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Produções Didático-Pedagógicas

FICHA PARA IDENTIFICAÇÃO PRODUÇÃO DIDÁTICO – PEDAGÓGICA

TURMA - PDE/2013

Título: Extrapolando as fronteiras da sala de aula: a inserção musical nas aulas de língua inglesa.

Autor Susy Cristina Pellizer

Disciplina/Área (ingresso no PDE)

Língua Inglesa

Escola de Implementação do Projeto e sua localização

Colégio Estadual Professor Pedro Viriato Parigot de Souza

Município da escola Jataizinho

Núcleo Regional de Educação

Cornélio Procópio

Professor Orientador Eliane Segati Rios Registro

Instituição de Ensino Superior

UENP

Relação Interdisciplinar

(indicar, caso haja, as diferentes disciplinas compreendidas no trabalho)

Resumo

(descrever a justificativa, objetivos e metodologia utilizada. A informação deverá conter no máximo 1300 caracteres, ou 200 palavras, fonte Arial ou Times New Roman, tamanho 12 e espaçamento simples)

O material didático pedagógico apresenta-se como parte do Programa de Desenvolvimento Educacional. Este trabalho foi pensado e elaborado pela necessidade de oportunizar ao aluno vivenciar na aula de Língua Estrangeira Moderna possibilidades reais de aprendizagem. Possui, ainda, o objetivo de contribuir para uma aprendizagem de Língua Inglesa mais significativa tendo a música como instrumento facilitador. Através da elaboração de uma sequência didática, considerando as capacidades de linguagem, espera-se contribuir para o desenvolvimento linguístico, social e cultural dos alunos envolvidos.

Palavras-chave ( 3 a 5 palavras)

Sequência didática, Música, Motivação, Aprendizagem

Formato do Material Didático

Sequência Didática

SECRETARIA DE ESTADO DA EDUCAÇÃO

SUPERINTENDÊNCIA DA EDUCAÇÃO

DIRETORIA DE POLÍTICAS E PROGRAMAS EDUCACIONAIS

PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL

SUSY CRISTINA PELLIZER

EXTRAPOLANDO AS FRONTEIRAS DA SALA DE AULA: A INSERÇÃO

MUSICAL NAS AULAS DE LÍNGUA INGLESA.

CORNÉLIO PROCÓPIO – PR 2013

Susy Cristina Pellizer

EXTRAPOLANDO AS FRONTEIRAS DA SALA DE AULA: A INSERÇÃO

MUSICAL NAS AULAS DE LÍNGUA INGLESA.

IS A SONG VERSION A NONSENSE JOB?

Produção Didático-Pedagógica apresentada à Coordenação Estadual do Programa de Desenvolvimento Educacional da Secretaria do Estado do Paraná, como requisito parcial à obtenção de título de Professor/PDE, sob orientação da professora Me. Eliane Segati Rios Registro.

CORNÉLIO PROCÓPIO – PR

2013

SEQUÊNCIA DIDÁTICA

1. IDENTIFICAÇÃO

Professora PDE: Susy Cristina Pellizer Área PDE: Língua Estrangeira Moderna - Inglês NRE: Cornélio Procópio Professora Orientadora: Eliane Segati Rios Registro IES vinculada: Uenp – Campus de Cornélio Procópio ESTABELECIMENTO DE IMPLEMENTAÇÃO: Colégio Estadual Professor Pedro Viriato

Parigot de Souza – Ensino Fundamental, Médio e Profissional

ENSINO: Médio SÉRIE: 2ª

Título da Produção Didático-Pedagógica

Introdução

A produção didático-pedagógica tem o propósito de colaborar no trabalho de

intervenção do professor PDE, em sala de aula, no terceiro momento desse programa.

Essa ação está em conformidade com as Diretrizes Curriculares de Língua Estrangeira

Moderna (2006) que propõem a aula como um espaço de construção de significado do

mundo em que vive.

Tal documento afirma que

“a ênfase do ensino recai sobre a necessidade de os sujeitos interagirem ativamente pelo discurso, sendo capazes de comunicar-se de diferentes formas, materializadas em diferentes tipos de texto, considerando a imensa quantidade de informações que circulam na sociedade. (PARANÁ, 2006, P.34).

ele ainda aponta para um trabalho voltado aos gêneros textuais indicando exemplos e

suas esferas de circulação, como a música na esfera cotidiana e o blog na midiática.

Os gêneros textuais despontam como mediadores no ensino e na aprendizagem

de uma língua, pois quanto maior o número de gêneros apropriados, maior se torna a

competência em utilizá-los. Nesse sentido, o gênero acaba tornando-se um

megainstrumento desse processo, providenciando suporte para a atividade nas ocasiões

de comunicação e uma referência para os aprendizes, constituindo-se com uma atividade

mediadora da linguagem comunicativa.

Em busca de uma proposta que se adéque a essa concepção, os referenciais

teóricos aqui explorados perpassam as teorias do círculo de Bakhtin, também citadas pelo

documento. Da mesma forma, o Interacionismo Sociodiscursivo desenvolvido por

Bronckart (2009) com base nas capacidades de linguagem que podem ser divididas em

três: capacidade de ação, capacidade linguística e capacidade linguístico-discursiva.

Com base na concepção supramencionada, os gêneros, que circulam

socialmente em diferentes esferas sociais, possuem potencial para serem instrumentos

mediadores da aprendizagem dos alunos. Para tanto, focamos o gênero música no

desenvolvimento de uma sequência didática (SD), alicerçada nos estudos de Dolz e

Schneuwly (2004) de forma a se adequar a uma proposta de trabalho com base em

gêneros textuais em sala de aula.

Como citado anteriormente, o escopo dessa produção é desenvolver, por meio de

uma SD, um trabalho com o gênero textual música, no intento de promover caminhos

para motivar, desenvolver e construir conhecimentos e novos cidadãos, prontos para

recriar o mundo em que vivem a partir de suas práticas sociais cotidianas.

A opção pelo gênero textual música delineou-se devido ao seu grande valor como

expressão cultural e ideológica. Sem se esquecer de que por circular na esfera cotidiana,

a música está mais próxima a realidade dos alunos podendo ofertar a eles uma

oportunidade única e instigante de explorar o universo da linguagem.

A música é reconhecida como uma espécie de modalidade que desenvolve a

mente humana, promovendo o equilíbrio, ocasionando um estado agradável de bem-

estar, facilitando a concentração e o desenvolvimento do raciocínio, em especial em

questões reflexivas voltadas para ao pensamento filosófico, podendo trazer para sala de

aula uma enorme variedade de benefícios, causando uma ruptura daquela velha rotina

professor/quadro/giz, tornando a aula de LE um espaço pouco significativo para a

prendizagem.

Assim, entende-se que a unificação “música + sala de aula” pode promover

um resultado satisfatório a este projeto, resgatando o papel da escola, que é acima de

tudo, o de instruir, mais do que apenas educar.

A implementação deste projeto de intervenção ocorrerá no 1º semestre do ano de

2014. O material didático-pedagógico se apresenta com trinta e sete páginas, divididas

em oito módulos. Cada módulo utilizará duas aulas, perfazendo ao final um total de

dezesseis aulas para a finalização do mesmo.

O colégio Estadual Professor Pedro Viriato Parigot de Souza, escolhido para a

realização do estudo, está situado ao Norte do Paraná, em uma cidade chamada

Jataizinho. A turma escolhida foi uma 2ª série do Ensino Médio, composta por 30 alunos

no período Matutino. A seguir, apresenta-se a produção didático-pedagógica.

Produção Didático-Pedagógica

Módulo 1 – 2 aulas

Let’s talk about music?

1. Discuss the following questions with a partner and write down your opinion

about them:

•- Do you enjoy listen to music?

•What’s your best way to listen to

music? Radio, Cell phone, internet?

•What kind of music do you like?

•When you hear a new song do you just like the sound or do you have to watch the clip?

•Who writes the songs? Who is addressed to? Do they have a special public?

•Where were they produced? Is the place different from others? How?

•Does the song influence the social

context?

Let’s improve your knowledge?

2. Are you able to identify the different musical style? Let’s read some exerts and

classify them in (rock, pop, country, rap, soul music). Let’s listen?

Available at http://www.vagalume.com.br/allen-stone/sleep.html accessed on July 30

th

____________________________________________________

Available at http://www.vagalume.com.br/shania-twain/man-i-feel-like-a-woman.html accessed on July 30

th

________________________________________

Available at http://www.vagalume.com.br/the-beatles/twist-and-shout.html accessed on July 30

th

Available at http://www.vagalume.com.br/the-beatles/twist-and-shout.html accessed on July 30

TH

_______________________________

Available at http://www.vagalume.com.br/britney-spears/baby-one-more-time.html accessed on july 30

th

_______________________________

________________________________

[Chorus]

I don't know what you

heard about me

But a bitch can't get a

dollar out of me

No Cadillac, no perms, you

can't see

That I'm a motherfucker P-

I-M-P

[Repeat]

Spend my nights howlin'

at the moon

Never wake before noon

When the sun it rises

Oh it always rises soon

'Cause I spend my nights

Howlin' at the moon

Let's go girls!

I'm going out tonight - I'm

feelin' alright

Gonna let it all hang out

Wanna make some noise-

really raise my voice

Yeah, I wanna scream

and shout

Well, shake it up baby now

Twist and shout

Come on, come on, come,

come on baby now

Come on and work it on out

Well work it on out, honey

You know you look so good

You know you got me goin'

now

Just like I knew you would

Oh baby baby

Oh baby baby (wow)

Oh baby baby

How was I supposed to

know?

That something wasn't

right here

Oh baby baby

I shouldn't have let you

go

And now you're out of

sight, yeah

3. The song beyond the rhythm can have different themes. Can you identify in the exert below what is the theme (subject) and the likely addressee?

a)

b)

c)

I gotta feeling

That tonight's gonna be a good night

That tonight's gonna be a good night

That tonight's gonna be a good, good night

Tonight's the night, let's live it up

I got my money, let's spend it up

Go out and smash it like oh my God

Jump off that sofa, let's get, get off

Available at: http://www.vagalume.com.br/black-eyed-peas/i-gotta-feeling.html

accessed on August 01st

_____________

_____________

_____________

_____________

_

I wanna be a millionaire, so fucking bad To by all of the things I never had. I wanna be on the cover of Forbes Magazine Smiling next to Oprah and the Queen. Oh every time I close my eyes. I see my name in shining lights. Yeah, a different city in every night oh I, I swear the word better prepare For when I’m a billionaire. Available at: http://letras.mus.br/travie-mccoy/1666857/ accessed on August 01

st

___________

___________

___________

___________

____

For my theme song

My leather black jeans on

My by any means on, pardon I'm getting my scream on

Enter the kingdom but watch who you bring home

They see a black man with a white woman

At the top floor they gone come to kill King Kong

Middle America packed in

Came to see me in my black skin

Number one question they asking

Fuck every question you asking

Available at: http://www.vagalume.com.br/kanye-west/black-skinhead.html accessed on august 01st

___________

___________

___________

___________

d)

e)

I remember how it used to be

I was you and you were me

We were more than just the same

Now these shoes don't fit, my skin's too tight

When you want a kiss, I take a bite

Let your heart call up the cops, read me my rights

Available at: http://www.vagalume.com.br/bon-jovi/janie-dont-take-your-love-to-town.html accessed on August 01st

___________

___________

___________

___________

I love you baby, and if it's quite alright

I need you baby to warm the lonely nights

I love you baby, trust in me when I say

Oh pretty baby, don't bring me down I pray

Oh pretty baby, now that I've found you, stay

Let me love you baby, let me love you

Available at: http://www.vagalume.com.br/mc-anitta/cant-take-my-eyes-off-you-cover.html accessed on

August 01st

__________

__________

__________

__________

Nowadays, it is common some singers use the internet

to promote their songs. In some cases, the success comes

through those videos.

The song clips are part of the success. There are song

clips that have been viewed millions of times becoming

the singer still more famous.

Available at https://www.youtube.com/watch?v=Q0Lg_ISGGW4 accessed on September 23rd

.

4. Improve your knowledge.

a) Where was this clip published? Do you use other sites to watch song clips? Which ones?

b) Who posted the clip? When?

c) Who visits this kind of site?

d) What does Vevo mean?

Módulo 2 – 2 aulas

Let’s analyze Jon Bon Jovi’s clip song?

Now, we are going to watch this clip. Available at https://www.youtube.com/watch?v=Q0Lg_ISGGW4.

1. This lyrics is available at http://www.vagalume.com.br/bon-jovi/misunderstood.html accessed on September 30th.

Beyond the text

a- What is the video clip theme?

c- Does the organization contribute

to the understanding/ production

of the clip?

b- Do video clips reproduce

the song idea?

e- How would the text be different if it

were told in another time, place or

culture?

d- What different interpretations

of the clip are possible? e- Do you know “Misunderstood” song lyrics? Read it and compare with the song clip1.

Let’s watch another clip song? It is available at

https://www.youtube.com/watch?v=rYEDA3JcQqw accessed on September 04th.

Here is Rolling in the deep’s lyrics.

Available at http://www.songlyrics.com/adele/rolling-in-the-deep-lyrics/ accessed on September 30th

Going further

a- What do you think about it? Do the video clips have the same lyrics idea?

b- How about lyrics: Can you identify the song rhythm and theme?

c- Do you know another Bon Jovi's and Adele's song? Which ones?

Módulo 3 – 2 aulas

5. Listen to the songs and compare them.

Available at http://www.vagalume.com.br/jason-mraz/im-

yours.html accessed on September 30

th.

Available at http://www.vagalume.com.br/tomate/cuida-

de-mim.html accessed on September 30th

Do you know that there are some people working

with successful songs of international singers? They

rewrite the song and keep the rhythm. In others

words, they do a song version.

Let’s analyze one?

Fabricio Cardoso Kraychete, better known as Tomate is a

Brazilian singer and composer.

To learn more, visit: http://pt.wikipedia.org/wiki/Tomate_(cantor)

https://pt-br.facebook.com/tomateofficial

http://letras.mus.br/tomate/

6. Answer these questions comparing the lyrics:

I’m Yours

(Jason Mraz)

Cuida de mim

(Tomate)

Theme

Rhythm

This is a good example about song version. Do you know other

examples? Which ones?

7- Discuss these following questions with a partner:

In Brazil and other countries is common some singers produce versions of foreign

songs that were very successful. There is a whole process of choosing the song, who

will do the lyrics and the singer of the original version will allow to work with

his/her song, because this kind of work for profit without permission of the singer is

called plagiarism.

Elvis Presley made use of this device for versioning a song from another singer.

Look at the lyrics below:

Available at http://www.songlyrics.com/elvis-presley/hound-dog-

lyrics/ accessed on 30th

September.

Available at http://www.songlyrics.com/big-mama-thornton/hound-dog-lyrics/ accessed on 30

th September.

Did Tomate’s lyrics keep the original

theme song?

Why is anybody interested in

producing a song version?

When someone does a song version, does

it look like a meaningless work

for you?

Did you like Tomate's song version ? Why?

Teacher: this time it is necessary that you make available to the

student research material (dictionaries, dictionary rhymes, etc.)

Answer these questions comparing the lyrics:

Hound dog

(Elvis Presley)

Hound dog

( Big Mama)

Theme

Rhythm

Now, in groups of three or four, try to do a song version from “ I gotta feeling”

(Black Eyed Peas) song.

I gotta feeling

That tonight's gonna be a good night

That tonight's gonna be a good night

That tonight's gonna be a good, good

night

Tonight's the night, let's live it up

I got my money, let's spend it up

Go out and smash it like oh my God

Jump off that sofa, let's get, get off

Link: http://www.vagalume.com.br/black-eyed-peas/i-

gotta-feeling.html accessed on September 30th

.

Curiosity

The song "Hound Dog" in the version of Elvis Presley has

achieved a bandage two million copies.

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

________________________

Módulo 4 – 2 aulas

Read these texts below:

Available at http://www.daypoems.net/poems/1900.html accessed on August 19th

Available at http://www.newspaperadsonline.co.uk/includes/scripts/detail.asp?ad=5952380 accessed on September 02nd

Text 1

Text 2

Available at http://www.lem.seed.pr.gov.br/modules/galeria/detalhe.php?foto=847&evento=37 accessed on 19th August.

Avaliable at http: http://www.songlyrics.com/carly-rae-jepsen/call-me-maybe-single-lyrics/ accessed on August 31st

Text 3

Text 4

Available at http://www.bettycrocker.com/recipes/apple-crisp/3715a45c-3c00-430c-bbe2-9865f9013238 accessed on August 19th

Text 5

Available at http://www.theguardian.com/technology/2013/jul/30/britain-losing-war-against-internet-crime accessed on August 19th.

Available at http://home.swipnet.se/zabonk/cultur/ludwig/beetbio.htm accessed on August 31st

Text 6

Text 7

1. Look at the statements and check the correct options about the text:

Genre

Characteristics

Text

1

Text

2

Text

3

Text

4

Text

5

Text

6

Text

7

Rhyme

Chorus

Imperative verb tense

Verbs in the past

Chronological order

information

Subjective language

Description

Humor

Objective language

Verbal language

No verbal language

Songs have a particular composition way. One of it is the rhyme.

According to on line WordReference rhyme is:

Genre

Text 1 Text 2 Text 3 Text 4 Text 5 Text 6 Text 7

Let’s think about this exercise?

All text above belongs to a specific sort of genre. Can you

identify them? Look at the work bank and complete the chat

bellow:

The song as a genre has a specific characteristics. Let’s study?

Recipe- lyrics – advertisement – biography –

cartoon – poem – news

Available at http://www.wordreference.com/definition/rhyme accessed on August 31st

According to Aurélio dictionary rhyme is:

Available at http://www.dicionariodoaurelio.com/Rima.html accessed on August 31

st.

Based with these explanations, you will do an exercise about rhyme.

2. Listen to the song “ I can’t take my eyes off you” by Anitta while you

watch the video clip. Available at https://www.youtube.com/watch?v=pm52r5T8ChM accessed on August 31st

.

Find the rhyming words in the word bank.

You're just too good to be true

Can't take my eyes off ______________

You feel like heaven to touch

I wanna hold you so ________________

At long last love has arrived

And I thank god I'm _______________

You're just too good to be true

Can't take my eyes off you

Pardon the way that I ___________

There's nothing else to compare

The sight of you makes me weak

There are no words left to _____________

So if you feel like I feel

Please let me know that it's ___________

You're just to good to be true

Can't take my eyes off you

Available at http://www.vagalume.com.br/mc-anitta/cant-take-my-eyes-off-you-cover.html accessed on September 01st.

Módulo 5 – 2 aulas

Learning Vocabulary

Suffix

much

alive real stare

You Speak

Originally "I can’t take my eyes off you" was recorded by Frankie Valli and The Four

Seasons musical group that achieved success in the 60s.

To kwon more, visit: http://en.wikipedia.org/wiki/The_Four_Seasons_(band)

http://pt.wikipedia.org/wiki/The_Four_Seasons

A suffix is a letter or a group of letters attached to the end of a word to form a new word or to alter the grammatical function of the original word.

For example, the verb motivate can be made into the noun motivation by adding the suffix -tion; can be made into the adverb by adding the suffix –ly motivatly.

Understanding the meanings of the common suffixes can help us deduce the meanings of new words.

Let’s study some suffix?

Suffix Meaning Example

-er, -or

Identify the person performing

teacher, translator

-ful

full of, having some or much

wonderful

-less

lack of, without homeless

-ness

Adjective form noun sadness

-ly

like, having the attribute of

quickly

-tion

the action of, the result of

communication

Know the words meaning can help you increase and improve your vocabulary.

Exercise

1. Read the songs exerts and complete the sentences choosing a word in the box below:

shooter – slowly- politically – darkness -

inspiration – beautiful – colorful -

intervention

a- Before the cool done run out, I'll be giving it my bestest And nothing's going to stop me but divine ____________ I reckon it's again my turn to win some or learn some

Available at http://www.vagalume.com.br/jason-mraz/im-yours.html accessed on September 02nd

b- You deserve a ___________ , a saint Someone to give it to you straight To find the soul through flesh and bone Available at http://www.vagalume.com.br/bon-jovi/janie-dont-take-your-love-to-town.html accessed on

September 02nd

c- No inhibitions - make no conditions Get a little outta line I ain't gonna act ________________ correct I only wanna have a good time Available at http://www.vagalume.com.br/shania-twain/man-i-feel-like-a-woman.html accessed on September

02nd

d- I've hungered for your touch A long lonely time And time goes by so _______________ Available at http://www.vagalume.com.br/glee/unchained-melody.html accessed on September 02

nd

e- Feeling my way through the _______________ Guided by a beating heart I can't tell where the journey will end But I know where to start

Available at http://www.vagalume.com.br/avicii/wake-me-up-feat-aloe-blacc-traducao.html accessed on

September 02nd

f- Baby, you're the _______________ for this precious song And I just wanna see your face light up since you put me on So now I say goodbye to the old me, it's already gone

Available at http://www.vagalume.com.br/justin-timberlake/mirrors.html accessed on September 02nd

You have had known some process of words formation. It is

important because when you need rhyming words it can help you.

Now, let’s do an exercise about this?

There are web sites that can help you solve this task. Visit: http://www.rhymezone.com/ - http://www.rhymer.com/ - http://wikirhymer.com/ - http://www.rhymeit.com/

g- But when you smile at the ground it ain't hard to tell You don't know, oh oh You don't know you're ___________________

Available at http://www.vagalume.com.br/one-direction/what-makes-you-beautiful.html accessed on September 02

nd

h- Word on the street, you got somethin' to show me, ee Magical, ___________, mr. mystery, ee I'm intrigued, for a peek, Heard it's fascinating

Available at http://www.vagalume.com.br/katy-perry/peacock.html accessed on September 02nd

2. Fill in the chart with rhyming words.

Módulo 6 – 2 aulas

Word

Rhyming Word

homeless

population

house

state

love above

beautiful

forever

Portuguese

maybe

night

finally

happiness

actor

A person writes a song that has worried about some

aspects that involve its composition (theme, rhymes,

verse, stanza, chorus etc.)

3- Read the cartoon below and answer some questions in Portuguese:

Available at http://www.andertoons.com/music/cartoon/4402/pop-music-rhyming-guide-all-words-listed-rhyme-with-baby-and-vice-versa/ accessed on September 01

st

a- What is this text about?

b- Why are we reading this text?

c- What does the composer of the text want us to know?

d- Which positions, voices and interests are at play in the text?

Word bingo

Word bank

It’s time to relax!

Teacher: Provide chart for all students.

Cat Plate Life Time

Day Now Make Hand Car Skate Head Well King Show Bought Boot

Nose Sun Tree Tale Food Same Blue Door

Flower Butterfly Night Parrot

This is the moment that the students complete their chart with nine words.

The words below it will be randomly selected.

Word bingo

x x x x x x x x x

Star Gate Bite Rhyme

Pay Town Mistake Stand Guitar create Said Spell Spring GO Hot Foot Rose Fun Agree email Good Frame True Four Power Sky Light Carrot

Módulo 7- 2 aulas

Lyrics genre

Let’s analyze?

Avaliable at http://www.vagalume.com.br/alicia-keys/girl-on-fire.html accessed on September 02nd

Title

Singer

Chorus

Stanza

Chorus

Each phrase is

called Verse

4- After you analyzed “Girl on fire” Lyrics, match same definitions about lyrics compositions:

5- Read the “Wrecking Ball and Perhaps love” lyrics and complete the chart choosing a word in the box below:

verse stanza chorus

One of the divisions

of a poem,

composed of two or

more lines usually

caracterized by a

commom parttner of

meter, rhyme, and

number of lines.

A line, or a group of

lines repetead at

intervals in a song

A single metrical line

in a poetic

composition; one

line of a poetry.

chorus – stanza – verse – title - singer

Available at http://www.vagalume.com.br/miley-cyrus/wrecking-ball.html accessed on September 11th

Theme:

Available at http://www.vagalume.com.br/john-denver/perhaps-love.html accessed on September 11th

Theme:

Módulo 8 – 2 aulas 6. Now, we are going to a listen comprehension exercise. In groups of three or four, you will listen to the song and unscramble the lyrics. After that, you have to discuss and classify (stanza, chorus and theme):

Available at http://www.vagalume.com.br/one-direction/what-makes-you-beautiful.html accessed on September 12

th

Available at http://www.vagalume.com.br/carly-rae-jepsen/call-me-maybe.html accessed on September 12

th

Available at http://www.vagalume.com.br/avril-lavigne/im-with-you.html accessed on September 12

th

7. Final production:

A lyric is a genre. It has composed with some steps. You studied each one. Now, in groups of three or four, you will write a song version and produce a song clip. You can choose between a

“Black Eyed Peas song - I gotta a feeling or Calvin Harris -

I feel so close”.

Don’t forget to pay attention at any steps that you learned (theme, rhythm, verse, stanza, chorus, etc.)

Teacher: This exercise will be done in cards with every

part of the lyrics.

I gotta feeling

That tonight's gonna be a good night

That tonight's gonna be a good night

That tonight's gonna be a good, good

night

Tonight's the night, let's live it up

I got my money, let's spend it up

Go out and smash it like oh my God

Jump off that sofa, let's get, get off

I know that we'll have a ball if we get

down

And go out and just lose it all

I feel stressed out, I wanna let it go

Let's go way out spaced out and losing

all control Available at: http://www.vagalume.com.br/black-eyed-peas/i-

gotta-feeling.html accessed on September 17th

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

I feel so close to you right now

It's a force field

I wear my heart upon my sleeve, like

a big deal

Your love pours down on me,

surrounds me like a waterfall

And there's no stopping us right now

I feel so close to you right now

And there's no stopping us right now

And there's no stopping us right now

And there's no stopping us right now

I feel so close to you right now...

Available at http://www.vagalume.com.br/calvin-harris/feel-

so-close.html#ixzz2gavy1Ewb accessed on 02rd

October

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Referências Bibliográficas

BAKTHIN, Mikhail. Estética da Criação Verbal. 2ª São Paulo: Martins Fontes, 1997.

BRONCKART, Jean- Paul. Atividades de linguagem, textos e discursos. Por um interacionismo sociodiscursico. 2ª São Paulo: Educ, 2009.

DOLZ, J. & SCHNEUWLY, B. Gêneros orais e escritos na escola Trad. e org. Roxane Rojo e Glaís Sales Cordeiro. Campinas, SP: mercado de letras, 2004.

PARANÁ. Diretrizes curriculares da Educação Básica: para a rede pública estadual de ensino. Língua Estrangeira Moderna. Curitiba: SEED/DEF/DEM, 2006. ________. Diretrizes curriculares da Educação Básica: para a rede pública estadual de ensino. Língua Estrangeira Moderna. Curitiba: SEED/DEF/DEM, 2008.

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