Fast Track Upper Intermediate - PP CP 01ed01.indd

Transcription

Fast Track Classics Upper Intermediate
Título da Série
Autor original
Gênero
Dr. Jekyll & Mr. Hyde
Frankenstein
Oliver Twist
The Phantom of the Opera
Robert Louis Stevenson
Mary Shelley
Charles Dickens
Gaston Leroux
Mistério e suspense
Horror/Ficção científica
Aventura
Romance gótico
Fast Track Classics present stories
for readers in two levels:
Upper intermediate
Intermediate
Upper intermediate
Intermediate
Upper intermediate
Call of the Wild
Dr Jekyll & Mr Hyde
Call of the Wild
Dr Jekyll & Mr Hyde
Call of the Wild
Dr Jekyll & Mr Hyde
Dracula
Frankenstein
Dracula
Frankenstein
Dracula
Frankenstein
Dracula
Robinson Crusoe
Oliver Twist
Robinson Crusoe
Oliver Twist
Robinson Crusoe
Oliver Twist
Robinson Crusoe
Oliver Twist
Treasure Island
Treasure Island
Treasure Island
Treasure Island
For related activities go to:
www.fasttrackclassics.com
Illustrated by Gary Andrews
Illustrated by Gary Andrews
Frankenstein - capa CP 01ed02.indd 1
27 01 10 16:33:31
Call of the Wild
Dr Jekyll & Mr Hyde
Frankenstein
Illustrated by Tracy Fennell
Illustrated by Steve Caldwell
Oliver Twist - capa CP 01ed02.indd 1
27 01 10 16:59:13
Retold by Pauline Francis
Upper intermediate
Free CD with
F
narration of
n
the story
t
Free CD with
F
narration of
n
the story
t
Dr Jekyl and Mr Hyde - capa CP 01ed02.indd 1
Intermediate
Upper Intermediate
✦
✦
✦
Intermediate
✦
The Phantom
of the Opera
Gaston Leroux
Fast Track Classics are a quick way to a range of exciting
stories, from the chilling tale of Dracula to the exotique adventure of Robinson Crusoe and the mysterious story of The
Phantom of the Opera. These stories are shortened versions
of the classic novels, which along with the CD narrated by
English native speakers, lose none of the strength and flavour of the original.
Each story has a full glossary at the back of the book, and
comprehension, vocabulary and language activities for each
story can be found on our web site.
The Phantom of the Opera, by Gaston Leroux, was written in 1909. A young singer, Christine Daaé, makes a triumphant debut at the Opera – and then disappears. What has
happened to her, and could the mysterious Opera ghost be
to blame? Christine’s lover, Raoul de Chagny, spies a mysterious stranger shadowing her and decides to follow…
Oliver Twist
Charles Dickens
Fast Track Classics
Fast Track Classics
Frankenstein
Oliver Twist tells the story of a poor orphan, Oliver, who
survives starvation in the workhouse, life with the evil Fagin,
kidnap and robbery before eventually finding happiness.
Oliver Twist
O projeto é desenvolvido para orientar o professor na utilização dos livros componentes da série Fast Track
Classics. A ideia é expor os alunos a
uma variedade de atividades que focalizam a comunicação interativa e
incorporam técnicas e abordagens
comprovadas no ensino de inglês
como segunda língua, através da leitura de clássicos adaptados. É um
guia para o professor com atividades
de apresentação, prática e reforço do
conteúdo literário e linguístico contemplado em cada título da série.
O trabalho foi desenvolvido em ambas as línguas – inglês e português
– para facilitar a interdisciplinarida-
Mary Shelley is best remembered for her horror story,
Frankenstein, published in 1818. It is the chilling story of a
scientist, Frankenstein, who succeeds in creating a fearful monster, only to find that the monster holds a terrible power over
him and the people he loves.
Fast✦ track
Classics
Upper Intermediate
Fast✦ track
Classics
Upper Intermediate
Fast Track Classics
Dr. Jekyll
and Mr. Hyde
Mary Shelley
Fast✦ track
Classics
Upper Intermediate
Fast Track Classics
Frankenstein
The Strange Case of Dr Jekyll and Mr Hyde, published in
1886, was not Robert Louis Stevenson’s first novel, but it
was the one that helped to make him famous in lifetime.
The spine-chilling story shows the struggle between good
and evil that Dr Jekyll faced, and how, in the end, his own
good nature was overpowered by the evil in himself.
✦
Fast track Classics
Robert Louis Stevenson
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• To develop and present activities
to teach reading, thinking and
writing.
• To support teacher to improve
their student’s foreign language
abilities.
• To make learning a foreign language
an interesting and enriching experience by providing innovative and
high-quality teaching materials.
Dr. Jekyll and Mr. Hyde
FAST TRACK CLASSICS READING AND LITERATURE GUIDE
Objectives/Objetivos
F
Free
CD with
narration of
n
the story
t
The Phantom of the opera - capa CP 01ed02.indd 1
Free CD with
narration of
the story
27 01 10 17:29:22
27 01 10 17:13:17
Ficha
de e permitir ao professor um trânsito fácil nos dois idiomas durante a
execução de seus projetos.
Fast Track Classics é uma série composta por versões adaptadas de romances clássicos, acompanhados de
um CD narrado sempre por uma pessoa nativa na língua inglesa, sem perder a força e o charme da obra original.
Todo livro apresenta um glossário no
final que ajuda o aluno a entender as
palavras dentro do seu contexto.
Recontados por:
Pauline Francis
N°de páginas:
56
Formato:
13,5 x 20,5 cm
Nível:
Nível – Intermediário / Avançado
Elaboradores:
Elizabeth Conte
Sonia Maria Grandi
INDICAÇÃO:
Leitor
fluente
/
8.º
9.º
anos
ensino
fundamental
To Begin...
Ler é uma atividade extremamente rica e complexa, que envolve não
só conhecimentos fonéticos ou semânticos, mas também culturais
e ideológicos. Muitas vezes é um
processo de descoberta, um desafio, uma ação lúdica. Certamente,
será sempre uma atividade de assimilação de conhecimentos, de interiorização, de reflexão. Mais que
decifrar códigos, a leitura é uma
atividade de interação, onde leitor
e texto interagem entre si, obedecendo a objetivos e necessidades
socialmente determinados. A leitura, como qualquer outra atividade,
se desenvolve na convivência com
o próprio mundo. Aprender e gostar de ler é relacionar aquilo que lê
com o seu conhecimento de mundo, com suas experiências próprias.
Por isso, cada pessoa fará uma leitura particular de um mesmo livro
dependendo de sua “bagagem” e
irá interagir com a história em busca do seu significado.
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About each book
Strange Case of Dr. Jekyll and
Mr. Hyde is the original title of a
novel written by the Scottish author Robert Louis Stevenson and
was first published in 1886. The
work is commonly known today as
simply Dr Jekyll and Mr. Hyde. In its
narrative of a respectable doctor
who transforms himself into a
savage murderer, Stevenson concerns the way in which an individual
is made up of contrary emotions
and desires: some good and some
evil. It is about a London lawyer
named Gabriel John Utterson who
investigates strange occurrences
between his old friend, Dr Henry
Jekyll and the misanthropic Edward
Hyde. As it occurs, Utterson follows
the seeming contradictions in the
doctor’s actions and his increasingly hermit like existence in his laboratory. As the truth is about to
surface, tragic events occur that
end the whole affair dramatically
and conclusively.
About each book
Frankenstein
Frankenstein begins in epistolary
form, documenting the correspondence between Captain Robert
Walton and his sister, Margaret
Walton Saville. Robert Wallace is
a sea-captain who is on a voyage
to the North Pole in order to find
a passage from the Pacific to the
Atlantic via the Arctic Ocean. In
one of his letters to his sister he
mentions how a very strange thing
happened. After weeks at sea,
the crew of Walton’s ship finds an
emaciated man, Victor Frankenstein, floating on an ice flow near
death. In Walton’s series of letters
to his sister in England, he retells
Victor’s tragic story.
Oliver Twist
Oliver Twist is the second novel by
English author Charles Dickens,
published in 1838. The story is about
a poor orphan Oliver Twist, who
endures a miserable existence in a
workhouse and then is placed with
an undertaker, from whence he
escapes and travels to London where
he meets the Artful Dodger, leader
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of a gang of juvenile pickpockets.
Oliver is led to the lair of their elderly
criminal trainer Fagin, who does his
best to destroy the young Oliver’s
childish innocence mainly because
he is naively unaware of Fagin’s unlawful activities.
Erick, The Phantom of the Opera –
with his deformed face -lives under a
famous opera house. A mere chorus
girl, Christine Daae, becomes, under
his guidance, a well-known singer with
a beautiful voice. Erick enchants her
with his music. But her old childhood
sweetheart, the Viscount Raoul de
Changy, has also entered the picture.
The past comes back to haunt her,
the future ahead is uncertain, and
the present is undecided. A story
of romance, murder, sacrifice and
sadness.
Teachers will find each author’s biography, curiosities, and some other
references on the readers at the
end of the project.
This guide is intended to meet a variety of learning styles and literacy needs.
Introductory activities tend to capture the students’ curiosity and arise
interest in the novel.
Pre-reading activities prepare students for reading a novel, and challenge
them to think about the dilemmas they will find in the stories.
During-reading activities allow students to read the text more critically and
engage them in constructing meaning.
Post-reading activities encourage students to process and extend their thinking through a variety of written, verbal, and visual responses. The activities
offered in this guide can be used selectively by teachers in focusing on their
course objectives and student needs.
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Introductory activities
1. BULLETIN BOARDS/DISPLAYS
These are your “windows” to the stories. Be as creative as you can. The Bulletin Board can help in developing
comprehension as you explore vocabulary as well. You can add to it as students read the stories. It should capture the
students’ curiosity and arise interest in studying any novel. The Display can be on tables and students can bring or draw
objects which are connected to the setting, characters or theme of the story. You can provide students with a list before they
read the book or they can brainstorm a list after specific chapters.
DR. JEKYLL & MR. HYDE
FRANKENSTEIN
OLIVER TWIST
THE PHANTOM OF HE OPERA
DISPLAY:
Explore the opposites of
objects/characters/feelings.
Suggestions: colors black/
white; pictures of Beauty and
the Beast; Fiona and Shrek;
love/hate; happy/sad.
DISPLAY: (suggestions)
1. Setting: a map of Europe,
a raincoat, an audio
soundtrack of howling
wind and human screams.
2. Characters: a Frankenstein
mask, a Barbie doll, a lab
coat, a chemistry beaker.
3. Theme: objects which
symbolize science,
obsession, patriarchy,
Gothicism and nature.
BULLETIN BOARD:
A road sign with arrow:
LONDON – 70 miles.
A Skyline of London and the
following words randomly
distributed : kidnapped;
reward; locket; robbery;
hungry; truth.
BULLETIN BOARD:
Have curtains hang down
from the bulletin board semiopened as if it were the
entrance to a theater. Have
a pair of white mask (happy/
sad) contrasting with the
black background.
(Illustrate)
(Illustrate)
(Illustrate)
(Illustrate)
2. WALK THROUGH THE BOOK
Look at the cover of the novel. Can you find any clues about the story? the characters? Let’s browse the book . What do you
think this story will be about? Where and when does it take place?
Who is the author? The illustrator? Can you name any other books by this author or illustrator? When was the book published?
By looking over the pages, what do you think the mood of the story will be? (mystery, drama, adventure, suspense, etc.)
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LITERATURE CIRCLE
In literature circles, small groups of students gather together to discuss a piece of literature in depth. There is no one way to do
literature circles, it is not descriptive. Literature circles will be different in every classroom; in every grade, every teacher will use
it differently. In a literature circle, the discussions are guided by students after being prompted by the teacher. Literature circles
engage students in critical thinking and reflection as they read, discuss and respond to books. They provide students with a deeper
understanding of what they read as well as promote collaboration among the students once they all have a different role and
responsibility with the reading.
There are a variety of roles which teachers can choose from. This guide will introduce you to the following roles:
The discussion leader writes questions for the group to discuss.
The summarizer writes a summary of what happened in the section being read.
The word wizard writes down and defines challenging words to share with his/her literature circle.
The illustrator draws a picture.
The real-life connector’s role is to show how the story is similar to real-life events (Best for higher-level students).
The story-connector shows how the story they are currently reading is similar to other stories they have read. (Best for higherlevel students).
Prepare your Students: Model the literacy circle with the first chapter of the book. Review the roles described above. After
reading the chapter, ask the class to think and write two questions based on what you have read. By doing this, you are giving them a chance to be the discussion leader as the questions are a shared talk about what a “thinking question” is. Move
to the next role and ask the class to jot down their summary of what was read. Again, discuss this as a whole group which will
provide opportunity for the students to understand each of the roles. Continue with the remaining roles. Rules for discussion
must be clearly established as well: quiet voices, take turns, come prepared, be respectful, participate, be responsible, etc.
Getting Started: Once the students have their assigned roles they can read the assigned chapter. Each student needs to read
and do their written part of the role they were assigned. After the reading, the Discussion Leader will be in charge of the group
and give each member about 3-4 minutes to share/discuss their part. At the end of the session, each person rotates to the next
role as they continue their reading. In this way everyone gets to go through each role.
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Assessment: The teacher will assess the groups by making observations and will also check the written responses from the
roles.
DISCUSSION LEADER
Name:
Date Due:
Title:
Pages:
to
Your job:
Write questions for your group to discuss. The questions should be related to the section of the book you are reading. Be sure your
questions are interesting and open-ended so everyone will be able to answer them in their own way.
Examples: Were you surprised when ___? Why or why not? Do you think the main character made a good choice when he/she
___? Why do you think the main character decided to ___?
When you meet with your group:
You will read your questions to the group and give everyone a chance to answer. After everyone has answered, share your answer
with the group.
Question #1:
Your Answer:
Question #2:
Your Answer:
Question #3:
Your Answer:
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SUMMARIZER
Name:
Date Due:
Title:
Pages:
to
Your job:
Write a summary that describes what happened in this section of the book. Be sure you write in complete sentences and include
lots of details. Your writing should fill most (or all) of the lines below. If you need more space, continue on the back.
You will read the summary to the group. Ask them to tell you about other important parts you may have missed. Have each person
tell you about their favorite part.
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WORD WIZARD
Name:
Date Due:
Title:
Pages:
to
Your job:
Your job is to search for words in this section of the book that you (or others in your group) might not know. After you find challenging
words, tell where they are used in the story and find the definitions.
First, share the challenging word you found. Show them where it is in the story. Then, have each person try to predict the definition.
After everyone has shared their definitions, you can tell them the real meaning of the word.
Word #1: ________________________________________________________________________ Page Number: ___________
Copy the sentence this word was used in.
Definition of the word:
Word #2: ________________________________________________________________________ Page Number: ___________
Copy the sentence this word was used in.
Word #3; ________________________________________________________________________ Page Number: ___________
Copy the sentence this word was used in
Word #4; ________________________________________________________________________ Page Number: ___________
Copy the sentence this word was used in
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ILLUSTRATOR
Name:
Date Due:
Title:
Pages:
to
Your job:
Draw a picture of one scene from the section of the book you are reading. Your picture should be colorful and have lots of details.
Have each member of the group describe what is happening in your picture.
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REAL-LIFE CONNECTOR
Name:
Date Due:
Title:
Pages:
to
Your job:
Your job is to find parts from the story that remind you of things that happened to you or someone else in real life. When you describe
the real-life connection, give as many details as possible.
Describe the section of the story that reminds you of real life. Then, tell how something similar happened to you or someone you
know. After that, you can ask everyone in your group if anything similar has happened to them or someone they know.
Event from the story:
Something similar happened to me (or someone I know) when:
Another event from the story:
Another event from the story:
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STORY CONNECTOR
Name:
Date Due:
Title:
Pages:
to
Your job:
Your job is to find parts from this section of the story that remind you of things that happened in another story you have read.
Then, describe how the two stories are alike.
Describe the event from the story you are reading and tell how it connects to another story you have read before. Describe the
similarities to the group. Then, ask if anyone else can make other story connections.
Event from this story:
Something similar happened in another story when:
Another event from this story:
Something similar happened in another story when:
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Pre-reading activities
This section encourages students to engage while reading and focus on the issues they introduce. It also allows students to make
creative and dynamic connections between new and prior knowledge about the themes and events they will encounter in the
readings. Most of the activities can be done in groups. When questions are provided, you can assign one question to a group;
give the group some time to discuss and share with the whole class. Vocabulary is crucial to reading comprehension. Many
vocabulary activities are provided to ensure connections and provide background knowledge.
ACTIVITIES
Actvity 1: Vocabulary
Activity 2: Anticipation Guide
At the end of each novel you will find
a Glossary. The teacher can choose
the words to either introduce each
chapter or work with it within the
context. Some activities in this section
are focused on vocabulary and the
teacher can develop other activities
such as :
For this activity teachers need to
elaborate statements according to
the themes presented in the novel.
Students will respond to the given
statements as: “agree strongly ”
or “disagree strongly.” Then, the
class can engage in a discussion
of individual responses, identifying
areas of controversy. At the end of
the novel the students should return
to this activity and see if they have
changed their thinking.
(See Activity 2)
Sample : Frankenstein
Word Search
Criss Cross
Double Puzzles
Fallen Phrases
Math Squares
Mazes
Letter Tiles
Cryptograms
Number Blocks
Hidden Message
Activity 3: Vocabulary
Distribute a list of vocabulary words,
then ask students to form partners
Check these sites for the activities or groups and create word maps
that illustrate their understanding of
above:
http://www.discoveryeducation.com/ the words . Maps may include the
free-puzzlemaker/?CFID=12085108& definition, an illustration, examples,
characteristics, etc. The groups will
CFTOKEN=84393047
then share their work by posting the
Site for Crossword Puzzle and
maps on the wall.
Word Search http://www.puzzlemaker.com/
(See Activity 1)
Sample: Frankenstein
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Have students walk from map to
map and add observations and
suggestions with post-it notes.
(See Activity 3)
Sample: Oliver Twist
Activity 4: Brainstorming
Students list the words that
come to mind when they think of
the title of the novel.
(See Activity 4)
Activity 5: Literature Circle
Introduce “Literature Circle” and
explain the roles (see introduction
to Literature Circle). Define each
student’s roles using the chart .
This will help the teacher/students
to know what role each student is
focusing on for each chapter.
(See Activity 5)
Activity 6: Predicting
After reading each chapter, the
students should fill in the chart to
write their predictions. This serves
to review the stories as they predict
outcomes.
(See Activity 6)
JOURNAL ENTRY
- Encourage the students to make
predictions.
- Generate a list of ten to fifteen
words related to Frankenstein, for
example.
- Ask students to write a “probable
passage” paragraph that predicts
the content of the novel by using
all the words from the list. After the
book is read, students can return to
the passage and make corrections
to their summaries. Possible words
might include: boat, laboratory,
ice, university, monster, thunder,
mountains, cottage, locket, despair,
wedding, murder, Switzerland.
ACTIVITY 1 - FRANKENSTEIN WORD SEARCH PUZZLE
Activity 1
BODY PARTS
BORIS KARLOFF
BRIDE
ELECTRICITY
FIEND
FLAT HEAD
FRANKENSTEIN
GREEN
HIDEOUS
LIGHTNING
LUMBERING
MARY SHELLEY
MOBBED
MONSTER
NECK BOLTS
NOVEL
REVENGE
TALL
WRETCH
YELLOW EYES
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VOCABULARY - Sample: Frankenstein
F
L
U M
B
E
R
I
N
G
R
F
A W N
F
K
E
N
S
R
T
E
I
N
R
I
R
W A
R
S
U
O
E
D
I
H
S
E
L
E
V
O
N
A
O
R
I
G
G
I
D
T
N
T
N
A
L
E
N
L
Y
A
R
N
O
S
E
C
V
D M
E
C
K
L
B
E
Y
M N
A
H
R
Y
S
A
H
K
E
E
E
F
F
O
L
R
A
K
S
I
R
O
B
N
N
T
L
M
L
E
Y
A
N
D
F
Y
I
O
S
T
R
A
P
Y
D
O
B
R
S
T
S
P
L
T
Y
E
L
L
O W
E
Y
E
S
U
H
B
T
E
L
V
I
S
L
H
E
M O
B
B
E
D
S
I
D
E
I
N
T
D
A
E
H
T
A
L
F
H
N
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N
Y
G
N
I
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T
H
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I
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A
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I
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L
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C
T
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I
C
I
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Y
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N
ACTIVITY 2 - ANTICIPATION GUIDE
Name:
Directions: Rate each of the following statements before you read the novel. Compare your ratings with a partner’s,
and discuss why you chose a particular rating. After reading the novel, discuss with your partner whether you would
change any of your ratings.
1
2
3
4
5
6
7
8
agree strongly
2. With the advent of Genetic Engineering and “designer” babies,
parent now have less important roles in the birth process.
3. All children are in nately good.
4. Every child needs “mothering” in order to become “human.”
5. All parents love their children unconditionally, no matter how they
look or act.
6. Children who are “deformed” physically or mentally should be
isolated from society
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10
disagree strongly
Before Reading
1. It is a parent’s job, more than society’s, to nurture his/her child.
9
After Reading
ACTIVITY 3 - VOCABULARY
Sample: Oliver Twist
Name:
Directions: In groups, choose 5 words from the vocabulary list and develop word maps for each word. The word maps will be
posted around he classroom.
alley (39)
carriage (18)
dizzy (17)
eagerly (9)
gloom (6)
bowed (11)
huddled (13)
inn (12)
locket (5)
maize (23)
overcoat (23)
parlour (33)
reward (8)
Synonym
shutters (8)
trial (9)
undertakers (9)
weary (26)
Antonym
WORD
Definition in your own
words
16
Used in a sentence
ACTIVITY 4 - BRAINSTORMING
Name:
Directions: What comes to your mind when you think of the word(s) in the circle? Share with your partner and add on to your
diagram.
TITLE OF THE NOVEL
17
ACTIVITY 5 - LITERATURE CIRCLE
Name:
Directions: Fill in the chart below with the students. The roles will rotate as each chapter is read.
Date
Student
Date
Role
Date
Student
18
Student
Role
Date
Role
Student
Role
ACTIVITY 6 - PREDICTING
Name:
Directions: What is your prediction? We all make predictions as we read – little guesses about what will happen next, how a conflict
will be resolved. As each chapter is discussed, you can review and correct previous predictions.
Chapter
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What I Predict Will Happen
What Actually Happened
During-reading activities
These activities encourage students to utilize research-based comprehension strategies such as predicting, connecting,
summarizing, and determining main ideas while reading . Whether the novel is read aloud in class or silently at home, teachers
can choose appropriate assignments from the ideas below.
ACTIVITIES
20
Activity 7:
Comprehension/Vocabulary
Activity 8: Comprehension
Discussion questions:
Have students read the novel’s
first two chapters. Direct them to
mark the text as they read: draw a
star next to words, sentences, or
paragraphs they find interesting
and a question mark beside text
they find confusing or questionable.
Ask students what they questioned
and why. Re-read these words or
excerpts aloud. Allow classmates
to address each other’s questions.
Before adding teacher input, ask
students for the lines they marked
with stars. Re-read these aloud. Ask
them what was interesting about
these excerpts. In this way, the
teacher allows students to make
meaning of the text on their own
and with the help of peers.
Have the students in groups and
give each group a discussion
question. Allow some time for
discussion and share.
Examples: Frankenstein
(1) Why does Frankenstein’s
monster rebel and terrorize his
maker and humanity?
(2) Is the monster truly evil or trying
to define himself in a world
which has no place for him?
(3) Do we respect Victor for his
scientific talents, or dismiss him
as a madman?
(4) Who suffers more Frankenstein
or the creature?
(5) Frankenstein obsession with
science resulted in two years
passing without going home.
How would you evaluate his
character at this point?
(6) Who is to be blamed for
William’s death? Is anyone other
than the murderer responsible
for what happened?
Activity 9: Listening and Viewing
JOURNAL ENTRY
Find two or more different visuals
- Ask an open-ended question
(posters, videos, pictures, drawings,
that encourages readers of all
etc.). Have the students analyze and
levels to participate by writing an
compare differences and similarities
answer in their journal. Students
between the materials and discuss
can share what they have written
with the group.
and respond to each other’s
observations. The students who
are shy can at least read their
http://www.youtube.com/
answers aloud participating in the
watch?v=8H3dFh6GAdiscussion.
A&feature=related
1931
Sample question:
http://www.youtube.com/watch?v=
EOcJwt8XB4M&feature=related
1994
(See Activity 9)
“William was dead, Justine was
dead, and I wished that I could die
too. I was filled with guilt. I was in
hell.” (15)
Do you think Victor himself is guilty
of murder?
ACTIVITY 9 - LISTENING AND VIEWING
Name:
Directions: Compare and contrast both clips. Similarities goes in the middle.
1931 Clip
21
1994 Clip
During-reading activities
ACTIVITIES
Activity 10: Analysis & Criticism
The “T” diagram is a tool to be used when comparing/analyzing/critizing two
elements (characters, settings, mood, pros & cons, etc). In this case Frankenstein
is an example. Students can complete the diagram to analyze: In what ways is the
monster like any human being? In what ways is he different?
(See Activity 10)
Activity 11: Discussion questions
Discussion questions should follow every chapter. Always make sure that you
provide open-ended questions.
(Sample questions for Frankenstein)
(1) Did the creature’s point of view make you feel sympathy for him when he is
rejected by humanity?
(2) Is the creature’s demand for a female companion a valid request? Examine the
pros and cons.
(3) What is Victor’s greatest fear as he leaves for England? Describe the irony in his
decision to continue.
(4) How is Victor’s view of the Scottish Orkneys a reflection of his emotional state?
(5) How does the creature get to know the family who lives in the cottage? Why is
he drawn to the family?
(6) How does Shelley show that Frankenstein and the creature are both obsessed
with revenge? Does either of them win? Explain.
22
JOURNAL ENTRY
- After reading each chapter have
the students focus on one of the
discussion questions and write their
answers. This will give you an idea
of their writing skills.
(Sample question for Frankenstein)
(1) Think about some reasons why
a person might be rejected by
others. Describe a situation
in which a person might feel
rejected by others.
(2) You are Victor Frankenstein
and you have decided to write
a letter to Elizabeth or to your
father explaining your thoughts
in creating another creature.
You may want to compare
Frankenstein’s creation of the
second creature to his first
creation. Does he have the same
motives or different ones? Do you
think his attitude toward such
ambitious projects has changed?
ACTIVITY 10 - ANALYSIS & CRITICISM
Name:
Directions: Make a list of the ways the monster is like a human being, and in what ways he is not. Compare your list with your
classmates and add on to your list. Share with the whole class what you added to your list.
When is Frankenstein
Like a Human Being
23
Like a Monster
Post-reading activities
Activity 12: Reviewing
Activity 14: Be the Illustrator
Re-visit some of your pre-reading activities, such as the
journal entry and Activity Sheet 1. Now that you have
completed reading, have your views changed? Why or why
not?
Groups create and portray a book cover for an illustrated
edition of the novel. Students will take on the role of a
publishing house and create an unique illustration that gives
meaning to a depicted quotation.
Students will:
1. Pick one quotation from the novel that is particularly
significant and that would make good sense on the cover
of the novel.
2. Write out the quotation on a large piece of paper.
3. Create a picture that illustrates the quotation (creativity
counts).
4. Display your covers in the room.
Activity 13: Walk Through
Divide students into groups of four or five. Assign each
group one of the major themes that have been addressed
throughout the reading.
(Ex. From the novel Frankenstein you can use the theme,
such as Science verses Humanity, ambition, rejection,
revenge)
Groups meet and write these themes in large sheets of
paper and post them around the room. At their base poster,
students brainstorm and write down all textual evidence
and comments they can think of to support the role of
their theme in the story. When the teacher says: “continue
your walk”, students move to the next base and read what
the previous groups have written before adding their own
comments. The gallery walk continues until the groups
have seen and contributed to all posters and return to their
original place.
24
Activity 15: Case Closed
In two groups, students take the role of attorneys presenting
their “closing arguments” at the end of a criminal trial.
One group will defend/prosecute a main character while
the second group will defend/prosecute another character.
Students will prepare their case by listing all the possible
arguments from both sides. For example, if they plan
to defend Victor Frankenstein, they list not only all the
arguments they plan to use but also as many arguments
as they can think of that will be used by the prosecution.
Students should be encouraged to use their own opinion but
should also be required to cite the novel whenever possible
to encourage close reading. Students present arguments
orally to the class.
Robert Louis Stevenson (1850-1894) was born in Edinburgh. In the brief span of forty-four years, dogged
by poor health, he made an enormous contribution to English literature with his novels, poetry, and essays.
The son of upper-middle-class parents, he was the victim of lung trouble from birth, and spent a sheltered
childhood surrounded by constant care. The balance of his life was taken up with his unremitting devotion to
work, and a search for a cure to his illness that took him all over the world. His travel essays were publihsed
widely, and his short fiction was gathered in many volumes. His first full-length work of fiction, Treasure
Island, was published in 1883 and brought him great fame, which only increased with the publication of The
Strange Case of Dr. Jekyll and Mr. Hyde (1886). He followed with the Scottish romances Kidnapped (1886)
and The Master of Ballantrae (1889). In 1888 he set out with his family for the South Seas, traveling to the
leper colony at Molokai, and finally settling in Samoa, where he died.
Mary Wollstonecraft Shelley, original surname Godwin, was born in 1797, the only daughter of writers
William Godwin and Mary Wollstonecraft Godwin, who died of puerperal fever 10 days after giving birth to
her daughter. In her childhood, Mary Shelley was left to educate herself amongst her father’s intellectual circle
and she lived a literary life.. In 1814, she eloped with poet Percy Bysshe Shelley, whom she married in 1816
and always encouraged her to write. Mary published her first poem at the age of ten. She is best remembered
as the author of Frankenstein, but she wrote several other works, including Valperga (1823) and The Last
Man (1826), and she wrote numerous short stories for popular periodicals also. The last decade of her life was
dogged by illness, probably caused by the brain tumour that was to kill her at the age of 53.
25
Charles Dickens was born in 1812 at Landport, England, where his father was the clerk in the navy pay
office. The family moved to London in 1815 and later to Chatham. In 1823, they returned to London with
their fortunes severely impaired. His father then was imprisoned because of debt, so Dickens was removed
from school and forced to work as a clerk in a blacking warehouse of one of his relatives. When their financial
situation improved however, he went back to school until he left again at 15. He began his literary career in
1833 when he was 21 years old by publishing his stories in newspapers and magazines. In 1836, he began
doing serial publications first with Pickwick Papers and then Oliver Twist. In April of that year, he married
Catherine Hogarth and later became the father of ten children by her. Since it was profitable and enjoyable,
Dickens continued to publish his work in weekly installments or monthly parts depending on the publication.
Between 1836 and 1870, Dickens wrote historical fiction novels, Christmas books, a travel guide, his
observations on America, and essays. In 1856, he moved to his country home in Gad’s Hill and in 1858 was
separated from his wife. His last completed novel was published in 1864-1865 and Dickens died on June 9,
1870. He left one book unfinished.
Gaston Leroux was born in Paris in 1868. He went to school in Normandy and studied Law in Paris,
graduating in 1889. He inherited millions of francs and lived wildly until he nearly reached bankruptcy.
Subsequently, in 1890, he began working as a courtreporter and theater critic for L’Écho de Paris. His most
important journalism came when he began working as an international correspondent for the Paris newspaper
Le Matin. In 1905, he was present at, and covered, the Russian Revolution. He suddenly left journalism in
1907, and began writing fiction. He first wrote a mystery novel entitled Le Mystère de la Chambre Jaune; The
Mystery of the Yellow Room, starring the amateur detective Joseph Rouletabille. Leroux died in Nice, France
on April 15, 1927, at the age of fifty-nine, of a urinary tract infection.
26
Interesting facts
Symbolically, Hyde’s small stature
may represent the fact that, as Jekyll’s
dark side, he has been repressed for
years, prevented from growing and
flourishing. Throughout the whole
novel, Stevenson goes out of his way
to establish a link between the urban
landscape of Victorian London and
the dark events surrounding Hyde.
Dr. Jekyll and Mr. Hyde centers upon
a conception of humanity as dual
in nature, although the theme does
not emerge fully until the complete
story of the Jekyll-Hyde relationship is
revealed.
On the movies, TV
There were many films with “Jekyll’ in
the title or films what are about a person who makes originally-voluntary,
later spontaneous, transformations
to a character with no social repressions. The list also includes parody and
comic versions and films with similar
transformations, or films in which
Jekyll and Hyde appear as characters
in another story.
• 1908 Dr Jekyll and Mr Hyde (the
first film produced)
Director: Otis Turner
27
Production: William N. Selig / Selig
Polyscope Cast: Hobart Bosworth,
Betty Harte
Adapted from the 1904 stage
version by Forepaugh and Fish,
using some of the same actors.
• 1950 The Strange Case of Dr
Jekyll and Mr Hyde
Production: Fred O’Donovan
Cast: Alan Judd
Screenplay: John Keir Cross
A BBC production first aired on TV.
• 1955 Dr Jekyll and Mr Hyde
Director: Allen Reisner
Production: CBS Screenplay:
Gore Vidal Episode in the TV Climax!
Series aired 28 July 1955; more
faithful to the original story than
many other versions; 60 mins.
• 1999 Dr Jekyll and Mr Hyde (Goldhill Home Media)
Production: Roz Phillips, Tim
Brooke-Hunt, Tom Stacey for
Goldhill Home Media
Voices: Max Meldrum, David Nettheim, John Ewart, Carol Adams,
Simeon Hawkins
Animation: for children but stays
quite close to the story; 50 mins.
Interesting facts
Frankestein
This story of Mary Shelley’s
Frankenstein is the first science
fiction story to be written. Many of
the main ideas behind the literary
movement of Romanticism can be
seen in Frankenstein. Mary Shelley
was deeply influenced by the romantics, and the reader of Frankenstein
can certainly identify a number of
characteristics of romanticism in
this novel. The author has tried to
tell us that tampering around with
nature can have some very undesirable effects. Mary was greatly influenced by Paradise Lost and The
Metamorphosis and she has incorporated the main themes of these
works in this novel mainly: The
making of a living being, by a man.
The growth of anger and need for
revenge in the being. The increase
in hatred and hostility in the being,
when he is further isolated.
On the movies, theatre, TV…
1931: Frankenstein became a
Universal film, directed by James
Whale, starring Colin Clive, Mae
Clarke, John Boles and Boris Kar28
loff as the monster. 1973: The TV
film Frankesntein: the true story
appeared on American TV. 1993:
Frankenstein became a Turner
Network Television film directed
by David Wickes, starring Patrick
Bergin and Randy Quaid. John Mills
made a final screen appearance.
1994: Mary Shelley’s Frankenstein
appeared in theaters, directed by
and starring Kenneth Branagh,
with Robert De Niro and Helena
Bonham Carter.
Did you know that…
Shelley incorporated a number of
different sources into her work,
one of which was the Promethean
myth from Ovid, a Roman poet. The
Modern Prometheus is the novel’s
subtitle (though some modern
publishings of the work now drop
the subtitle, mentioning it only in
an introduction). Frankenstein also
contains multiple references to her
mother, Mary Wollstonecraft, and
her major work A Vindication of
the Rights of Woman discusses the
lack of equal education for males
and females.
Interesting facts
Oliver Twist
The first edition was titled: Oliver
Twist; or, The Parish Boy’s Progress.
An early example of the social novel,
the book calls the public’s attention
to various contemporary evils, including the Poor Law, child labor and the
recruitment of children as criminals.
Dickens makes considerable use of
symbolism. The many symbols Oliver
faces are primarily good versus evil,
with evil continually trying to corrupt
and exploit good, but good winning
out in the end.
Oliver Twist has been the subject
of numerous film and television
adaptations, successful musical play,
and the Academy Award winning
motion picture made from it.
Oliver! is a British musical, with
music and lyrics by Lionel Bart. It
premiered in the West End in 1960,
enjoying a long run, a successful
Broadway production in 1963 and
further tours and revivals. A London
revival played from December 2008
to January 2011.
Oliver! is a 1968 British musical
29
film directed by Carol Reed. The
film is based on the stage musical
Oliver!, The screenplay was written by
Vernon Harris. The film version was
a Romulus Films production and
was distributed internationally by
Columbia Pictures. It was filmed in
Shepperton Film Studio in Surrey.
At the 41st Academy Awards in
1969, Oliver!, which had earlier
been nominated for eleven Academy Awards, won six, including
Awards for Best Picture, and Best
Director for Carol Reed. At the 26th
Golden Globe Awards the film won
two Golden Globes for Best Film
-Musical or Comedy, and Best Actor
-Musical or Comedy for Ron Moody.
Interesting facts
Other works by Leroux include
The Queen of the Sabbath (1909),
The Double Life (1904), The Bride
of the Sun (1915), The Man Who
Came Back From the Dead (1916),
Balaoo (1913), The Haunted Chair
(1922), The Kiss that Killed (1924),
The Machine to Kill (1924), and
The Adventures of a Coquette
(1926). The Phantom of the Opera
musical became the longest running
Broadway show in history, after
beating prior record holder “Cats”
in January 9, 2006. An important
publication of 1910 was illustrated
with five oil paintings by André
Castaigne. The paintings served as
an inspiration for the 1925 film,
and have appeared in many subsequent reprintings and translations.
There have been numerous literary
and dramatic works based on The
Phantom of the Opera, ranging
from musicals to films to children’s
books.
The best known screen adaptation
of the novel is probably the 1925 si30
lent film version starring Lon Chaney.
Brian De Palma wrote and directed
a 1974 film called Phantom of the
Paradise, which was loosely based
on The Phantom of the Opera.
The Phantom of Hollywood is a
1974 TV movie. It is notable for
being one of the last films shot on
the Metro Goldwyn Mayer back lot,
which was being demolished at the
time of filming. The film aired on
CBS Television, and was originally
titled The Phantom of Lot 2. A riff
on Gaston Leroux’s The Phantom
of the Opera, it was produced and
directed by Gene Levitt.
The 1986 Andrew Lloyd Webber
musical, which first opened in
London’s West End, starred Michael
Crawford in the title role, Sarah
Brightman as Christine Daae, and
Steve Barton as Raoul, Vicomte de
Chagny.
This musical was adapted into a 2004
film, directed by Joel Schumacher.
It starred Gerard Butler as Erik,
Emmy Rossum as Christine Daae,
and Patrick Wilson as Raoul.
Did you know that…
Le Fantôme de l’Opéra is the original
title in French. It was first published
as a serialization in “Le Gaulois” from
September 23, 1909 to January 8,
1910. Initially, the story sold very
poorly upon publication in book form
and was even out of print several
times during the twentieth century.
References:
Swearingen, Roger G. The
Prose Writings of Robert Louis
Stevenson. London: Macmillan,
1980.
http://www.robert-louis-stevenson.
org
Tropp, Martin. Mary Shelley’s
Monster. Boston: Houghton
Mifflin, 1976.
http://www.rc.umd.edu/reference/
chronologies/mschronology/mws.
html
http://www.online-literature.com
Elaboradoras do Projeto
Coordenadora de Revisão
Elizabeth Conte é formada em Letras Sonia Maria Grandi é paulistana, ba-
Regina Polycarpo é graduada em Le-
e Pedagogia, há 28 anos, e tem muito orgulho de ser educadora. Lecionou durante 20 anos em uma escola
internacional, para alunos de diversas culturas e com necessidades diferenciadas. Atualmente, coordena
a área de Língua Inglesa de uma escola bilíngue em São Paulo. Há oito
anos elabora e implementa currículos
de ciências, geografia e história que
integram práticas e estratégias para
imersão na língua. Vários cursos nos
EUA e na Europa aperfeiçoaram seus
conhecimentos de ensino-aprendizagem de uma segunda língua. Acredita que todo educando tem seu
potencial e ritmo de aprendizagem,
portanto cabe ao educador buscar
estratégias para atingir as necessidades de cada um.
31
charel em Biblioteconomia e Ciência
da Informação com pós-graduação
em Psicopedagogia e consultora especializada em Bibliotecas Escolares.
Desde sua formação, vem atuando numa linha de trabalho voltada
à educação. Do seu primeiro emprego como bibliotecária até o atual de coordenadora de bibliotecas
numa escola judaica bilíngüe, procurou sempre caracterizar a biblioteca
como um espaço sociocultural, como
setor fundamental nas atividades de
leitura, orientação de estudos e pesquisa. Amante dos livros e da literatura, atua também como consultora no
âmbito editorial prestando serviços
de avaliação de obras para o público
escolar e de execução de projetos de
leitura.
tras pela UMESP de São Bernardo do
Campo. Lecionou inglês e português
em diferentes segmentos do magistério e para todas as faixas etárias.
Atuou em editoras multinacionais
na área de marketing e consultoria
acadêmica para livros didáticos em
inglês, realizando treinamentos de
professores no Brasil e em vários países da América do Sul. Foi consultora lexicográfica do Melhoramentos
Dicionário Ilustrado da Língua Portuguesa – com o Menino Maluquinho
e sua turma, lançado em 2010 pela
Editora Melhoramentos. Atualmente
faz parte da equipe de lexicógrafos
e abonadores do Michaelis Moderno Dicionário da Língua Portuguesa,
além de realizar pareceres de livros
e de desenvolver projetos de leitura.

Fast Track Upper Intermediate - PP CP 01ed01.indd

Transcription

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