374a/24 - classes schedule: 1st grade - 2nd bim; 3rd and 4th week; 2nd activity
Sum up
Drill in U form:
Q&A - Modelling and 5 students
Control of Cellphone use: ask users first
Students write new text's paragraph on the cellphones
After warning timer: Ask students: Return to Line form;
Cell Phone: put away on the locker;
Do ENEM Question;
review Drill
Class preparation
Organize a great U
take your cellphones for didactic activities
Rewrite last classes questions on the board
Drill: Review Questions - 374b/24 Q&A Text 1st grade
Before the last question (5 students asking and answer)
write answers on the board
last class question (5 students)
write answers on the board
Include new question in the Drill (Modelling and 5 students):
write answers on the board
Practice: Work in pairs or trios
Write new questions on the board
Ask students to write new paragraph, about new question
OBS. Cellphone: Only student with cell phones who are not doing class activities:
"Put away Cell Phone at the Locker"
Enem: Doing Question Strategies:
Textual:
Genre,
Function
Type
viewpoint
presenting
reproducing
questioning
disrupting
Phrasal Topic
First
Last
374a1i/24 - New Concepts: Enunciative positions
interests
ideologies
worldviews
values
beliefs
knowledges
intentions
in relation to Enem Question and bi-weekly text
Writing text: new question answered
Textual Genre
Personal Report.
End of Class
Put away your cellphones in the locker
Reorganize your chairs
374∆24 - Portfolio - 2nd bim. 1st grade:
text Questions:
1st - How has been your daily routine? (balance:interests and obligations or duty)
2nd - Which would be an inspiring character in a representation in relation to Daily routines? [knowledges, beliefs]
movie
series
book (bible)
3rd - Why has you followed that daily routine? (interests, intentions, )
short-term reason
middle-term reason
long-term reason
4th - How should your family/ religion/ School/ government help you to achieve these goals? (worldview, ideology)
who
what
how
5 Which could be possible consequences of following this daily Routine? (intentions)
short-term goal
middle-term goal
long-term goal
Semana 3: Daily Routine (Unit 4); GT e Tipo: Relato pessoal - Descritivo;
Semana 3:
Daily Routine (Unit 4); GT e Tipo: Relato pessoal - Descritivo; Relações entre textos, discursos e atos de linguagem. Identificação de intencionalidades discursivas, valores, visões de mundo, crenças, saberes, ideologias e interesses em diferentes discursos. Questão Enem: Tópico Frasal final; Leitura Literária: Malala
interests (individual [profissional, leisure], collective [familiar, ethnic, religious, national])
ideology: political ideologies (conservativism, liberal, neoliberal, anarquist, populist, socialist, communist)
worldviews (catholic, evangelical, another, none)
values (Care/empathy, liberty, fairness, loyalty, respect to authority, and spiritual/religious).
beliefs
knowledges (tradicional, scientific, ...)
intentions ,
Semana 2: Direitos Humanos: Percepção, questionamento, reprodução e/ou rompimento de pontos de vista. Vozes do discurso. Leitura e produção de textos. Tipo e Função social: argumentativo; Questão Enem: Tópico Frasal
Semana 1: Semana dos Direitos Humanos: Discursos e relações de poder e ideologias; Análise de marcas da identificação política, religiosa, ideológica, de gênero ou de interesses econômicos do autor/produtor da obra; Contexto histórico, político e social. Gênero textual (GT): Poster; Tipo e Função social:informativo; Q. Enem: Gênero e
2nd theme: Daily Routine (1st text)
374a/24 Text - 1st grade - 2nd bim - 1st text: Daily Routine: Personal Report,
374a1/24 - classes schedule: 1st grade - 2nd bim; 3rd and 4th week; 2nd activity;
374a1i/24 - New Concepts: Enunciative positions
