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Course Plan 2009
Course: Portuguese Language Series: 5, 6 and 9 years Prof. Janaina Antunes
Presentation
One more school year begins, bringing new challenges that will guide my teaching
practice. Thus, in order to help the planning of my actions didactical the shor
t, medium and long term, I present the Plan of Course 5, 6 and 9 years in the di
scipline of the Portuguese language. I emphasize that this document, as its name
says, it's a plan, not a plan, thus allowing some flexibility, even though ther
e are a bimonthly division of content. Thus, it is up to me, professor, after th
e knowledge of my class group, which comprises the different diagnostic procedur
es, to study this plan to establish the best route from teaching my students, or
preparing " planning "itself. It should also say that in my planning should see
k to ensure the construction of knowledge proper to each discipline, along with
the capture of which is a cross shape. I still remember that I am willing to cla
rify any questions, suggestions point, collectively analyzing the difficulties i
n order to collaborate in choosing the most appropriate pedagogical approaches f
or effective learning of our children and youth. My intention is to strengthen,
increasingly, the partnership between us, educators, whose goal is excellence in
teaching quality and happy and full development of the potentialities of our st
udents.
Good job everyone!
2
D
isciplina: Portuguese (5 years)
The
^ len ^ aOBJECTIVES Main
According to the National Curriculum Parameters of Portuguese, among
main objectives for this area of education in the early years of elementary scho
ol are: be integral to a community of readers, sharing different cultural prac
tices of reading and writing; know tailor their speeches to the different situ
ations of oral communication, considering the context and interlocutors; produ
ce different texts by selecting the genre best suited to different communicative
situations, intentions and interlocutors; read different texts, adjusting the
mode of reading to different purposes.
3
PORTUGUESE LANGUAGE (5th year)
1 Bimonthly
CONTENT OBJECTIVE EVALUATION STRATEGY
4
UNIT 1 Image and textual context Genre: horror story Interpreting text c
omma and ellipsis
 Explore the scenery and the feelings it conveys. Relate the image to the plo
t that could be made from it. Use reading skills to comprehend text and identi
fying information. Analyze the elements of the text and identify the character
istics of the genre.
Presentation
individual and collective work in the classroom Reading, interpreting and prod
ucing texts, Role of text; Study directed; Research; Implementation of s
crip-tion exercises in the book, notebook and blackboard, Visits to libraries;
Display of films or excerpts.
Compare detailing similarities and differences in the use of the comma.
Identify different functions of the comma and be able to rewrite passages usin
g the comma efficiently. Find examples of the use of punctuation in the text a
nd identified according to their score in each instance found. Implement ellip
ses and commas in writing. Remember the meaning of the words evil and bad noti
cing differences in the use of each of them to use them correctly. Use the ant
onym of the words evil and bad and recognize differences between them. Find th
e words in different contexts. Apply skills in reading comprehension and text
analysis. Infer meanings of the expressions of the text, relating them to prov
erbs. Analyze the elements of the narrative in the text: conflict and complica
tion to the solution of the conflict. Identify and adjective adjective realizi
ng the function of each of the excerpts. Use an adjective and / or adjective r
eplacing one another. Identify the correct spelling of words with xc or sc.
Find the words in the dictionary to check the spelling. Write the words correc
tly. Read story "creepy" and identify main ideas in each paragraph, organizing
them to retell the text. Identify elements of the narrative: the initial situ
ation, conflict, resolution and outcome. Understand the importance of these el
ements in the development of narrative, including a description of where the nar
rative occurs. Take ownership of the system of writing and producing text acco
rding to the characteristics of the genre.€ Write a horror story incorporating
elements of the narrative and create the plot. Review the text and see feature
s and functions in the linguistic and textual re-writing. Re-write the story.
Listen to "tales". Identify the elements of the narrative. Count a "cause"
of creepy. Organize, reflect and amplify the concepts worked on the unit. 5
Bad or evil
Through the observation in relation to the interest, participation, performance,
the work produced orally or in writing, individual or collective and written te
sts and exams.
Text and Reading
adjective
Words with sc or xc
Text Production tale of terror
Tale of Terror
Interpretation of "tales" Ideas Network
CONTENT
UNIT 2 Image and Gender textual context: Interpretation theater Text i
nterrogative pronouns correct pronunciation and spelling of words puppet theat
er
OBJECTIVE
 Relate the name of the party image illustrated. information on this demonstr
ation of Brazilian folklore. Read and understand the text, identifying and sel
ecting information. Analyze the elements of the text and identify the characte
ristics of the genre: an overview, details of speeches by the name of the charac
ter, explanations of the scene, dialogues. Understand the function of punctuat
ion and language used in the text. Recognize marks of orality in the text. Ana
lyzing and understanding the role of the interrogative pronouns to use them co
rrectly. Identify sounds similar to pronounce certain words. Understand the
correct letter in the writing of certain words. Analyze the image and relate i
t to history. Infer issues from the analysis of the image. Understand some i
mportant functions of those responsible for presenting a puppet show. Analyze
the entries and identify meanings appropriate to the context of each word. Rel
ate meanings found with the theme worked in the unit. Understand different meani
ngs of a word and use each one correctly. Apply reading skills and understand
the text. Recognize elements of the genre interview and recalled their duties.
Identify the text element that the preposition relates or relate. Identify
the text element that the preposition relates or relate. Recognize preposition
s in proposed sections. Understand the endings oso, osa and that class of word
s such terminations indicate. Modify words adding suffixes and oso osa. Iden
tify the grammatical class of words formed by suffixes. Relate the text to the
kind of supports. Compare detailing similarities and differences between that
interview and the other deals in the unit. Understand the function of punctua
tion used. Take ownership of the system of writing and producing text accordin
g to the characteristics of the genre: setting, dialogue between other character
s, guidelines on the scene development. Read silently and understand the dialo
gue. Interpret the text by a dramatized reading, paying attention to intonatio
n. Organize, reflect and amplify the concepts worked on the unit.
STRATEGY
Presentation of individual and collective work in the classroom Reading, int
erpreting and producing texts; Role of texts; Study directed; Research;
Execution of scrip-tion exercises in the book, notebook and blackboard; Visits
library; Display of films or excerpts.
EVALUATION
Through the observation in relation to the interest, participation, performance,
the work produced orally or in writing, individual or collective and written te
sts and exams.
Analysis of entries
Interview
Interpretation text Training Preposition of adjective and noun
Text
Writing theatrical interpretation of the text Network ideas
2 Bimonthly
CONTENT OBJECTIVE EVALUATION STRATEGY 6
UNIT 3 Image and Context
Textual Genre: myth
Text Word - flex time, person and number
sounds represented by the letters g
j
Text
 Text Interpreting text indefinite pronouns
Middle or half
Writing a myth
Myths
Text and Reading
Network Ideas
Identify the different elements of the image. Compare the way to live with t
he indigenous way of life of each. Reflect on the activities of city life and
country life, recognizing similarities and differences. Apply reading skills t
o read and understand the text, identifying and selecting information. Analyze
the elements of the text and identify the characteristics of the genre: the ele
ments of nature, disobedience, punishment or reward solution to the problem.€ U
nderstand and identify the real elements of the narrative. Remember the functi
on of verbs and identify verbs. Identify flexion of number and person. Apply
the inflections according to the context, re-writing sentences. Understand wh
at letters may accompany the lyrics ge identify the sounds represented by the le
tter g as the letter that follows. Identify words spelled with the letter j no
ting that letters can come after her. In the context of words with g or j not
figure out which one belongs to the group by establishing a criterion. Analyze
the elements of the image and link them to myths. Understand the explanations
of the real Indian myths. Sort the facts. Reflect on the theme of the text:
a consequence of human actions. Comparing texts on the history of tree tamoro
mu. Analyze and understand the function of indefinite pronouns. Use the inde
finite pronouns correctly. Understand differences in the use and function of w
ords. Implement the words correctly in a context established. Identify eleme
nts of the narrative-real and imagined - and realize the importance of these ele
ments to develop it. Identify the characteristics of the genre: the elements o
f nature, an act of disobedience, punishment or reward solution to the problem.
Write a myth integrating the elements of narrative and creating the plot. Re
view the text and see features and textual and linguistic functions necessary fo
r the re-writing. Read and understand the poem. Understand the aspects menti
oned in the poem and discuss it with colleagues. express opinions about readin
g by citing positive and negative aspects about the subject. Organize, reflect
and amplify the concepts worked on the unit.
Presentation of individual and collective work in the classroom Reading, int
erpreting and producing texts; Role of texts; Study directed; Research;
Execution of written exercises in the book, notebook and blackboard; Visits to
the library ; Display of films or excerpts.
Through the observation in relation to the interest, participation, performance,
the work produced orally or in writing, individual or collective and written te
sts and exams.
7
CONTENT
UNIT 4 Image and Gender textual context: personal account
OBJECTIVE
Relate facts to feelings and memories provoked by the day-to-day. Imagine yo
ur own future from the experienced situations. Use reading skills to identify
and select information required to understand the text. Identify the type of n
arrator that appears in the text: narrator-character. Understand the importanc
e of tracing the story of time and space that occurs in the narrative. Underst
and the presence of consonant clusters and / or digraphs in words. Recognize t
he sounds represented by the sequence of letters. Identify the different endin
gs of words according to grammatical class. Relate noun to adjective formed ac
cording to the use of the suffix. Write the words correctly. Read and unders
tand the text identifying the subject. Establish relationship between the repo
rted testimony and seeing the text function. Apply reading skills to comprehen
d text, identifying and locating information. Understand the function of punct
uation in the text. Infer an end to the story and compare the final read. An
alyze words and meanings appropriate to identify each word. Apply the meanings
according to context. Analyze and understand the function of possessive prono
uns. Understand the difference between possessive pronouns, personal and treat
ment. Identify differences in meaning in the sentence as the pronoun used. I
dentify the differences in spelling and meaning of words. Write the words corr
ectly and apply them in the given context. Identify the characteristics of the
genre and apply the information needed to write to produce a report. Organize
memories according to script and mentioned the fact to tell a colleague. Read
the notes about memory colleague reported and exposed to lembrandose class of i
ntonation. Organize, reflect and amplify the concepts worked on the unit.
STRATEGY
Presentation of individual and collective work in the classroom Reading, int
erpreting and producing texts; Role of texts; Study directed; Research;
Execution of written exercises in the book, notebook and blackboard; Visits to
the library ; Display of films or excerpts.
EVALUATION
Through the observation in relation to the interest, participation, performance-
€the work produced orally or in writing, individual or collective and written te
sts and exams.
Meetings and consonant
digraphs patriotic Adjectives, adjectives, noun Words ending in es / esa, ez
/ eza Text
Text and Reading
Analysis entries Possessive pronouns
Parona Reporting Writing Presentation of souvenirs Network Ideas
3 Bimonthly
CONTENT OBJECTIVE EVALUATION STRATEGY 8
UNIT 5 Image and Gender textual context: chronic Interpreting text Word:
indicative mood
Words ending in or iff
Activities ice from a scene
Interpreting text
Accent Graphics text spelling Choose a theme for chronic and creation of
the title.
Chronic argue and opine Network Ideas For a good living
Recognize the headlines as a source of information and means of awakening inte
rest in reading. Understand characteristics of the environment presented and r
elate them to the possibility of reading. Identify and select information by a
pplying the skills of reading and understanding the text. Explore and understa
nd terms used in the text. Identifying verbs in sentences and understand the i
dea they convey. Remember to apply and tenses. Use verbs correctly in certai
n tenses according to the statement. Compare words and identifying grammatical
class of words according to the termination or ice iff. To form words by addi
ng iff or ice. Understand the difference in spelling and writing correctly.
Observe the image and discuss with colleagues. Transforming the image descript
ion using adjectives with opposite to what one sees. Relate the image to the m
oments of their lives. read silently and comprehend text. Understand the "gr
ace" of the text by analyzing the way it is told. Relate to chronicle the othe
r text on the same subject and compare similarities and differences. Identify
and understand the stressed syllable stress in words and proparoxitone oxítonas.
Identify the function of the posters presented and realize your spelling. C
orrect spelling mistakes and re-write the posters. Read the text, locate and a
nalyze information. Find the meaning of words in the dictionary and choosing t
he most appropriate to the text. Identify and apply characteristics of the gen
re in the writing of the text. Find in newspapers, subjects that can be transf
ormed into chronic. Choose the matter to the chronic and keep it in writing, r
especting the characteristics of the genre: short story, language appropriate to
the subject. Review the text and see features and textual and linguistic func
tions that need to be further exploited to re-write the chronicle. Compare det
ailing similarities and differences between argument and opinion. Identify sit
uations of argument and opinion. Create or recall status of argument to share
with colleagues. Organize, reflect and amplify the concepts worked on the unit
. Understand situations of respect for others and identify moments when you ca
n be supportive.
Presentation of individual and collective work in the classroom Reading, int
erpreting and producing texts; Role of texts; Study directed; Research;
Execution of written exercises in the book, notebook and blackboard; Visits to
the library ; Display of films or excerpts.
Through the observation in relation to the interest, participation, performance,
the work produced orally or in writing, individual or collective and written te
sts and exams.
9
CONTENT
OBJECTIVE
STRATEGY
EVALUATION
10
UNIT 6 Image and Context
Analyze the image and identify the environment recognizing the work that is pe
rformed in a
place like this. Raise for scientific curiosity. Relate scientific discoveri
es with the progress and the modern world. Apply reading skills to comprehend
text, identifying and selecting information. Identify factors specific to the
text: truthful information, appropriate vocabulary. Understand the function of
a piece of popular science. Infer meanings according to context. Analyze th
e words and meanings appropriate to identify each word to apply them according t
o context. Use the memory to perform the play. Remember expressions related
to memory. Analyze and understand the function of pronouns oblique noticing th
e relationship with words quoted above. Understand the differences in the use
of personal pronouns oblique or straight and use them correctly.€ Understand di
fferences in spelling and meaning of words and session section and write them co
rrectly in the given context. Apply reading skills to comprehend text, identif
ying and locating information. Relate posters to the discussion in the text.
Identifying verbs in sentences and understand the idea they convey. Correct u
se of verbs in the imperative. Identify the mode: indicative or imperative.
Identify the use of the letters L and U in the middle of the word. Complete th
e sentences with appropriate words. Write the words correctly. Review magazi
ne cover, and identify elements that appear, knowing their function. Follow in
structions to perform an experiment. Relate the text to other texts worked.
Understand the role of scientific experiment. Identify elements necessary for
writing: truthful information, appropriate vocabulary. Write about the topic p
roposed using the characteristics of the genre. Use the memory to perform the
play. Identify resources used to remember the words. 11
Gender text: text
Interpreting popular science text entries Analysis Memory game oblique p
ronouns
Section or session
Reading Interpreting text mode imperative
Words written with L or U
Review of magazine cover Text
Writing text disclosure
scientific Game
4 Bimonthly
CONTENT OBJECTIVE EVALUATION STRATEGY
12
UNIT 7 Image and Gender textual context: newspaper articles
Reading Adverb
sounds represented by the letter x
Interpretation Interpretation comic text
Nouns derived
Otherwise or if not
Text Writing news
Observe the covers of newspapers in different times and understand the evoluti
on of the press in this medium. Apply reading skills to comprehend text, ident
ifying and locating information. Analyze the elements of the text by making in
ferences and answering questions or comments on the theme. Apply reading skill
s to comprehend text, identifying and locating information. Identify function
of the words and understand the idea it conveys. Represent idea conveyed by th
e adverb through mime. Identify the sentence adverb, as well as understand the
idea it conveys. Recognize the different sounds represented by the letter x i
n words. Write correctly words that have the letter x. Create sentences with
words that have the letter x. Read and understand the visual and verbal langu
age. Answer questions relating to comics. Understand the text by analyzing t
he information read. render an opinion on the subject of the text. Relate th
e way information is presented and impact on the reader. Create headlines to s
ubjects proposed taking into account the elements analyzed. Recognize and iden
tify family of words in a group of words, the noun that gives rise to other word
s. Forming nouns from a primitive noun. Apply information from the family sp
elling of words to write properly. Recognize nouns primitives and derivatives.
Understand the difference in spelling and meaning, and if not otherwise. Us
e and write words correctly according to the meaning of each. Read and underst
and the text relating the subject matter of the texts worked in the unit. Unde
rstand the differences between news and reportage. Identify required elements
and write the news suggested keeping the issue in accordance with the characteri
stics of the genre, answering the questions: what, with whom, when, where, how,
why? Review the text and see features and functions in the linguistic and text
ual re-writing. Read the text of Mr and identify and point out the missing ele
ments in the writing. Evaluate the text itself in accordance with observations
and proposals by fellow staff review.
Presentation of individual and collective work in the classroom Reading, int
erpreting and producing texts; Role of texts; Study directed; Research;
Execution of written exercises in the book, notebook and blackboard; Visits to
the library ; Display of films or excerpts.
Through the observation in relation to the interest, participation, performance,
the work produced orally or in writing, individual or collective and written te
sts and exams.
News
13
CONTENT
OBJECTIVE
STRATEGY
EVALUATION
14
UNIT 8 Image and textual context Genre: science fiction Interpreting text
Verbal Concordance
In order or order, or about
about, around,€ Text about Music
Interpretation Reading Text
Explore the image and relate the elements of fiction. Reflect on the benefit
s and possible harms of technology. Apply reading skills to comprehend text, i
dentifying and locating information. Analyze the elements of the text and answ
er the questions by making inferences or observations on the subject treated.
Reflect on the view narrated the story. Check the subject's relation with the
singular or plural. Make the concordance of the verb with the subject in sente
nces given. Understand the importance of the agreement as a means to facilitat
e understanding. Understand the difference in spelling and meaning of words.
Use words correctly according to the meaning of each. Read and understand inf
ormational text on science fiction author. Apply reading skills to understand
the lyrics relate it to the theme of the unit. Analyze the linguistic elements
and their functions in music. Apply reading skills to comprehend text, identi
fying and locating information.
Analyze the elements of the text by making inferences and answering questions
or comments
about the theme. narrator-character analysis of articles
Identify the type of narrator that appears in the text and understand its role
for
development of history.
Analyze the entries and identify appropriate meanings to each word.
Apply the meanings according to context. Relate the words found in the conte
xt studied in the unit: space. Observe image and identify the planets mentione
d. Identify adverbs and adverbials in sentences. Identifying the ideas commu
nicated by the expressions and adverbs. Recognize expressions as adverbial phr
ases and apply them in writing. Replace adverbials adverbs by keeping the mean
ing and vice versa. Identify letter L and U at the end of words and understand
the formation of the plural in these words. Check for differences in the plur
al of words ending and L and U. Write the words correctly using the plural for
mation as a resource to check the spelling. Identify and apply characteristics
of the genre in the writing of the text. Understand the real elements and the
fantastic elements needed for writing.
Image adverbial phrase
plural of words ending in
U or L
Writing a fictional text
scientific
15
RESOURCES: CD (media), audio CD's, DVD's, song lyrics, poems, texts in general,
leaves with activities or other extra features, white sheets, sheets guided, car
dboard, books, dictionaries, encyclopedias, books of literature for children and
youth, magazines, newspapers, pictures (illustrations).
16
Course: Portuguese Language (6 and 9 years)
General Purpose
Provide knowledge of Portuguese, aiming at competence development-oriented oral
and written student productions, allowing the acquisition of knowledge in differ
ent areas of human knowledge.
Main Objective
This plan assumes that the path to the renewal of language teaching, especially
in grammar, does not imply a break with the historically and culturally acquired
content, eg, noun, subject, agreement, etc.. Nor is this either to omit naming
or replace it with another, this or that linguistic theory. The effort of this p
lan is to give a new treatment to these contents, which are now being seen also
from the viewpoint of semantics, the stylistics, linguistics and discourse analy
sis. In summary, we believe that the teaching of Portuguese, today, must address
the reading, the production of text and grammatical studies in the same languag
e perspective - the perspective of language as a tool for communication, action
and social interaction. In this sense, change is the focus, methodology and stra
tegies of the Portuguese language teaching, which essentially turns to an integr
ated reading, writing papers and thinking about language, developed under a text
ual perspective and enunciation.
17
PORTUGUESE LANGUAGE (6th year)
1 Bimonthly
UNIT OF STUDY CONTENT Opening Unit Bimonthly STRATEGY - lecture Motivate the s
tudent to content - employment resource áudioque will be worked in the unit. vis
ual (In the world of Fantasia) - extra reading class - lectures Conceptualizin
g language, language - theoretical and practical classes with code, interlocutor
, range readings and text analysis language, standard language and non - employm
ent resource áudiopadrão, utterance , text, visual intentionality discursive€pho
neme - works directed and lyrics. (Individual and groups) Verify through quest
ions - and proposed setting exercises, the function semânticorevisão stylistic c
ode of the varieties of linguistic and discursive intentionality in the construc
tion of the text. Observe certain aspects of language use related to linguisti
c varieties. Observe and employ certain semantic aspects related to discursive
language in concrete situations of verbal interaction. Develop reading strate
gies: levels of predictability - lecture of the implicit explicit, - theoretical
and practical classes with raising hypotheses, relationships readings and text
analysis of cause and consequence of - extra reading class-temporality and spati
ality - employment resource áudiotransferência, synthesis, generalization, visua
l translation of symbols, relations - work directed (individual and groups) form
and content etc.. compare texts, looking for - setting exercises similarities
and differences in ideas and form. Improve oral reading, OBJECTIVE ASSESSMENT
- participation in class - work individually and in groups - participation in t
he classroom - group work - individual work - research
Portuguese (1) GRAMMAR

Verbal language and nãoverbal Interlocutor Language The language and its codes o
f Employment letter h Phoneme and letter Variety Spoken and written language for
mality and informality Slang Speech Text Speech Genres • Texts related to the ch
ild's imagination: the wonderful tale, the fable, the book adventure, etc..
Portuguese (2) INTERPRETATION OF TEXT
- Participation in the classroom - group work - individual work - research
18
UNIT OF STUDY
The wonderful tale CONTENT The dictionary: words in context
PRODUCTION OF TEXT
exercising it from guidance on punctuation, intonation and emphasis. Develop s
kills for reading nonverbal texts. discuss topics proposed by the texts and de
velop skills of expression and oral arguments. Read for pleasure. OBJECTIVE
understand, observe, make and recreate the wonderful tale according to the gende
r characteristics of the situation and conditions of production. Knowing the s
tructure of the dictionary and learn to consult it quickly and efficiently.
STRATEGY
EVALUATION - participation in the classroom - teamwork - individual work - resea
rch
Project: Stories of Today and Forever
- Lectures - use of visual aid - extra reading class - theoretical and practical
classes, readings and text analysis - studies directed (individual and groups)
To allow students to participate in - setting exercises shows stories of today
and always with the production of a book from the texts they created in the per
iod and with exposure to books, magazines and videos related to folk tales.
2 Bimonthly
UNIT OF STUDY CONTENT OBJECTIVE EVALUATION STRATEGY - lecture - participation in
class Motivate the student to the content - use of audio-feature individual w
ork and that will be worked in the unit. visual group (Children) - extra-class r
eading
Opening the Unit Bimonthly
19
Portuguese Language (1) GRAMMAR
The noun classification of nouns the adjective Bend rating adjectives from
nouns and adjectives The gender of nouns The number of nouns the gender o
f adjectives The number of adjectives digraph vowel and consonant Personals

Conceptualizing noun and adjective. Identify and classify adjectives and nou
ns. Verify through questions posed, the function semânticoestilística noun and
adjective. Observe and employ certain aspects of language use related to noun
s and adjectives. Observe and employ discursive semantic aspects related to no
uns and adjectives in concrete situations of verbal interaction. Develop readi
ng strategies: levels of predictability, making explicit the implicit content, r
aise hypotheses, relationships of cause and consequence of temporality and spati
ality, transfer, synthesis, generalization, translating symbols, relationships b
etween form and content etc.. compare texts, looking for similarities and diff
erences in ideas and form. Improve oral reading, exercising her from guidance
on punctuation, intonation and emphasis. Develop skills for reading nonverbal
texts and comparing them to texts of verbal language.€ discuss topics proposed
by the texts and develop skills of expression and oral arguments.
- Lectures - theoretical and practical classes, readings and text analysis - use
of visual aid - directed work (individually and in groups) - exercises for sett
ing and reviewing
- Participation in the classroom - group work - individual work - research
Portuguese (2) INTERPRETATION OF TEXT
•
Texts related to the infant universe, psychology, values and sensitivity of the
child.
- Lectures - theoretical and practical classes, readings and text analysis - rea
ding non-class - use of visual aid - directed work (individually and in groups)
- for setting exercises
- Participation in the classroom - group work - individual work - research
20
UNIT OF STUDY
CONTENT History comic dialogue Project: Comics: a world of stories
Read for pleasure. OBJECTIVE Knowing the nature of the language of comics an
d develop it from production projects of text. To allow students to attend the
show Comics: a world of stories, with the production of magazines and posters r
elated to the theme of unity.
STRATEGY - lectures - use of visual aid - extra reading class - theoretical and
practical classes, readings and text analysis - studies directed (individual and
groups) - for setting exercises
EVALUATION - participation in the classroom - teamwork - individual work - resea
rch
PRODUCTION OF TEXT
3 Bimonthly
UNIT OF STUDY CONTENT OBJECTIVE
Motivate students to content that will be worked in the unit. (Discovering who
I am)
STRATEGY
EVALUATION
Opening the Unit Bimonthly
- Lecture - participation in class - use of resources - individual work and audi
o-visual group - extra-class reading
21st
Portuguese Language (1) GRAMMAR
inflection of nouns and adjectives from nouns Degree Degree of the adjecti
ves Article Bend rating Articles Articles The numeral rating numeral
s flexion of the numerals Division syllabic syllable and unstressed syllable
Recognize the article and the numeral. Verify through questions posed, the s
emantic-stylistic function of the degree of flexion of nouns and adjectives, art
icle and the numeral in the text construction. Observe certain aspects of lang
uage use related to articles and numerals. Observe and employ discursive seman
tic aspects related to the degree of nouns and adjectives, the Article and the n
umeral in concrete situations of verbal interaction. Take ownership rules nota
tional language: division and unstressed syllables and tonic.
- Lectures - theoretical and practical classes, readings and text analysis - use
of audio-visual feature - works directed (individual and groups) - exercises fo
r setting and reviewing
-
Participation in class group work, individual research work
UNIT OF STUDY
CONTENT
OBJECTIVE
STRATEGY
- Lectures - theoretical and practical classes, readings and text analysis - rea
ding non-class - use of audio-visual feature - works directed (individual and gr
oup) -
EVALUATION
Participation in class group work, individual research work
Portuguese (2) INTERPRETATION OF TEXT
Develop strategies readings: • Texts indices related to predictability, explic
it question of the identity of the implicit meaning of the child, seen in a surv
ey of hypotheses, its relations with the cause and the family universe. Conseque
ntly, the temporal and spatial dynamics, transfer, synthesis, generalization,
22
translation of symbols - exercises for setting relations between form and conten
t etc.. compare texts, looking for similarities and differences in ideas and f
orm. Improve oral reading, exercising her from guidance on punctuation, intona
tion and emphasis. Develop skills for reading nonverbal texts and comparing th
em to texts of verbal language. discuss topics proposed by the texts and devel
op skills of expression and oral arguments. Read for pleasure. UNIT OF STUDY C
ONTENT The report personal diary Project Description: I also do stories
PURPOSE understand, observe and produce a personal account and the diary, taki
ng into account the characteristics of gender and production conditions. To al
low students to participate in the exhibition I also do stories, including the p
roduction of other texts related to gender reporting and producing a book of per
sonal accounts.€STRATEGY - lectures - use of audio-visual feature - extra readin
g class - theoretical and practical classes, readings and text analysis - studie
s directed (individual and groups) - EVALUATION exercises setting participating
in class group work, individual research work
PRODUCTION OF TEXT
4 Bimonthly
UNITY OF PURPOSE 23 STRATEGY EVALUATION CONTENTS
STUDY
Opening the Unit Bimonthly
Motivate students to content that will be worked in the unit. (Green, I love t
o see you) Recognize the pronoun and verb. Verify through questions posed, t
he semantic-stylistic function of the pronoun and verb in the construction of th
e text. Observe certain aspects of language use related to pronouns and verbs.
Observe and employ discursive semantic aspects related to the pronoun and the
verb in concrete situations of verbal interaction. Take ownership rules notat
ional language: the accentuation of oxítonas, of stressed monosyllables, and the
paroxitone proparoxitone.
- Lecture - participation in class - use of resources - individual work and audi
o-visual group - extra reading class - lectures - theoretical and practical clas
ses, readings and text analysis - use of audio-visual feature - works directed (
individual and group) - exercises for setting and reviewing participation in cl
ass group work, individual research work
Portuguese Language (1) GRAMMAR
The pronoun The pronoun and textual cohesion rating pronouns Pronouns
Personal Pronouns Possessive pronouns treatment demonstrative pronouns The
verb conjugations inflection of verbs in number and person Flexion Flexio
n so Flexing time tenses of the indicative verb conjugation Models of
Accent and oxítonas stressed monosyllables of proparoxitone Accent Accent of
paroxitone
24
UNIT OF STUDY
CONTENT
OBJECTIVE
Develop reading strategies: levels of predictability, making explicit the impl
icit content, raise hypotheses, relationships of cause and consequence of tempor
ality and spatiality, transfer, synthesis, generalization, translating symbols,
relationships between form and content etc.. compare texts, looking for simila
rities and differences in ideas and form. Improve oral reading, exercising her
from guidance on punctuation, intonation and emphasis. Develop skills for rea
ding nonverbal texts and comparing them to texts of verbal language. discuss t
opics proposed by the texts and develop skills of expression and oral arguments.
Read for pleasure. OBJECTIVE
STRATEGY
- Lectures - theoretical and practical classes, readings and text analysis - rea
ding non-class - use of audio-visual feature - works directed (individual and gr
oups) - for setting exercises -
EVALUATION
Participation in class group work, individual research work
Portuguese (2) INTERPRETATION OF TEXT
•
Texts related to the issue of the environment and endangered animals
UNIT OF STUDY
CONTENT
STRATEGY
EVALUATION
25
PRODUCTION OF TEXT
The text of the opinion The poster textual coherence and cohesion Projec
t: Where is the environment I'm in the middle.
Identify, observe and produce the text of opinion and the poster, taking into
account the characteristics of gender and production conditions. To allow stud
ents to attend the show if it is the environment I'm in the middle, which includ
es research and exhibition of posters, opinion texts and other texts related to
the theme of unity.
- Lectures - use of audio-visual feature - extra reading class - theoretical and
 practical classes, readings and text analysis - studies directed (individual an
d groups) - for setting exercises
-
Participation in class group work, individual research work
RESOURCES: CD (media), audio CD's, DVD's, song lyrics, poems, texts in general,
leaves with activities or other extra features, white sheets, sheets guided, car
dboard, books, dictionaries, encyclopedias, magazines, newspapers, images (illus
trations) and so on.
PORTUGUESE LANGUAGE (9th year)
1 Bimonthly
UNIT OF STUDY CONTENT OBJECTIVE Motivate students to content that will be work
ed in the unit. (Values) EVALUATION STRATEGY
Opening the Unit Bimonthly
- Lecture - participation in class - use of resources - individual work and audi
o-visual group - extra-class reading
26
Portuguese Language (1) GRAMMAR
Subordinate clauses substantive Prayers substantive reduced relative prono
un How to parse the relative pronoun The relative pronoun relative pronoun W
HICH The Subordinate clauses adjective WHERE Prayers reduced adjective p
lural of compound nouns Plural of compound adjectives
Know and identify subordinate clauses substantive and adjective. Recognize s
emantic values of the adjectival subordinate clauses. understand, identify and
properly use the relative pronoun. Know and identify the syntactic and semant
ic values of relative pronouns. Verify through questions posed to the aestheti
c function of the relative pronoun, the noun and adjective clauses in the constr
uction of texts. Employing properly plural nouns and adjectives compounds. D
evelop reading strategies: levels of predictability, making explicit the implici
t content, raise hypotheses, relationships of cause and consequence of temporali
ty and spatiality, transfer, synthesis, generalization, translating symbols, rel
ationships between form and content etc..
- Lectures - theoretical and practical classes, readings and text analysis - use
of audio-visual feature - works directed (individual and groups) - for setting
and reviewing exercises - seminar
-
Participation in class group work, individual research work
•
Portuguese (2) INTERPRETATION OF TEXT
Texts related to values: the socially valued, inner values, inner beauty and out
er beauty, traditionalism, conventions, other influences on our views, etc..
- Lectures - theoretical and practical classes, readings and text analysis - rea
ding non-class - use of audio-visual feature - works directed (individual and gr
oups) - for setting exercises
-
Participation in class group work, individual research work
27
compare texts, looking for similarities and differences in the ideas and gende
r. Improve oral reading, exercising her from guidance on punctuation, intonati
on and emphasis. Develop skills for reading nonverbal texts. discuss topics
proposed by the texts and develop skills of expression and oral arguments. Rea
d for pleasure. - Lectures - use of audio-visual feature - extra reading class -
theoretical and practical classes, readings and text analysis - studies directe
d (individual and groups) Give students - exercises mounting an exhibit and pr
oduce a newspaper about the 1960s. know the story and editorial genres and pro
duce as reportage and editorial. Know and use quoted speech in the form of dir
ect and indirect speech in journalistic texts. Participation in class group work
, individual research work
PRODUCTION OF TEXT
The report The editorial's speech quoted in newspaper articles Project:
The dream ended?
2 Bimonthly
UNIT OF STUDY CONTENT OBJECTIVE ASSESSMENT STRATEGY 28
Opening the Unit Bimonthly
Motivate students to content that will be worked in the unit. (Love) Know an
d identify the adverbial clauses. Recognize semantic values of adverbial claus
es. understand, identify and properly employ the figures of syntax. Verify t
hrough questions posed, the aesthetic function of adverb clauses and syntax figu
res in the construction of texts. Employing appropriately patriotic simple and
compound adjectives.
- Lecture - participation in class - use of resources - individual work and audi
o-visual group - extra reading class - lectures - theoretical and practical clas
ses, readings and text analysis - use of audio-visual feature - works directed (
individual and group) - fixation and revision exercises - seminar participation
in class group work individual work research

Portuguese Language (1) GRAMMAR

The adverbial clauses adverb clauses reduced coordination Period composed prayer
s and coordinates sindéticas asyndetic Figures of speech Adjectives patriotic or
have they?; Or comes from?
UNIT OF STUDY
•
CONTENT
OBJECTIVE
Develop reading strategies: levels of predictability, making explicit the impl
icit content, raise hypotheses, relationships of cause and consequence of tempor
ality and spatiality, transfer, synthesis, generalization, translating
STRATEGY
- Lectures - theoretical and practical classes, readings and text analysis - rea
ding non-class - use of audio-visual feature - works directed (individual and gr
oups) - for setting exercises -
EVALUATION
Participation in class group work, individual research work
Portuguese (2) INTERPRETATION OF TEXT
Texts related to love and fidelity, dating, love and otherness.
29
symbols, relationships between form and content etc.. compare texts, looking f
or similarities and differences of gender and ideas. Improve oral reading, exe
rcising her from guidance on punctuation, intonation and emphasis. Develop ski
lls for reading nonverbal texts and comparing them to texts of verbal language.
discuss topics proposed by the texts and develop skills of expression and oral
arguments. Read for pleasure.
UNIT OF STUDY
CONTENT
The story (the plot structure and conflict) The story (time and space) The
speech cited: the free indirect discourse Project: Who tells a tale raises a
point
OBJECTIVE
Meet the tale as a genre and produce stories. Be aware of the plot structure
, observing time and space and use them in text. Know and use the speech quote
d in the form of free indirect discourse. Give students perform a show of stor
ies and produce a book of short stories.
STRATEGY
- Lectures - use of audio-visual feature - extra reading class - theoretical and
practical classes, readings and text analysis - studies directed (individual an
d groups) - for setting exercises -
EVALUATION
Participation in class group work, individual research work
PRODUCTION OF TEXT
30
3 Bimonthly
UNIT OF STUDY CONTENT OBJECTIVE EVALUATION STRATEGY
Opening the Unit Bimonthly
- Lecture Motivate the student to - use of resources - participation in class
content that will be audio-visual - individual work and worked in the unit. - Ex
tra-class reading group (Youth) Identify, differentiate and deploy morphic ele
ments that compose the words of the English language. know and distinguish the
 processes of formation of the words of the language. Take ownership of the ru
les of verb agreement and rated according to the standard variety. Observe and
put into use discursive aspects, stylistic and semantic related to the structur
e and formation of words, and the principle of concordance. Check through text
ual analysis, the function semantic-stylistic elements morphic, processes of wor
d formation and concordances verbal and nominal in the construction of texts. -
Lectures - theoretical and practical classes, readings and text analysis - use o
f audio-visual feature - works directed (individual and groups) - for setting an
d reviewing exercises - seminar participation in class group work individual wor
k research
Portuguese Language (1) GRAMMAR
structure of words Word formation The nominal A verbal agreement Conco
rdance of the verb be Special cases of concordance Concordance: impersonal v
erbs c, ç or ss? and or i? or u?
31
Employing properly the letters c, ç, ss, e, i, e u.
UNIT OF STUDY
•
CONTENT
Texts related to youth: values, otherness, citizenship, conflict of generations,
etc..
OBJECTIVE
Reflect on the youth: their values, their relationship to life, his sense of o
mnipotence, its contradictions, etc..
STRATEGY
- Lectures - theoretical and practical classes, readings and text analysis - rea
ding non-class -
EVALUATION
Participation in class group work, individual research work
Portuguese (2) INTERPRETATION OF TEXT
- Employment resource strategies Develop audio-visual readings: index - led wo
rk (individual and predictability, defining the content groups) implicit waiver
of hypotheses, relationships - setting exercises cause and consequence of tempor
ality and spatiality, transfer, synthesis,
32
generalization, translating symbols, relationships between form and content etc.
. compare texts, looking for similarities and differences in the ideas and gen
der. Improve oral reading, exercising her from guidance on punctuation, intona
tion and emphasis. The public debate The regimented regimented public debate
: the role of moderator Text dissertativoargumentativo The verse and its mus
ical resources Project: The incredible 2000s. Develop technical writing and
oral argument, noting the quality of the arguments. Know and produce text diss
ertativoargumentativo, noting aspects such as appropriateness of language, objec
tivity,€etc.. Know and practice the basics of versification. Give students h
eld a news broadcast on youth in 2000. - Lectures - use of audio-visual feature
- extra reading class - theoretical and practical classes, readings and text ana
lysis - studies directed (individual and groups) - exercises for setting partici
pation in class group work, individual research work
PRODUCTION OF TEXT
4 Bimonthly
UNIT OF STUDY CONTENT OBJECTIVE EVALUATION STRATEGY
Opening the Unit Bimonthly
- Participation in class Motivate the student to the - lecture - individual wo
rk and content that will be - Employment Resource Group worked in audio-visual u
nit.
33
(Our time) Regency Regency nominal verbal backtick The Placement The placement o
f pronominal pronoun Employment in relation to time Employment pronoun in re
lation to space Employment pronoun in relation to the situation Kn
owing principles of conducting and placement in the existing language. Recogni
ze value semantics of verbs according to the regency. Know and practice the pr
inciples involving the phenomenon of backtick. Meet and discuss the rules for
pronoun placement according to the standard variety of language. Employing app
ropriately demonstrative pronouns in relation to time, space and situation.
- Extra reading class - lectures - theoretical and practical classes, readings a
nd text analysis - use of audio-visual feature - works directed (individual and
groups) - for setting and reviewing exercises - seminar participation in class g
roup work jobs individual research
Portuguese Language (1) GRAMMAR
UNIT OF STUDY
•
CONTENT
OBJECTIVE
Develop reading strategies: levels of predictability, making explicit the impl
icit content, raise hypotheses, relationships of cause and consequence of tempor
ality and spatiality, transfer, synthesis, generalization, translating symbols,
relationships between form and content etc.. Comparing texts
STRATEGY
- Lectures - theoretical and practical classes, readings and text analysis - rea
ding non-class - use of audio-visual feature - works directed (individual and gr
oups) - for setting exercises -
EVALUATION
Participation in class group work, individual research work
Portuguese (2) INTERPRETATION OF TEXT
Texts related to the theme of unity: cloning, the socioeconomic and cultural dif
ferences in Brazil, urban violence, TV and behavior of contemporary man.
34
seeking similarities and differences of gender and ideas. Improve oral reading
, exercising her from guidance on punctuation, intonation and emphasis. Develo
p skills for reading nonverbal texts. Read for pleasure. The text dissertati
voargumentativo: informativity dissertativoargumentativo Text: the quality of
the arguments The text dissertativoargumentativo: continuity and progression
The joint (I) The joint (II) Project: In our time Know and produce text d
issertativoargumentativo, noting the appropriateness of the degree of informativ
eness to the speaker and the quality of the arguments. Meet dissertativosargum
entativos and produce texts based on the principles of continuity and progressio
n. Understand and practice the principles of textual articulation. To allow
students to build a bulletin board on the facts and issues highlighted in today'
s world. - Lectures - use of audio-visual feature - extra reading class - theore
tical and practical classes, readings and text analysis - studies directed (indi
vidual and groups) - exercises for setting participation in class group work, in
dividual research work
PRODUCTION OF TEXT
35
RESOURCES: CD (media), audio CD's, DVD's, song lyrics, poems, texts in general,
leaves with activities or other extra features, white sheets, sheets guided, car
dboard, books, dictionaries, encyclopedias, magazines, newspapers, images (illus
trations) and so on.
36
BIBLIOGRAPHY
Sites http://www.portal.santos.sp.gov.br/seduc http://geocities.yahoo.com.br/ile
itura The preparation of this plan of course content was based on the following
bibliographies: PRADO, Angelica HULL, Cristina. Prose Project: Portuguese langua
ge - elementary school. 5th year. 1.ed. São Paulo: Saraiva, 2008. CHERRY, Willia
m Robert, Magalhaes, Thereza Cochem. Portuguese: languages. 6th year. 3.ed. São
Paulo: Atual, 2006. CHERRY, William Robert, Magalhaes, Thereza Cochem. Portugues
e: languages. 9th grade. 3.ed. São Paulo: Atual, 2006.
COMMENTS
1. Will also be included in this Plan of course, activities such as: Cultural Fa
ir,€Trips and Recreational Activities. 2. A project of spelling will be develope
d along with the discipline of the Portuguese language with the following object
ives: Understand that the correct spelling improves the quality of written exp
ression; Encourage reading; Provide support for students to undertake a plan
of individual or collective self-correction so they can analyze your spelling e
rrors; Employ playing (cirandas, songs, rhymes). PS: Project researched and wr
itten by Delia Magda Ferreira 3. Be increased, in parallel, a project based on a
reading of work still to be established.
37