UNIDADE DIDAacuteTICAAUTOR ARACELLE PALMA FAacuteVARO

MOTTANRE LONDRINAESCOLA EEMONSENHOR JOSEacute MARIA

ESCRIVAacuteCEANA MOLINA GARCIDISCIPLINA LINGUA INGLESA 8 SEacuteRIEDISCIPLINAS DA RELACcedilAtildeO INTERDISCIPLINAR

LIacuteNGUA PORTUGUESA E MATEMAacuteTICA

CONTEUacuteDO ESTRUTURANTE DISCURSOCONTEUacuteDO ESPECIacuteFICO LEITURA E LETRAMENTO

CRIacuteTICO UTILIZANDO TEMA ldquoBULLYINGrdquo

DURING THE BREAK IN THE BATHROOM A BIG BOY IS MAKING RUDE REMARKS TO A MUCH SMALLER STUDENT

Access in wwwesec-danielsampaioptIntroducaohtm

HAVE YOU EVER SEEN A SCENE LIKE THIS IF YOUR ANSWER IS YES YOU HAVE WITNESSED A BULLYING INCIDENT

PRE-READING

1You have already noticed that we are going to explore BULLYING situations in this unitBefore reading the text write a paragraph with your own words trying to explain what BULLYING means Use your imagination and donrsquot worry of making mistakes

2The pictures below are about bullying situations Talk about them with a friend and write 10 words that are related to them Write the words in English Use the dictionary

Access in brasilcontraapedofiliawordpresscom

Access in librarythinkquestorg06aug00344bullyhtml

Access in kidsnovitaorgaucontentaspp=190

3 Now read the text but donrsquot worry You donrsquot need to understand everything Underline the words you know and the ones which are cognates

What is bullying

Bullying is a behaviour that scares or hurts another person It can cover lots of things like

bull Teasing

bull Staring

bull Name calling

bull Threatening

bull Blocking your path

bull Hitting or hurting

bull Stealing

bull Spreading rumours or talking about someone in a nasty way

bull Leaving a person out of things

Often people dismiss bullying among kids as a normal part of growing up But bullying is harmful It can lead children and teenagers to feel tense and afraid It may lead them

to avoid school In severe cases teens who are bullied may feel they need to take drastic measures or react violently Others even consider suicide For some the effects of bullying last a lifetime

Adapted from httpkidsnovitaorgaucontentaspp=190 and httpwwwnlmnihgovmedlineplusbullyinghtml

UNDERSTANDING THETEXT

1 Read the text again and find a sentence where the author a) defines what bullying isb) writes about the kinds of bullying behaviourc) talks about the bullying consequences

2 Whatrsquos the authorrsquos purpose with this text

3 Match the columns a teasingb staringc name callingd threateninge blocking your pathf hitting or hurtingg stealingh spreading rumours or talking about someone in a nasty

wayi leaving a person out of things

( ) furtar roubar ( ) falar mal de algueacutem ( ) colocar apelidos negativos ( ) irritar caccediloar incomodar ( ) deixar algueacutem de lado ( ) olhar fixamente nos olhos encarar ( ) bater machucar ( ) ameaccedilar ( ) bloquear o caminho

4 About your previous Knowledge Which ideasinformation in the text were new to you

5 Which words mentioned on execise 2 pre-reading were in the text

GIVE YOUR OPINION

1 Have you ever been through a bullying experience such as the ones in the text If your answer is yes how did you feel and how did you react

2 In your opinion why do some people like to bully others 3 What do you think could be done in your school by the students

and teachers to avoid situations like those

PRACTICING THE LANGUAGE In the next activity we are going to work with texts in the past tense so letrsquos learn something about that

1 Complete de sentences with the past tense of the verbs in parenthesis

a)I__________(make) a mistake so I was___________(ashame)b)Tom_________(have) a bad time at work yesterdayc)My father_______(start) a new job last weekd)I__________(to be) watching TV when I_______(heard)that terrible shoute)Susan__________(look)ridiculous in that clothesf)My parents_________(want) to go to Rio de Janeiro but they_________(nothave) moneyg) My friends at school_________(to be) very nice last year

DISCUSSING BULLYING EXPERIENCES

1Now you are going to read about some people sharing their bullying experiences Think about the question bellow before reading the texts a) Do you think itrsquos right to discriminate a person because of the weight color heightreligion way to dress or social class

TEXTO 1

I was a 6th grader when it all started People at this age in the community that Ive been in were kind of more mature than in average school They started staring at me and everything like that After a little while I heard some

rumors about myself People started putting me down for the way I used to dress I never wanted to dress in those clothes but I was forced to by my mom She always had to pick my clothes and they looked ridiculous I was just ashamed

Kasey

TEXTO 2

Hi My story starts when I was in oh about 4th grade There was this boy who had

made fun of me for being overweight Sure he was joking but it hurt me so much

Thatrsquos when I first became self-conscious Then his friends started getting in on it

thinking it was funny to put someone else down

Hakuna

Both texts are accessed in httpwwwgravityteencommirrormirrorLibraryStorycfmS

bAfter reading the texts answer

bull Who are the authors of the texts Are they adults teenagers or children

bull Whatrsquos the motivation of bullying in text 1 and text 2bull Whatrsquos the authorrsquos intention For whom are texts written bull Why the pronouns I MY MYSELF are used several times

during the text

cTick Who wrote the text ( ) espera uma resposta ( ) pede um conselho ( ) faz uma reclamaccedilatildeo ( ) daacute uma dica ( ) conta uma situaccedilatildeo embaraccedilosa ( ) expressa seus sentimentos

rumors about myself People started putting me down for the way I used to dress I never wanted to dress in those clothes but I was forced to by my mom She always had to pick my clothes and they looked ridiculous I was just ashamed

Kasey

TEXTO 2

Hi My story starts when I was in oh about 4th grade There was this boy who had

made fun of me for being overweight Sure he was joking but it hurt me so much

Thatrsquos when I first became self-conscious Then his friends started getting in on it

thinking it was funny to put someone else down

Hakuna

Both texts are accessed in httpwwwgravityteencommirrormirrorLibraryStorycfmS

bAfter reading the texts answer

bull Who are the authors of the texts Are they adults teenagers or children

bull Whatrsquos the motivation of bullying in text 1 and text 2bull Whatrsquos the authorrsquos intention For whom are texts written bull Why the pronouns I MY MYSELF are used several times

during the text

cTick Who wrote the text ( ) espera uma resposta ( ) pede um conselho ( ) faz uma reclamaccedilatildeo ( ) daacute uma dica ( ) conta uma situaccedilatildeo embaraccedilosa ( ) expressa seus sentimentos

dLooking at the pictures that ilustrated the texts we can see that text one doesnrsquot show the image of the author In your opinion why does it happen

e) Match the feelings below with text 1 and text 2

CONFIDENT- FEARFUL- RESPECTED- SHAMED- INSECURE- CHALLENGED- STRONG- HURT- POWERFUL- VIOLENT- WORRIED-GUILTY- WEAK- THREATENED- - COURAGEOUS- ANXIOUS- - BRAVE- CONFUSED- - UNFIT- - VULNERABLE- REJECTED- SCARED- NERVOUS- NAUGHTY- IGNORED- FOOLISH- FRUSTATED- BOLD- BLISSFUL

TEXT1 TEXT2_________________ ___________________

THINKING ABOUT YOU

1 Did you identify youself with one of the stories Which one and why

2 In your opinion how is to be insulted and to insult Whatrsquos easier to insult or to be insulted

3Think about you and choose 03 values feelings or kind of relationship you need to acquire maintain or avoid

SELF-ESTEEM ndash FRIENDSHIP- LOVE- DEFIANCE- POWERLESSNESS- PRIDE- RESPECT- FAMILY TIES- COMPANIONSHIP- FEAR- DATING- LONELINESS- SELF-RELIANCE- LEADERSHIP- COURAGE- VANITY- POPULARITY- TRUTH- HAPPINESS - EQUALITY

DEALING WITH CONFLICTS

Adapted from httpwwwdidaxcomsupportpdfs2-5216Didax_2-5216pdf

Our reaction to a situation will allow us to decide whether a conflict exist and how big or small it will be Every person has hisher own style of dealing with conflictRead different styles below

1 Which of the styles above would you use in each of these situations

When you have to deal with someone who is angry

When you find out you are wrong

When neither of you will back down

When the issue is not important When the issue is not important to you but is important to the other person

When you donrsquot have time

When you have to stand up for your rights

2Bellow list some conflicts you have had recently and the style you used to deal with each

Give in to the other person

Work together to find a solution that is goodFor both people

Never give in

Walk away

Try to convince the other that you are right

CONFLICT STYLE USED STYLE I SHOULD HAVE

USED

WHY

PRACTICING THE LANGUAGE

When we talk about peoplersquos life experience we use the present perfect Letrsquos learn a little about it

1 Match the question words

a Where ( ) quantob How ( ) ondec What kind ( ) comod How much ( ) que tipo

2 Use the present perfect and write some questions asking a friend about hisher life experience

a (be in a different state)___________________________________________b(travelbyplane)___________________________________________________c (drivecar)_______________________________________________________d(playtennis)_____________________________________________________e(seeaghost) _____________________________________________________

3 We have been learning about the simple past and present perfect tense Look at the examples below and try to explain de difference between them

a) When I was a child I broke my legb) I have never broken my leg in all of my life

LETrsquoS KNOW MORE ABOUT BULLYING IN YOUR SCHOOL

Bellow you have a bullying survey Letrsquos use it to know more about bullying experiences in your school

1 First read the survey and complete it yourself 2 Ask 03 students in your school to answer it They donrsquot have to

put on their names3 With the help of your teacher evaluate and quantify the results

of the surveys4 In groups discuss the results and the solutions to reduce

bullying at school5 Draw bar graphs with the results and spread them in the

school

Para te ajudar na tarefa de desenhar os graacuteficos leia o texto abaixo e observe o exemplo

ldquoO graacutefico de barras eacute um tipo de graacutefico no qual os itens de dados satildeo representados sob a forma de barras retangulares As barras podem ser verticais ou horizontais e podem se distinguir umas das outras pela cor ou por algum tipo de sombreado Valores positivos e negativos podem ser apresentados em relaccedilatildeo a uma linha de base no ponto zero Satildeo dois os tipos mais comuns de graacuteficos de barras o graacutefico de barras padratildeo no qual cada valor eacute representado por uma barra diferente e o graacutefico de barras empilhadas no qual os pontos de dados satildeo empilhados para formar uma uacutenica barra ldquo

Adapted from httpbranswersyahoocomquestionindexqid=20061007114742AA0P48l

EXEMPLO DE GRAacuteFICO DE BARRAS PADRAtildeO

CONFLICT STYLE USED STYLE I SHOULD HAVE

USED

WHY

PRACTICING THE LANGUAGE

When we talk about peoplersquos life experience we use the present perfect Letrsquos learn a little about it

1 Match the question words

a Where ( ) quantob How ( ) ondec What kind ( ) comod How much ( ) que tipo

2 Use the present perfect and write some questions asking a friend about hisher life experience

a (be in a different state)___________________________________________b(travelbyplane)___________________________________________________c (drivecar)_______________________________________________________d(playtennis)_____________________________________________________e(seeaghost) _____________________________________________________

3 We have been learning about the simple past and present perfect tense Look at the examples below and try to explain de difference between them

a) When I was a child I broke my legb) I have never broken my leg in all of my life

LETrsquoS KNOW MORE ABOUT BULLYING IN YOUR SCHOOL

Bellow you have a bullying survey Letrsquos use it to know more about bullying experiences in your school

1 First read the survey and complete it yourself 2 Ask 03 students in your school to answer it They donrsquot have to

put on their names3 With the help of your teacher evaluate and quantify the results

of the surveys4 In groups discuss the results and the solutions to reduce

bullying at school5 Draw bar graphs with the results and spread them in the

school

Para te ajudar na tarefa de desenhar os graacuteficos leia o texto abaixo e observe o exemplo

ldquoO graacutefico de barras eacute um tipo de graacutefico no qual os itens de dados satildeo representados sob a forma de barras retangulares As barras podem ser verticais ou horizontais e podem se distinguir umas das outras pela cor ou por algum tipo de sombreado Valores positivos e negativos podem ser apresentados em relaccedilatildeo a uma linha de base no ponto zero Satildeo dois os tipos mais comuns de graacuteficos de barras o graacutefico de barras padratildeo no qual cada valor eacute representado por uma barra diferente e o graacutefico de barras empilhadas no qual os pontos de dados satildeo empilhados para formar uma uacutenica barra ldquo

Adapted from httpbranswersyahoocomquestionindexqid=20061007114742AA0P48l

EXEMPLO DE GRAacuteFICO DE BARRAS PADRAtildeO

3 We have been learning about the simple past and present perfect tense Look at the examples below and try to explain de difference between them

a) When I was a child I broke my legb) I have never broken my leg in all of my life

LETrsquoS KNOW MORE ABOUT BULLYING IN YOUR SCHOOL

Bellow you have a bullying survey Letrsquos use it to know more about bullying experiences in your school

1 First read the survey and complete it yourself 2 Ask 03 students in your school to answer it They donrsquot have to

put on their names3 With the help of your teacher evaluate and quantify the results

of the surveys4 In groups discuss the results and the solutions to reduce

bullying at school5 Draw bar graphs with the results and spread them in the

school

Para te ajudar na tarefa de desenhar os graacuteficos leia o texto abaixo e observe o exemplo

ldquoO graacutefico de barras eacute um tipo de graacutefico no qual os itens de dados satildeo representados sob a forma de barras retangulares As barras podem ser verticais ou horizontais e podem se distinguir umas das outras pela cor ou por algum tipo de sombreado Valores positivos e negativos podem ser apresentados em relaccedilatildeo a uma linha de base no ponto zero Satildeo dois os tipos mais comuns de graacuteficos de barras o graacutefico de barras padratildeo no qual cada valor eacute representado por uma barra diferente e o graacutefico de barras empilhadas no qual os pontos de dados satildeo empilhados para formar uma uacutenica barra ldquo

Adapted from httpbranswersyahoocomquestionindexqid=20061007114742AA0P48l

EXEMPLO DE GRAacuteFICO DE BARRAS PADRAtildeO

Graacutefico de barras representando a percentagem de receacutem nascidos por hospital

access in httpstat2medupptcursopglossariogbarrashtml

BULLYING SURVEY

1 Have you ever been bullied Yes No

bull If you answered yes how often did someone bully you Occasionally Often Every day

bull Where did it happenSchool Park Home Neighborhood Somewhere else

bull If it happened at school whereHallway Classroom Playground Cafeteria Bathroom Somewhere else

bull How did you feelChoose 03bull Fearful shamed insecure pressured hurted guilty

threatened anxious Rejected scared nervous foolish frustaded worried

2 Have you seen other students being bullied at schoolYes No

bull If you answered yes how often did it happenOccasionally Often Every day

bull Where have you seen other students bulliedHallway Classroom Playground Cafeteria Bathroom Somewhere else

3 What kinds of things have bullies done to you or to someone you know

Called names Threatened Stole or damaged something Shoved kicked or hit Ignored 4 How much of a problem is bullying for youVery much Not much None

Adapted from a survey by The National Crime Prevention Council

Adapted from httpwwweucationworldcoma_lessonTMWS_bully_surveys

LEARNING ABOUT THE POWER OF WORDS

Some of the bullying attitudes are teasing and name calling each others In this activity we are going to learn about the power words have to hurt or heal someone

1 Before reading the text think about some reasons why students usually use negative words to refers to each others

SHELLY IS WALKING THROUGH THE LUNCHROOM TO FIND A SEAT FOR HERSELF THEN SHE HEARS TWO OTHERS STUDENTS SEATED NEARBY LAUGHING AND SAYING ldquoWHAT A FAT GIRL SHE IS SO UGLYrdquo SHELLY KEEPS HER HEAD DOWN AND A TEAR CROSS DOWN HER FACE HOW HUMILIATING WERE THAT WORDS

Adapted from httpwwwnonamecallingweekorgbinary-

2 Now read the text again and answer

Called names Threatened Stole or damaged something Shoved kicked or hit Ignored 4 How much of a problem is bullying for youVery much Not much None

Adapted from a survey by The National Crime Prevention Council

Adapted from httpwwweucationworldcoma_lessonTMWS_bully_surveys

LEARNING ABOUT THE POWER OF WORDS

Some of the bullying attitudes are teasing and name calling each others In this activity we are going to learn about the power words have to hurt or heal someone

1 Before reading the text think about some reasons why students usually use negative words to refers to each others

SHELLY IS WALKING THROUGH THE LUNCHROOM TO FIND A SEAT FOR HERSELF THEN SHE HEARS TWO OTHERS STUDENTS SEATED NEARBY LAUGHING AND SAYING ldquoWHAT A FAT GIRL SHE IS SO UGLYrdquo SHELLY KEEPS HER HEAD DOWN AND A TEAR CROSS DOWN HER FACE HOW HUMILIATING WERE THAT WORDS

Adapted from httpwwwnonamecallingweekorgbinary-

2 Now read the text again and answer

aWhoisShelly____________________________________________________bWhereisshe_____________________________________________________ cWhydidshecry___________________________________________________

3Reflecting about the attitudes

a How do you evaluate the attitude of the students who insulted Shelly Explain your answer

b What would be your reaction if you were Shelly

4Staying safe

a If you are being called names or bullied remember the four ways to stay SAFE

Say what you feel Ask for help Find a friend Exit the area

Access in httpwwwnonamecallingweekorgbinary-

b Would you add others advices that you think itrsquos important to get

free of a bullying attackWhich one 5 Read the PUT UP WORDS below

BOLD- NICE- LUCKYndashGOOD FRIEND- PREETYHANDSOME- BRAVE- CLEVER- STRONG- SELF CONFIDENT- SMART-GENTLE-LOVELY-GOOD-FINE-FUNNY-FRIENDLY-PATIENT-TENDER-HELPFUL-AFFABLE-COURAGEOUS-PLEASANT-GRATEFUL-CHEERFUL-SWEET-FAITHFUL-HONEST-

No exerciacutecio 04 vocecirc leu um acroacutestico iniciado pela palavra SAFE Vamos entender melhor o que eacute um acroacutestico Leia a definiccedilatildeo abaixo

ldquoOs acroacutesticos satildeo formas textuais onde a primeira letra de cada frase ou verso formam uma palavra ou fraserdquoEis um exemplo de acroacutestico simples

Verdades

Irmatildeos

Desejamos

Amar

Adapted fromwikipediaorgwikiAcrC3B3stico

6 Now choose a student in your classroom and write himher an acrostic using the PUT UP WORDS to improve hisher self-esteem

LETrsquoS PRACTICE PEACE Access in

wwwpersulaorgipowerihtml

1 Watch the viacutedeo ldquoBULLYINGrdquo in the following internet address httpbryoutubecomwatchv=RI_ud2cEVNY

7 What kind of bullying behavior are showed during the video8 What is the objective of this video

9 Who produced this video

10For whom was it produced

11Where does the scenes of the viacutedeo happen

12Besides the school where else bullying incidents can happen

WHAT ABOUT YOU

a Does the viacutedeo informations and images shock you Which scene shocked you more

b Does the viacutedeo persuade you about the danger of bullying Howc What do you think of starting a campaing against bullying in our

school

THE PEACEFUL VERBS CAMPAIGN

1 Think about some verbs you can use to express actions of peace2 Using these versbs and the slogan ldquoSTOP BULLYINGrdquo letrsquos make some posters and spread them in the school Follow the example

REFEREcircNCIAS BIBLIOGRAacuteFICAS

SECRETARIA DE ESTADO DA EDUCACcedilAtildeO Diretrizes Curriculares de Liacutengua Inglesa para Educaccedilatildeo BaacutesicaCuritibaMEMVAVMEM2006 SOUZALMTMO Conflito de Vozes na Sala de Aula In CORACINI MJ (org) O Jogo Discursivo na Aula de Leitura liacutengua materna e liacutengua estrangeira Campinas Pontes 1995

LOPES LPM A Construccedilatildeo do Gecircnero e do Letramento na Escola como um tipo de Conhecimento gera o outro In Investigaccedilotildees Linguumliacutestica e Teoria Literaacuteria Recife UPPE 2005 v17 n2 p 47-68

RESENDEVM RAMALHO VCVS Anaacutelise de Discurso Criacutetica do modelo Tridimensional agrave articulaccedilatildeo entre praacuteticas implicaccedilotildees teoacuterico-metodoloacutegicas Linguagem em Discurso SI 2005 Disponiacutevel em httpwww3unisulbrpaginasensinoposlinguagem050109htm Acesso em 10 jun 07

BRAHIN ACSM Pedagogia Criacutetica Letramento Criacutetico e Leitura Criacutetica Revista X 2007 v1 Disponiacutevel em httpcalvadosc3slufprbrojs2indexphprevistaxissueview640 Acesso em 15 out 07