that had fallen from Lucy’s nightdress.”

Dracula is an epistolary novel, meaning that is composed from let-ters, journal and diary entries, tele-grams, and newspaper clippings. The story is centered around the dia-ries and journal entries of Jonathan Harker, a naive young Englishman who travels to Transylvania to do business with a client, Count Dracu-la. After showing his true and terri-fying colors, Dracula boards a ship for England in search of new, fresh blood. Unexplained disasters be-gin to occur in the streets of Lon-don before the mystery and the evil doer are fi nally put to rest.

Teachers will fi nd each author’s biography, curiosities, and some other references about the readers at the end of the project.

About each book

44

This guide contains fi ve sections: Introductory Activities, Pre-reading Activities, Teaching Suggestions, Post-reading Activities and Extended Learning.

Section 1. Introductory ActivitiesThis section will provide ideas on how to introduce the story and to make it in-viting and stimulating to the students.

Section 2. Pre-reading ActivitiesThese activities will involve and engage students, preparing them to read each story as they activate their prior knowledge about the topic.

Section 3.Teaching Suggestions-During ReadingThese suggestions aims to guide students during their reading. Organized by chapters, it provides questions, vocabulary study, and different activities. • Questions are useful for class discussion, individual writing, and/or group

activities.• Vocabulary is listed at the end of each book. When possible, students should

ascertain meaning within the context of the passage in the novel. Howe-ver, in case you may have students at different levels, some will benefi t from reviewing these words prior to the reading of each chapter.

• Activities pertaining to vocabulary, grammar and comprehension

Section 4. Post-reading ActivitiesThese activities allow for refl ections of the reader’s experience.

Section 5. Extended Learning It offers further literature and/or websites for students who wish to pursue

individual interests in each of the novels.

About the guide

55

BULLETIN BOARD / DISPLAYThis is your “window” to the stories. Be as creative as you can. Besides helping in developing comprehension as you explore vocabulary, it will capture students’ interest and curiosity. You can add to it as students read the stories. A table can serve as a display of materials that belong to the story.

CALL OF THE WILD DRACULA ROBINSOE CRUSOE TREASURE ISLAND

Bulletin Board: Have pictures of different animals in different situations and settings. These can be real life or cartoons.

Display: A cape, a map of Transylvania, fangs, a diary, open letters, etc.

Bulletin Board: Have a picture of Robinson Crusoe, a wrecked ship and a slave. Next to the slave, the word FRIDAY.

Bulletin Board: A ship in the open sea. The following questions:How did pirates affect, everyday life, culture, government, trade? What distinguishes a pirate from a sailor? Do pirates have a code of ethics?

Exploring the BookLook at the cover of the novel. Can you fi nd any clues about the story and/or about the characters? Browse the book.What do you think this story will be about? Where and when does it take place?

Who is the author? The illustrator? Can you name any other books by this author or illustrator? When was the book published?

Stories often have the same elements – characters, a setting, a problem, a series of events which will lead to a solution, a conclusion or an ending. These elements may be placed on a story map to help the reader to understand the direction of the story. Students can make changes as they read each chapter. More characters may join in and the setting and problem may change as well. Many different types of story maps are available. Students may use the one included or make up their own. As you begin the novel look for the answers to: 1. Who is the main character? 2. Where does the story take place? 3. What is the problem? (See Activity 1)

Introductory activities

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STORY MAP

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STORY MAPName:

Book: Author:

Activity 1Name:

Book: Author:Book: Author:

Event 1

Event 2

Event 3

Setting

• When:

• Where:

• Who:

• When:

• Where:Main

Characters

Plot/Problem

Outcome

Event 1

Event 2

Event 3

Event 2

Event 3

Event 2

Event 3

• What:

• When:

• Where:

• What:

• When:

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Activity 1: Oral Book Talk-give out a set of cards to each group and ask students to discuss them.(See Activity PreR 1)

Activity 2: VocabularyAt the end of each novel you will fi nd a glossary. The teacher can choose the words to either introduce each chapter or to work with it within the context. Some activities in this section focus on vocabulary and the teacher can develop other activities such as :

• Word Search• Criss Cross• Double Puzzles• Fallen Phrases• Math Squares• Mazes• Letter Tiles• Cryptograms• Number Blocks• Hidden Message

These activities are available at: http://www.puzzlemaker.com/(See Activity PreR 2)Sample: Dracula

Activity 3: Anticipation GuideFor this activity teachers need to elaborate statements according to the themes presented in the novel. Students will respond to the given statements as: “agree strongly ” or “disagree strongly”. Then, the class can engage in a discussion of individual responses, identifying areas of controversy. At the end of the novel the students should return to this activity and see if they have changed their thinking.(See Activity PreR 3) Sample: Call of the Wild

Activity 4: Vocabulary Alphaboxes Before reading the text the teacher provides students with the topic and a chart with the letters of the alphabet. Students list as many terms in the boxes associated with the topic that begin with those letters. Students discuss and share their terms to anticipate the reading. Students may add to the boxes as they read. Students may also complete a similar task at the conclusion of the set of activities or unit. This strategy may be used as a pre and post-assessment. (See Activity PreR 4)

Activity 5: Predicting As you begin each chapter, have students make 2-3 predictions as to what they think the text will be about based on the title and pictures. Ask them to include reasons why they made the prediction.After reading the text, ask students to go back and see how accurate their predictions were. (See Activity PreR 5)

Activity 6: Introduce Literature Circle (See Activity PreR 6)

JOURNAL ENTRY- Pick a few key words from the

text (7-10 is usually a good number). Have the students write a brief story using each word. This familiarizes students with the vocabulary used in the text. Not only will this help improve reading comprehension, it will improve writing skills as well.Students can share their stories.

- Write a summary in their own words after each chapter.

ACTIVITIES

Pre-reading activities

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BOOK TALK QUESTION CARDS

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BOOK TALK QUESTION CARDS

What kind of nonfi ction readingdo you enjoy the most?

Who is your favoriteauthor? Why do youlike him/her? Name abook by this author that you really like.

What kind of books doyou like? (Ex: mystery,drama, adventure,biography, nonfi ction,science fi ction, etc.)

Have you ever participated in a literature circle or book discussion group? If so, how did you feel about it?

Have you ever watched a movie that was based on a book and thought the movie was better?

Name one of your favorite books. Why do you like it?

Have you ever startedreading a book but didn’tfi nish it because you didn’tlike it? What didn’t youlike about it?

Do you read forenjoyment? If not,why not?

Activity PreR 1 Oral

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DRACULA CROSSWORD PUZZLE

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DRACULA CROSSWORD PUZZLE

Across 2. a high, protective wall 5. lawyer 8. to shiver, to shake

Down 1. to touch gently 2. a short, critical article 3. to fall down, unconscious 4. box in which dead body is put 6. a reptile that has a long tail 7. very thick 8. growing

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2 3

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brush faintbushy rampartscoffi n shudderlizard reviewsprouting solicitor

Activity PreR 2 -Vocabulary - Sample: Dracula

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ANTICIPATION GUIDE

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ANTICIPATION GUIDE Activity PreR 3 - Sample: Call of the Wild

Before Reading After Reading

1. Dogs are more trouble than they are worth.

2. Dogs can be as smart as people.

3. A dog is a man’s best friend.

4. To hunt is a natural instinct for a dog.

5. Most dogs are afraid of water.

6. Dogs dream, just as people do.

7. You can hurt a dog’s feelings.

8. A dog’s personality depends on his master’s.

9. All dogs,even the gentlest pets, have a wild side.

10. A domesticated dog does not have the skills to survive in the wild.

1 2 3 4 5 6 7 8 9 10

Name:

Directions: Rate each of the following statements before you read the novel. Compare your ratings with a partner, and discuss why you chose a particular rating. After reading the novel, discuss with your partner whether you would change any of your ratings.

agree strongly disagree strongly

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VOCABULARY

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VOCABULARY Activity PreR 4Name:

Directions: List as many terms in the boxes associated with the topic that begins with the indicated letters. Discuss and share your terms . You may add to the boxes as you read.

abc def ghi

jkl mno pqr

stu vwx yz

TOPIC

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PREDICTING

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PREDICTING Activity PreR 5Name:

Directions: Write two predictions about what you think the text will be based on the title and on the pictures. Then, include reasons why you made the prediction.

My prediction:

reason

reason

My prediction:

reason

reason

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LITERATURE CIRCLE

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LITERATURE CIRCLE

Getting Started: Once the students have their assigned role they can read the assigned chapter. Each student needs to read and do their written part of the role they were assigned. After the reading the Discussion Leader will be in charge of the group and give each member about 3-4 minutes to share/discuss their part. At the end of the session, each person rotates to the next role as they continue their reading, in this way everyone gets to go through each role. Assessment: The teacher will assess the groups by making observations and will also check the written responses from the roles.

Activity PreR 6Small groups of students gather together to discuss the story. This method allows students to become critical thinkers as they engage, discuss and respond in an ongoing dialogue with the book. This strategy guides students to a deeper understanding of their reading and fosters collaboration among the group. The teacher monitors the use of the structured use of role sheets as the students learn to discuss and to contribute to the group.

1. Select member for the Literature Circle (discussion groups).

2. Assign roles for the members of each circle:• The team leader writes questions for the group to discuss.• The summarizer writes a summary of what happened in the section being read.• The illustrator draws a picture.• The connector shows how the story they’re currently reading is similar to other stories they have read.

Best for higher-level students.• The vocabulary keeper writes down and defi nes challenging words to share with his/her literature circle.

3. Assign the reading to be completed inside or outside the class.4. Select circle meeting dates.5. Help students prepare for their roles.6. Act as a facilitator.

Prepare your Students: Model the literacy circle with the fi rst chapter of the book. Review the roles described above. After reading the chapter, ask the class to think and write two questions based on what you have read. By doing this, you are giving them a chance to be the discussion leader as the questions are a shared talk about what a “thinking question” is.Move to the next role and ask the class to jot down their summary of what was read. Again, discuss this as a whole group which will provide opportunity for thestudents to understand each of the roles. Continue with the remaining roles. Rules for discussion must be clearly established as well: quiet voices, take turns, come prepared, be respectful, participate, be responsible, etc.

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TEAM LEADER

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TEAM LEADERName: Date:

Chapters/Pages:

You are the TEAM LEADER! You will lead your team today while they engage in meaningful discussion about the chapter your group is reading. You will be creating a list of questions to help you lead your group’s discussion. You are also responsible for including each member in the group discussion. Make sure everyone responds to one another in a positive manner.

Title:

Author:

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SUMMARIZER

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SUMMARIZERName: Date:

Chapters/Pages:

You are the SUMMARIZER! You will write a brief summary of the story prior to your next group meeting. Remember, your summary should include characters, important events, as well as any other relevant information. It is easy to forget what you read from day to day.This is to help your group review what has been read.

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ILLUSTRATOR

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ILLUSTRATORName:

Title:

Author:

Date:

Chapters/Pages:

You are the ILLUSTRATOR! You have been chosen to create an illustration of what your group has read today. You will draw a specifi c moment or a “snapshot” from your text. Have fun with this task!

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CONNECTOR

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CONNECTOR

1.

2.

3.

4.

5.

6.

Name: Date:

Chapters/Pages:

You are the CONNECTOR! You will write down any connections that are made as you read the story as well as when you discuss the story with your group. Remember, you can connect the text to events with your own life. You can also connect the events to other stories. You can even connect the events to what is currently happening in the world.

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VOCABULARY KEEPER

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VOCABULARY KEEPER

Term Page within the text Defi nition

Name: Date:

Chapters/Pages:

You are the VOCABULARY KEEPER! You will keep track of any interesting and exciting vocabulary term . You will create a list of terms, defi ning each term and locating it within the text. Be sure to discuss all terms with your group.

Title:

Author:

1919

Activity 1: AnalyzingStudents will interpret and understand a story if they KNOW the characters. Students choose a character to be analyzed using theAttribute Web.(See Activity DR 1)

Activity 2: RoundtableGive students a chance to talk about what intrigues, bothers, and /or confuses them about the book.

Activity 3: What’s In A NameIn fi ve minutes, list all the words you can make from the letters in the word.Example: SEASHOREThis activity can also be done in groups, to see who can come up with more words.(See Activity DR3)Sample: Robinson Crusoe

Activity 4: Listening (CD) Students listen to an excerpt (2-3 minutes long). While listening ask students to consider the following aspects of the audio: sound effects, music, tonality/character voices, insertion of narrative voice. Play it again and challenge students to transcribe the text from the recording and have them read their transcripts aloud.

Activity 5: Listening (CD) You can develop sequencing, listening, and creative writing skills by playing an excerpt of 3-4 minutes from the middle section of the audio. Then ask students to develop a sequence of events before and after the excerpt. This strategy can also provide students with an assessment tool for measuring their comprehension and recall of previously studied literary works.

Activity 6: SQR3 method. Introduce and model the method: Survey, Question, Read, Recite and Review. This strategy can be used with each chapter, before, during and after reading.

SURVEY: Students look over the entire chapter for title, organization, headings, and pictures to aid prediction.QUESTION:Have students make questions according to the pictures and the title or pose, their own questions based on the topic in order to read with a purpose .READ : Students read to answer the question they asked while highlighting or recording the answer to keep them to become more active readers. RECITE: Students should tell the main points and important details by paraphrasing or summarizing. They can also take notes in a 2-column style or a graphic organizer to record questions and answers. These strategies will activate their schema or mental organization of information. REVIEW: After the reading students look over their notes immediately –cover their notes and quiz themselves –and then periodically review their notes to increase retention.

JOURNAL ENTRYAny of the following entries can be done in the students’ journal throughout the reading:- Tell about what happened in the

story.- Describe your feelings about the

events.- Describe your feelings about

characters.- Copy down a quote from a

character and tell why you think it is meaningful.

- Describe your favorite part.- Make a prediction about what will

happen next.- Tell how you would react if you

were one of the characters in the story.

- Describe a part that surprised you.- Give examples of the author’s use of any strong imagery in the story: similes, metaphors, etc.- Ask questions about things that

confuse you or that you wonder about.

- Write a letter to the author or to a character.

- Draw pictures or create graphic organizers.

During-reading activities

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ANALYZING CHARACTER WEB

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ANALYZING CHARACTER WEB Activity DR 1Name:

Directions: Use this graphic organizer to analyze a character of your choice in the story.

What does this character DO? List specifi c actions and choices.

Does

What do OTHERS FEEL about this character?

Feels

What does this character SAY? Choose a line from the text that reveals something about the character.

Says

How does this character LOOK? List examples of descriptive details.

Looks

What do OTHERS FEEL about this character?

Character

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VOCABULARY

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VOCABULARY Activity DR 3 - Sample: Robinson Crusoe

Name:

Directions: In fi ve minutes, write all the words you can create from the letters in the word. Compare your list with another member of the group.

SEASHORE

2222

1.BOARD GAMESa. Encourage students to name favorite board games.b. Discuss with students features that are common to

board games:- A starting point and an ending point - Playing pieces - A dice or a wheel with spinner - Cards with directions - Places on the board that if landed on provide

a shortcut or force playing piece to move backwards.

c. Discuss with students the ways in which the story Dracula can be viewed in terms of a board game:

- How do the characters in Dracula”progress”? - What obstacles get in the way of the novel’s

characters‘ progress? - What gives the novel’s characters strength? What

weakens the novel’s characters? - What symbols in the novel can be used in some

way—if only for decoration—in the board game? - How does Bram Stoker’s story end? What

alternative endings can students conceive of? d. When the discussion is complete, organize students

into groups, and ask each group to create an illustrated game board, game pieces, and written rules for its version of The Dracula Game.

e. When the games are fi nished, so to speak, ask each group to give an oral presentation on how the results refl ect the assignment. Then rotate the games around the room so that groups play one another’s games.

f. Finally, conduct a class discussion in which students evaluate the pros and cons of the games they have reviewed.

Second Chance – Oral and Written Skills Talk or write about how it the story would change if a certain character had made a different decision earlier in the story.

Questions–Anyone? Oral and Written Skills Students make a list of a certain number of questions they have about a particular character or aspect of the book. Use these for class discussions.

Response Questions–OralIn a circle or in small groups, have the cards turned down and each students picks a card and answers the questions.(See Activity PostR 1)

CD Cover–Oral Students can narrate their own story using the soundtracks and music.Students design the front and back cover for a CD to capture the theme or the mood of the book. Be sure to include the name of the book on the front cover along with an appealing design. On the back list the songs, making sure they relate to the book and the characters’ experiences.

Post-reading activities

23

LITERATURE RESPONSE

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LITERATURE RESPONSE

Do any of the characters change in the story? What caused them to change?

Would you like to read something else by this author? Why or why not?

How are you different from one of the characters? Explain.

How might the story be different if it had happened somewhere else (or in a different time period)?

If you could trade places with one of the characters, which one would it be, and why?

If you had been the main character in this story, would you have acted differently? Explain why or how.

What was the theme or the author’s message? What events helped you fi gure out the message?

Was there a character you didn‘t like? Why didn’t you like this character?

How did you feel about this story? Would you recommend it to someone else? Why or why not?

What do you think was the best part of the story? Why?

Did anything surprise you as you read the story? (cite the text)

Did this story remind you of another book? (cite the text)

Is there a specifi c part that makes you wonder? (cite the text)

Was there a part of the story that made you laugh? (cite the text)

What was your favorite part? (cite the text)

Activity PostR 1 Oral

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Robert Louis Stevenson (1850-1894) was born in Edinburgh. In the brief span of forty-four years, dogged by poor health, he made an enormous contribution to English literature with his novels, poetry, and essays. The son of upper-middle-class parents, he was the victim of lung trouble from birth, and spent a sheltered childhood surrounded by constant care. The balance of his life was taken up with his unremitting devotion to work, and a search for a cure to his illness that took him all over the world. His travel essays were pub-lished widely, and his short fi ction was gathered in many volumes. His fi rst full-length work of fi ction, Treasure Island, was published in 1883 and brought him great fame, which only increased with the publication of The Strange Case of Dr. Jekyll and Mr. Hyde (1886). He followed with the Scottish romances Kidnapped (1886) and The Master of Ballantrae (1889). In 1888 he set out with his family for the South Seas, traveling to the leper colony at Molokai, and fi nally settling in Samoa, where he died.

John Griffi th London was born in San Francisco in 1876. Because his mother was ill, he was raised through infancy by an ex-slave. He started working when he was 10 and did a variety of jobs, and even spent some time living as a tramp. As an adolescent, he adopted the name of Jack. In his free time, he used to go to the library and spend many hours there reading. Always a prolifi c reader, he consciously chose to become a writ-er to escape from the horrifi c prospects of life as a factory worker. In 1894 he went back to school, and pub-lished his fi rst short story Typhoon off the Coast of Japan. Spending the winter of 1897 in the Yukon provided the metaphorical gold for his fi rst stories, which he began publishing in the Overland Monthly in 1899. From that point he became a highly disciplined writer, who would produce over fi fty volumes of stories, novels, and political essays. He died of renal failure on November 22, 1916.

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Abraham Stoker was born in Clontarf, Ireland, on November 8, 1847. He was a sickly child, bedridden for much of his boyhood until about the age of seven. As a youth, Stoker was intrigued by the stories told him by his mother, Charlotte, that began to shape the young Stoker’s imagination. Stoker grew up strong, and as a stu-dent at Trinity College, in Dublin, Ireland, he excelled in athletics as well as academics, and graduated with hon-ors in Mathematics in 1870. He worked for ten years in the Irish Civil Service, and during this time contributed for the theater criticism to the Dublin Mail. His glowing reviews of Henry Irving’s performances encouraged the actor to seek him out. The two became friends, and in 1879 Stoker became Irving’s manager. In 1878 he mar-ried Florence. Despite Stoker’s active personal and professional life, he began writing and publishing novels, be-ginning with The Snake’s Pass in 1890. The success of this book prompted Stoker to continue writing. In 1897, Dracula was published. Bram Stoker continued writing until his death in 1912, in London.

Daniel Defoe was born in 1660 in Cripplegate, just outside the walls of the City of London. His parents, James and Alice Foe, were Dissenters-Protestants who refused to accept the authority of the Anglican Church (also known as the Church of England). Defoe trained for the ministry at Morton’s Academy for Dissenters, but he never followed through on this plan, and instead worked briefl y as a hosiery merchant before serv-ing as a soldier for the king during Monmouth’s Rebellion. Defoe is regarded as one of the founders of the English novel. Before his time, fi ction was primarily written in verse or in the form of plays, but Defoe devel-oped a new form of storytelling, the one which remains with us today. He can also be credited with being one of the founding fathers of English journalism. He died of a stroke in April of 1731.

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• 1972 – Starring Orson Welles.• 1987 – L’isola del tesoro - Italian /

German SF adaptation AKA Treasure Island in Outer Space starring Anthony Quinn as Long John Silver.

• 1968 – BBC series of nine 25 - minute episodes starring Peter Vaughn.

• There are also a number of Return to Treasure Island sequels produced, including a 1986 Disney mini-series, a 1992 animation version, and a 1996 and 1998 TV version.

There is more…A 2002 animated science fi c-

tion fi lm called Treasure Planet was produced by Walt Disney Anima-tion Studios. The fi lm is a science fi ction adaptations of Stevenson’s adventure novel.

Treasure IslandThere are a number of islands which could be the real-life inspira-tion for Treasure Island. One story goes that a mariner uncle had told the young Stevenson tales of his travels to Norman Island in the Brit-ish Virgin Islands, thus this could mean Norman Island was an indi-rect inspiration for the book. Other contenders are the small islands in Queen Street Gardens in Edinburg as Stevenson lived in Heriot Row and it is thought that the wee pond he could see from his bed-room window in Queen Street Gar-dens provided the inspiration for Treasure Island.On the movies, TV…There have been over 50 movie and TV versions made• 1918 – Silent version released by

Fox Film Corporation and directed by Sidney Franklin.

• 1950 – Starring Bobby Driscoll and Robert Newton. Notable for being Disney’s fi rst completely live action fi lm. A sequel to this version was made in 1954, called Long John Silver.

Call of the WildJack London took a copy of Charles Darwin’s The Origin of the Species with him when he went to the Klon-dike and the story strongly refl ects Darwin’s theory of the “survival of the fi ttest”. This law of the survival of the fi ttest applies to the animal and to the human worlds: both men and animals need to use their strength and intelligence to survive.On the movies, TV…• 1972 The Call of the Wild starred

Charlton Heston and Mick Steele.• 1997 called The Call of the Wild:

Dog of the Yukon starring Rutger Hauer was narrated by Richard Dreyfuss and adapted by Graham Ludlow.

• a Call of the Wild television series broadcast in 2000.

• on June 12, 2009, Vivendi Entertainment released Call of the Wild in Digital Real-D 3D.

• in May 2011, an original adapta-tion of The Call of the Wild will be staged at the Oxford Playhouse. and produced by Mark Heath.

Interesting facts

27

• in 1954, Luis Buñuel directed the Adventures of Robinson Crusoe starring Dan O’Herlihy.

• Walt Disney later modernized the novel into a movie called Lt. Ro-bin Crusoe, U.S.N.starring Dick Van Dyke.

• in 2008, a television series titled Crusoe aired for 12 episodes. It was based loosely on the novel and was not renewed for a se-cond season.Do you know that…The history of the work is there-

fore interesting. It was treated in the author’s time as a mere idle ro-mance, as the philosophy was not discovered in the story. After his death it was considered to have been pillaged from the papers of Alexander Selkirk, confi ded to the author, and the honor, as well as the genius, of Defoe were alike questioned. (Curiosities of Litera-ture by Isaac D’Israeli)

Robinson CrusoeRobinson Crusoe is a Daniel Defoe’s work of high adventure and hum-ble religiosity. Crusoe mark the one--year anniversary of his shipwreck on the island spending the day in prayer, fasting, and asking God for forgiveness of his sins. The tale is so famous that Robin-son is often taken to be a real man who suffered a real shipwreck, a mix-up of fi ction and fact besto-wed upon only one other literary protagonist, Sherlock Holmes. That Robinson Crusoe existed at all is a miracle. Few could have predicted such a masterpiece of good feeling and fortitude from a man described by Jonathan Swift as a “grave, sen-tentious, dogmatical rogue.”Friday is a liberated slave (remem-ber, this is the 1700s) who Robin-son helps escape from a pack of cannibals on the island, with plans of employing him as a servant (1700s!). They soon become frien-ds. Robinson named him Friday.

A quote from Friday:“You saved my life. Where you go, I go.”

On the movies, TV…

Interesting facts

28

Gary Oldman, Wynona Ryder and Anthony Hopkins.

• in the television series The Munsters, a 1960s American family televi-sion sitcom (situation comedy), the character of “Grandpa” Sam Dracula, a vampire, clearly iden-tifi es himself as being the Count Dracula at one point.

• in the Hanna-Barbera cartoon series Gravedale High (1990), a cool teenage vampire named Vinnie Stoker is suggested to be Dracula’s son.

Did you know that… The fi rst edition of Dracula was

published in June 1897. As late as May of that year, Stoker was still using his original working title for the novel, The Un-Dead. “Undead,” a word now commonly used in horror novels and movies, was a term invented by Stoker.

Stories of vampires or vampire like creatures exist in all cultures: from China to India to the Incan Empire, variations of the vampire have populated diverse peoples’ nightmares and folklore.

DraculaDracula was also adapted as Nos-feratu (1922), a fi lm directed by the German director F. W. Murnau, while Stoker’s widow was alive, and the fi lmmakers were forced to change the setting and the characters’ names for copyright reasons. The vampire in Nosferatu is called Count Orlok rather than Count Dracula.Dracula has enjoyed enormous popularity since its publication and has spawned an extraordinary vampire subculture in the second half of the 20th century.On the movies, TV…• Stoker himself wrote the fi rst

theatrical adaptation, which was presented at the Lyceum Theatre under the title Dracula, or The Undead shortly after the novel’s publication and performed only once.

• popular fi lms were made including Dracula (1931), Dracula (alter-native title: The Horror of Dra-cula) (1958), and Dracula (also known as Bram Stoker’s Dracu-la) (1992), a fi lm directed by Fran-cis Ford Coppola and starred by

Interesting facts

29

Elizabeth Conte é formada em Letras e Pedagogia, há 28 anos, e tem mui-to orgulho de ser educadora. Lecio-nou durante 20 anos em uma escola internacional, para alunos de diver-sas culturas e com necessidades di-ferenciadas. Atualmente, coordena a área de Língua Inglesa de uma es-cola bilíngue em São Paulo. Há oito anos elabora e implementa currículos de ciências, geografi a e história que integram práticas e estratégias para imersão na língua. Vários cursos nos EUA e na Europa aperfeiçoaram seus conhecimentos de ensino-aprendiza-gem de uma segunda língua. Acre-dita que todo educando tem seu potencial e ritmo de aprendizagem, portanto cabe ao educador buscar estratégias para atingir as necessida-des de cada um.

Sonia Maria Grandi é paulistana, ba-charel em Biblioteconomia e Ciência da Informação com pós-graduação em Psicopedagogia e consultora es-pecializada em Bibliotecas Escolares. Desde sua formação, vem atuan-do numa linha de trabalho voltada à educação. Do seu primeiro em-prego como bibliotecária até o atu-al de coordenadora de bibliotecas numa escola judaica bilíngüe, procu-rou sempre caracterizar a biblioteca como um espaço sociocultural, como setor fundamental nas atividades de leitura, orientação de estudos e pes-quisa. Amante dos livros e da literatu-ra, atua também como consultora no âmbito editorial prestando serviços de avaliação de obras para o público escolar e de execução de projetos de leitura.

Elaboradoras do ProjetoRegina Polycarpo é graduada em Le-tras pela UMESP de São Bernardo do Campo. Lecionou inglês e português em diferentes segmentos do magis-tério e para todas as faixas etárias. Atuou em editoras multinacionais na área de marketing e consultoria acadêmica para livros didáticos em inglês, realizando treinamentos de professores no Brasil e em vários paí-ses da América do Sul. Foi consulto-ra lexicográfi ca do Melhoramentos Dicionário Ilustrado da Língua Portu-guesa – com o Menino Maluquinho e sua turma, lançado em 2010 pela Editora Melhoramentos. Atualmente faz parte da equipe de lexicógrafos e abonadores do Michaelis Moder-no Dicionário da Língua Portuguesa, além de realizar pareceres de livros e de desenvolver projetos de leitura.

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