programa de desenvolvimento educacional … · ... apresentada à secretaria de estado da...

PDE

PROGRAMA DE DESENVOLVIMENTO

EDUCACIONAL

IES: UNIVERSIDADE ESTADUAL DE LONDRINA

LOURDES GONÇALVES BALAN

CONSTRUÇÃO DE SIGNIFICADOS EM LÍNGUA INGLESA –

UMA VISÃO CRÍTICA DE LEITURA.

Londrina 2008

LOURDES GONÇALVES BALAN

Leitura de Textos em Língua Inglesa.

Construção de significados em Língua Inglesa– uma visão crítica de leitura.

Produção Didática Pedagógica – apresentada à secretaria de Estado da Educação (SEED)

como material didático resultante do Programa de Desenvolvimento Educacional (PDE), EM

Língua ESTRANGEIRA Moderna – Inglês, através da Instituição de Ensino Superior

Universidade Estadual de Londrina (UEL), sob a orientação da Professora Santa Cleidelir de

Freitas. Material elaborado por Lourdes Gonçalves Balan, professora de língua inglesa e

portuguesa do Colégio Estadual Vicente Rijo de Londrina, Paraná. Iniciou suas atividades em

1977, em Londrina. Lecionando sempre com o maior respeito e dedicação aos alunos do

Ensino Fundamental, Médio e Superior. Uma eterna apaixonada pela educação!

Acknowledgements with love to

God, my family, teachers and

classmates.

“Fartamo-nos tudo. Menos de aprender” (Virgílio)

“Não basta saber, é preciso aplicar; não basta querer, é preciso fazer”

(Goethe) .

0

SUMÁRIO

RESUMO:.................................................................................................................... 1

INTRODUÇÃO ............................................................................................................ 2

Lesson One – What’s a biography? ............................................................................ 3

Lesson Two – Reading step by step ........................................................................... 4

Lesson Three – Barack Obama Biography ................................................................. 5

Lesson Four – Read the text and reflect: .................................................................. 11

a) Anne Sullivan & Helen Keller: ............................................................................ 11

b) Martin Luther King, Jr. & Rosa Lee McCauley Parks: ........................................ 14

Lesson Five – Critical Reading .................................................................................. 17

Lesson Six – Evaluation using games ....................................................................... 18

Atividade 1- Dominó biográfico: ............................................................................. 18

Atividade 2 – Jogo da memória: ............................................................................ 19

Atividade 3 – Quebra – cabeça/ Construção de biografias: ................................... 19

REFERENCIAL BIBLIOGRÁFICO ............................................................................ 19

ANEXO I .................................................................................................................... 21

ANEXO III .................................................................................................................. 35

ANEXO IV ................................................................................................................. 38

1

RESUMO:

O objetivo deste trabalho, com a elaboração de material didático a ser aplicado como unidade pedagógica bimestral, é uma contribuição à questão da Leitura de textos em Inglês para os alunos do Ensino Médio que, com seu conhecimento prévio do mundo na sua língua materna, poderá construir significados ao ler um texto, uma biografia entre outros. Faz-se urgente, nesse caso, uma dinâmica da leitura. Esse é um processo complexo que exige e envolve atenção, percepção e memória, a fim de que o leitor (aluno) construa seu significado. Tendo o aluno como o principal centro de produção de conhecimento na Escola, relevando a constatação das diferentes realidades sócio-econômicas e culturais no ambiente escolar, faz-se necessário a elaboração de estratégias diversificadas de leitura que o motivem e o auxiliem nesse processo. Para que se possa expandir no discente sua visão de mundo é preciso inseri-lo, antes de tudo, em contextos sócio-culturais, partindo dele próprio, sendo desse modo, fundamental para a construção de sua cidadania, elevando também sua auto-estima. Neste contexto, a leitura, engaja-o no processo, levando-o “a aprender a aprender” e ser capaz de assumir uma parte da responsabilidade por sua aprendizagem. Como função primordial, a Leitura deve permear não só o ambiente escolar, pois aprender a ler em outra língua pode também colaborar no desempenho do aluno como leitor em língua materna, além disso, viabiliza e propicia sua integração no mundo globalizado. Palavras – chave: significados; leitura; conhecimento; aprender; auto-estima.

2

MATERIAL PEDAGÓGICO

INTRODUÇÃO

Os textos e materiais didáticos dessa unidade pedagógica foram sugeridos

para dar suporte ao objetivo proposto pela SEED quanto à implementação do

Projeto Pedagógico.

Com base na observação de que os alunos têm por dificuldade maior ler e

interpretar textos, foram selecionados alguns de fácil compreensão para que as

tarefas estejam ao alcance dos alunos promovendo assim motivação à leitura crítica

reflexiva e principalmente a elevação de sua auto-estima.

Para tal propósito, o gênero textual biografia foi o escolhido que poderá ser

uma fonte de motivação e aprendizagem. Com o lema “aprender a aprender”,

através do conhecimento prévio que o educando traz do mundo no qual está

inserido, levando-o a atuar como protagonista e suas ações sejam fonte de

transformação de si e da sociedade da qual faz parte.

Assim, as lições foram elaboradas para o 3º ano do Ensino Médio e seguem a

seguinte estrutura:

Warm Up

Pre - Reading

General Reading Comprehension

Vocabulary Study

Close Reading Comprehension

Group Opinion

Grammar Review

Homework

3

Lesson One – What’s a biography?

Warm up;

Did you read biographies in English or Portuguese?

Which one? Did you like them? Why?

How does a person become a hero or a model for others?

O professor depois de ouvir os alunos passará um questionário de sondagem

em português para verificar o conhecimento dos alunos e posterior comparação.

Sondagem diagnóstica:

1) Cite nomes de personalidades que engrandeceram a história da

humanidade.

2) O que você sabe sobre elas? Escreva.

3) O que é uma biografia? Explique.

4) Você já leu alguma? Qual?

5) O que você sabe sobre cada um deles? Escreva sobre eles.

6) O que é uma biografia?

7) Você já leu alguma em inglês ou em português? Relate.

Após, o professor dividirá a classe em grupos de quatro alunos cada e estes

circularão pela sala com o objetivo de tomar conhecimento das biografias em inglês

que serão fixadas nas paredes da sala de aula (Anexo I).

Na seqüência será feito um sorteio das biografias para que cada grupo fique

encarregado de uma para leitura. Depois será feito um rodízio para que todos os

grupos leiam todas as biografias selecionadas durante o bimestre.

O professor pedirá então, de tarefa, uma pesquisa individual sobre: O que é

biografia? (com citação de fonte).

4

Lesson Two – Reading step by step

Roteiro para uma boa leitura.

Cada aluno receberá o roteiro de leitura.

Warm up

Como você faz suas leituras?

Segue algum esquema? Qual?

Depois da colocação dos alunos e breve comentário breves do professor, cada

aluno receberá o roteiro de leitura.

Pre - Reading

O professor pedirá aos alunos que leiam a primeira recomendação e será

discutido como eles realizam suas leituras, assim até o final do roteiro.

(Lembrá-los que as dicas servem para qualquer leitura, tanto em inglês

quanto em português).

Ficha para se fazer uma boa leitura.

1) Observe o título, subtítulo, figuras, tabelas, gráficos, layout e fonte.

Em seguida, utilizando seu conhecimento do mundo, faça previsões sobre o

possível assunto do texto.

2) Skimming – “Corra” os olhos sobre o texto, observando os cognatos (palavras

parecidas com o português). Concentre-se nas informações que reconhece,

não se prenda a detalhes ou a vocabulário desconhecidos. Verifique após

essa leitura superficial se suas hipóteses quanto ao assunto do texto estavam

corretas.

3) Scanning – Essa técnica consiste em correr rapidamente os olhos pelo texto

até localizar a informação desejada, específica do texto ignorando outros

detalhes...

4) Após volte ao texto e releia-o. Desta vez, priorize o primeiro e o último

parágrafo, isto é, a introdução e a conclusão, bem como a primeira frase de

cada parágrafo.

5) Identifique grifando ou circulando as palavras-chaves de cada parágrafo mais

significativas aparecem na forma de substantivos ou verbos. Você encontra

as idéias principais abordadas e facilita a redação de resumos ou resenhas.

5

6) Durante a leitura, relacione os pronomes empregados pelo autor às palavras

a que se referem.

7) Ao se deparar com os vocábulos desconhecidos, utilize as dicas contextuais

para identificar o significado. Lembre-se que, de modo geral, a estrutura

sintática do inglês é a mesma do português, ou seja:

Sujeito + verbo+ objeto/complemento

8) Se ainda assim a informação permanece obscura, recorra ao dicionário, mas

lembre-se que o contexto é que irá indicar a interpretação adequada do

vocábulo.

9) A habilidade de inferir/ adivinhar/ predizer é utilizada para resgatar

idéias/mensagens que não são indicadas, explicitadas no texto. Esse

processo é conhecido como “ler nas entrelinhas.”

10) Os marcadores do discurso representados por conjunções são termos para

ligar sentenças, idéias, indicando como elas se relacionam um importante

recurso de coesão textual. Enfim, que tal ler só pelo prazer que a leitura nos

traz!

Lesson Three – Barack Obama Biography

Warm up – É POSSÍVEL UM GRANDE SONHO SE TRANSFORMAR EM

REALIDADE?

O professor conduz uma breve conversa sobre o assunto. A seguir cada

aluno recebe o texto para leitura. (pedir aos alunos que utilizem o roteiro de leitura).

Pre - Reading

Você já ouviu falar de Barack Obama?

Por que seu nome está tão em evidência atualmente?

Leia o texto e encontre informações relevantes sobre:

- vida familiar;

- formação acadêmica;

- vida política.

6

Barack's Biography

Barack Obama Bio

Current United States Senator (Illinois), Future

President.

Barack Obama has dedicated his life to public service

as a community organizer, civil rights attorney, and leader in

the Illinois state Senate. Obama now continues his fight for

working families following his recent election to the United States Senate.

Obama became a senator on January 4, 2005. Senator Obama is focused on

promoting economic growth and bringing good paying jobs to Illinois. Obama serves

on the important Environment and Public Works Committee, which oversees

legislation and funding for the environment and public works projects throughout the

country, including the national transportation bill. He also serves on the Veterans'

Affairs Committee where he is focused on investigating the disability pay

discrepancies that have left thousands of Illinois veterans without the benefits they

earned. Senator Obama will also serve on the Foreign Relations Committee.

During Barack Obama's seven years in the Illinois state Senate, Obama

worked with both Democrats and Republicans to help working families get ahead by

creating programs like the state Earned Income Tax Credit, which in three years

provided over $100 million in tax cuts to families across the state. Obama also

pushed through an expansion of early childhood education, and after a number of

inmates on death row were found innocent, Senator Obama enlisted the support of

law enforcement officials to draft legislation requiring the videotaping of interrogations

and confessions in all capital cases.

Obama is especially proud of being a husband and father of two daughters,

Malia, 7 and Sasha, 4. Obama and his wife, Michelle, married in 1992 and live on

Chicago’s South Side where they attend Trinity United Church of Christ.

Barack Obama was born on August 4th, 1961, in Hawaii to Barack Obama, Sr.

and Ann Dunham. Obama graduated from Columbia University in 1983, and moved

to Chicago in 1985 to work for a church-based group seeking to improve living

conditions in poor neighborhoods plagued with crime and high unemployment. In

1991, Obama graduated from Harvard Law School where he was the first African

American editor of the Harvard Law Review.

7


1) O que caracteriza uma biografia? O que deve conter um texto para ser

considerado uma biografia?

_________________________________________________________________

2) Por que e para que essa biografia foi escrita?

_________________________________________________________________

Grammar Review – Past tense.

1) Em que tempo estão os verbos destacados no texto abaixo:

________________________________________________________________

2) Explique por que e para que eles são usados neste tempo na biografia?

___________________________________________________________


and Ann Dunham. Obama graduated from Columbia University in 1983, and

moved to Chicago in 1985 to work for a church-based group seeking to improve

living conditions in poor neighborhoods plagued with crime and high

unemployment. In 1991, Obama graduated from Harvard Law School where he

was the first African American editor of the Harvard Law Review.

_________________________________________________________________

Fonte: http://www.barackopedia.org/page/Barack’s+ Biography?t=anon;

http://www.barackobamaórg.com/about/;

Close reading comprehension

Read the information below and answer the following questions:

http://www.barackobamarg.com/about/

8

Personal opinion: EXPLORING THE PICTURE & MAKING GUESSES:

1) Look at the picture above:

2) Let’s talk about it:

a) What can you see in the picture?

___________________________________________________________________

___________________________________________________________________

b) Is this man a successful one?

___________________________________________________________________

___________________________________________________________________

c) Why is he a very important man?

___________________________________________________________________

___________________________________________________________________

c) “THE AUDACITY OF HOPE”, what does it mean for you?

___________________________________________________________________

___________________________________________________________________

d) Do you admire this man or not? Why?

___________________________________________________________________

___________________________________________________________________

e) What did you learn from the text?

___________________________________________________________________

___________________________________________________________________

9

f) Is the text interesting? Is the argument here applicable to us?

___________________________________________________________________

___________________________________________________________________

It’s important to discover how it works and always to question:

“Who gains and who loses by the publication of the text? And what was not

mentioned? (M. Scott, 98)

When you are reading do you read “between the lines? Try it.

It is up to us to decide and learn how to learn in a critical way.

Utilizando a estratégia scanning, volte ao texto e responda a que se

referem as seguintes informações:

a) ...plagued with crime and high unemployment

___________________________________________________________________

___________________________________________________________________

b) ...where he was the first American editor of the Harvard Law Review

___________________________________________________________________

___________________________________________________________________

What is the aim of the use of biographies:

Durante essa atividade os alunos apresentarão sua pesquisa

sobre o que é uma biografia

10

1 - ( ) fun ( ) motivation for reading ( ) information

( ) entertainament ( ) investigation

Selecione até cinco palavras-chave dos três primeiros parágrafos

(aquelas que têm maior peso na construção do parágrafo),

sublinhando-as no texto.

Alguns objetivos mais comuns da leitura são:

1) Aplicação prática;

2) Aprendizagem;

3) Entretenimento.

Relacione os objetivos acima às suas descrições:

( ) Leitura motivada principalmente pelo prazer que traz ao leitor.

( ) Leitura com a finalidade de expandir nosso conhecimento de mundo.

( ) Leitura de natureza utilitária: quando buscamos informações necessárias

à nossa sobrevivência.

11

Lesson Four – Read the text and reflect:

a) Anne Sullivan & Helen Keller:

Warm up

Vocês acham possível uma pessoa com sérias deficiências ultrapassar as

barreiras do preconceito e vencer?

O professor conduz os alunos a uma reflexão. (Lembrar de pedir aos alunos que

usem o roteiro de leitura).

Pre – Reading

Observe atentamente a trajetória de mulheres que ousaram e conseguiram o

impossível…

Anne Sullivan (1866 – 1936)

Helen Keller (1880 – 1968)

A child who could neither see nor hear was

taught by a patient teacher

Helen Keller was born in Tuscumbia, Alabama. When she was two, she

became sick. As a result, she lost her sense of sight and her sense of hearing.

Because Helen couldn’t hear she couldn’t speak. She lived in a dark world of her own

until she was seven years old. Then, a 20-year-old teacher, Anne Sullivan, came to

live with Helen and her family.

Anne Sullivan also had been blind as a child. But she had been operated on

and could see better, though not perfectly.

Anne thought Helen by spelling words on her hand. Once she understood what Anne

was doing, Helen learned quickly. She learned to “read” faces as they spoke. She

could understand what people said by touching their faces as they spoke. She

learned to write on a special typewriter. By the time she was 16, Helen had learned

to speak, though she was hard to understand.

12

Helen Keller was tutored in high school classes and went to Radcliffe College,

then the women’s college at Harvard University. Anne Sullivan went with her. In

1904, Helen Keller graduated with honors.

For the rest of her life, Helen Keller helped others with physical disabilities.

She travelled to other countries and gave speeches. She also wrote books and wrote

about her love for books. She said, “No barrier of the senses shuts me out from …

my book friends. They talk to me without embarrassment or awkwardness.”

Helen Keller believed people should help one another. She said we would get

along better if we imagined ourselves belonging to one worldwide family.

(MARZOLLO, 1994)


a) How does a person become a role model for others?

___________________________________________________________________

___________________________________________________________________

b) How did Helen Keller demonstrate perseverance?

___________________________________________________________________

___________________________________________________________________

c) What character traits do you admire in this person?

___________________________________________________________________

___________________________________________________________________

d) What did you learn from this person life?

___________________________________________________________________

___________________________________________________________________

e) What kind of impact does this person have on the lives of others?

___________________________________________________________________

___________________________________________________________________

Selecione até cinco palavras-chave dos três primeiros parágrafos (aquelas

que têm maior peso na construção do parágrafo), sublinhando-as no texto.

13

Na biografia de Helen Keller, localize as seguintes informações:

a) O local onde Helen Keller se graduou

___________________________________________________________________

___________________________________________________________________

b) As deficiências de Helen

___________________________________________________________________

___________________________________________________________________

c) Como que seus amigos livros falavam com ela

___________________________________________________________________

___________________________________________________________________

d) De que modo ela entendia o que as pessoas diziam

___________________________________________________________________

___________________________________________________________________

e) No que ela acreditava

___________________________________________________________________

___________________________________________________________________

Grammar Review

Grife no texto cinco substantivos com um traço, cinco verbos no passado com dois

traços e circule cinco preposições.

Personal Opinion

1- What did you learn from the text?

___________________________________________________________________

___________________________________________________________________

14

2- Is the text interesting? Why?

___________________________________________________________________

___________________________________________________________________

3 - Is the argument here applicable to us?

___________________________________________________________________

___________________________________________________________________

b) Martin Luther King, Jr. & Rosa Lee McCauley Parks:

Warm up

O que você sabe sobre Martin Luther King, Jr.? O professor conduz uma

breve conversa sobre o assunto. Logo após distribui o texto e pede aos alunos que

usem o roteiro de leitura.

Pre – Reading

Reflect and think about what happened to people years ago.

Martin Luther King, Jr. (1929-1968)

Rosa Lee McCauley Parks

(1913 – 2005)

They challenged segregation and won.

Rosa Parks and Martin Luther King, Jr., grew in states where his segregation,

or separation, of black people and white people was a way of life. Unfair laws

separated African Americans from white schools, in restaurants, and on buses.

When Rosa Parks grew up, she became a tailor’s assistant in Montgomery,

Alabama. She also worked for the local NAACP, The National Association for the

Advancement of Colored People. The NAACP decided to challenge bus segregation,

15

and Rosa Parks offered to help. In 1955, at the age of 43, she refused to give up her

seat on a bus to a white man. She was arrested.

After her arrest, African Americans in Montgomery, led by the Reverend Martin

Luther King, Jr., began a bus strike, or boycott. For one year, black people in

Montgomery walked, rode bicycles, and drove cars to work. They refused to pay to

ride an unfair bus, and the bus company lost money. Their peaceful protest worked,

and the unfair law was changed.

Martin Luther King Jr., was born in Atlanta, Georgia. He became a minister.

Using the peaceful methods of Gandhi, King battled segregation in schools and

elsewhere. He was joined by many other brave black people, including children, and

by brave white people, too. Their struggle to get the government to enforce the rights

of black people is called the Civil Rights Movement. One of the many songs they

sang to keep their hopes up in hard times was “We Shall Overcome.”

When Martin Luther King, Jr., spoke, people listened. In 1963, he gave a

speech to half a million people in which he said, “I have a dream that my four little

children will one day live in a nation where they will not be judged by the color of their

skin but by the content of their character.” In 1964, he received the Nobel Peace

Prize. When Martin Luther King, Jr., was 39, he was shot and killed. He is honored

on his birthday every January with a national holiday.

(MARZOLLO, 1994)


Answer the questions based on the text:

a) Do you know the meaning of segregation?

___________________________________________________________________

___________________________________________________________________

b) Why do you think Martin Luther King, Jr. was able to persuade people, so

things had to change in the United States?

___________________________________________________________________

___________________________________________________________________

16

c) Did his dream come true?

___________________________________________________________________

___________________________________________________________________

Escolham alguém importante por ter contribuído para o bem da humanidade, façam

uma pesquisa e preencham o Quick Facts a seguir:

Born

Lives in

Family

Parents

Religion

Education

Career

Important actions

Sugestões de sites para pesquisa e indicação dos textos que os alunos

deverão ler, referenciando-os adequadamente (nas atividades em que a leitura seja

requisito):

www.biography.com

www.infoplease.com/people.html

scienceworld.wolfram.com/biography/

nobelprize.orgnobel_prizes/peace/laureates/1964/King-bio.html

muse.jhu.edu/demo/biography/

www.biography-center.com/

www.imdb.com/title/tt0092322/

www.anc.org.za/people/mandela.html

www.tibet.com/DL/biography.html

Exponha seu trabalho para a classe.

Critérios de avaliação: apresentação de informações pesquisadas. O

professor avaliará o trabalho apresentado pelos grupos previamente estabelecidos.

Será a nota do bimestre, somada com sua participação nas demais atividades.

http://www.biography.com/

http://www.infoplease.com/people.html

http://www.biography-center.com/

http://www.imdb.com/title/tt0092322/

http://www.anc.org.za/people/mandela.html

http://www.tibet.com/DL/biography.html

17

Lesson Five – Critical Reading

Personal opinions:

You can answer these questions in English or in Portuguese;

1) How do you feel after reading the biographies?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

2) Are you able to help someone?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

3) Could you make anything to change the world?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

4) Which one of the notable person is a hero for you? Why?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

5) Do they have or did they have something in common? List.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

6) Are they different, special persons? Give comments.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

18

7) Are they examples to be followed? Why?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

8) Did you like reading biographies? Why?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

9) Can you remember their actions? Which ones?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

10) Do you know a person like them? Who?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Obs.: After the students have answered the questions the teacher collects the

students’ answers as a feedback to her given lessons and to the students as well.

Lesson Six – Evaluation using games

Atividade 1- Dominó biográfico:

Ler e interpretar cada peça do dominó biográfico, visando à interação e

integração dos grupos de alunos de maneira lúdica. O professor poderá trazer

o dominó pronto ou pedir aos alunos ajuda na confecção deste em sala de

aula. Estas atividades têm como objetivo primeiro a fixação das leituras e

também releitura das biografias selecionadas (Anexo II).

19

Atividade 2 – Jogo da memória:

Encontrar o par correspondente do personagem marcante, desenvolvendo a

memória e atenção através da leitura das figuras e dos feitos das pessoas

notáveis (Anexo III).

Atividade 3 – Quebra – cabeça/ Construção de biografias:

Montar biografias na seqüência correta, introdução, desenvolvimento e

conclusão. Os textos estarão recortados e os alunos farão a sua construção.

(Anexo IV). Após, o professor pedirá a releitura desses textos que serão

aqueles mesmos expostos em sala de aula (Anexo I).

Obs.: Os alunos farão essas atividades em grupos de quatro sob a supervisão

do professor. Poderá ser dada a mesma atividade para todas as equipes da sala, ou

cada equipe fará uma atividade diferente e quando uma equipe termina o professor

passa a atividade dois e assim sucessivamente, fazendo um rodízio das atividades

por equipes.

O professor vai registrando cada equipe que termina seu trabalho sendo que

no final do bimestre os alunos responderão ao mesmo questionário de entrada.

REFERENCIAL BIBLIOGRÁFICO

______. Perspectivas no estudo da leitura: texto, leitor e interação social. In: LEFFA, V. J.; PEREIRA, A. E. (Org.) O ensino da leitura e produção textual: alternativas de renovação. Pelotas: Educat, 1999. p.13-37.

FIORI-SOUZA, A. G. et al. Leitura instrumental em língua inglesa. Londrina: Planográfica, 2003, 104 p.

GEE, J. Sociocultural Approaches to Literacy (Literacies). In: Annual Review of Applied Linguistics. New York: Cambridge, 1992. v.12

LEFFA, V. J. Fatores de compreensão na leitura. Caderno do IL. Porto Alegre, UFRGS, n.15, 1996. p.143-159.

20

LEFFA, Vilson J. Perspectivas no estudo da leitura; texto, leitor e interação social. In: LEFFA, Vilson J; PEREIRA, Aracy, E. (Org.). O ensino da leitura e produção textual: alternativas de renovação. Pelotas: Educat, 1999. p.13-37.

MARZOLLO, J. My first book of biographies. Scholastic Inc., 1994, 78p.

MIZUKAMI, M. G. N. Ensino: as abordagens do processo. São Paulo: EPU, 15 ed., 2006, 119 p.

MOITA, L. P. Oficina de lingüística aplicada: A Natureza social e educacional dos processos de ensino/ aprendizagem de línguas. Campinas: Mercado de Letras, 1996. p. 127-134.

NUNAN, David. Research methods in language learning. Cambridge University Press, 1992. p.17-21.

PARANÁ. Secretaria de Estado da Educação. Superintendência da Educação. Diretrizes curriculares de língua estrangeira moderna para os anos finais do ensino fundamental e para o ensino médio. Curitiba, 2008.

PARANÁ. Secretaria de Estado da Educação. Superintendência da Educação. Diretrizes curriculares de língua estrangeira moderna para educação básica em revisão. Curitiba, 2008.

SCOTT, Michael R. et al. Teaching critical reading through set theory. São Paulo: PUC/CEPRIL, 1988. (Working Papers, 20). Disponível em: <http://www.pucsp.br/pos/lael/cepril/workingpapers/>. Acesso em: ago. 2008.

SCOTT, Mike. Critical reading needn’t be left out. The ESPecialist: Projeto Ensino de Inglês Instrumental em Universidades Brasileiras, São Paulo, v.9, n.1/2, p.123-137,1988.

SWALES, J. M. Genre analysis: English in academic and research settings. Cambridge: University Press, 1990.

21

ANEXO I

Biografias para exposição em sala de aula (Fonte: MARZOLLO, 1994)

Wolfgang Amadeus Mozart (1756-1791)

He was a musical genius who began to write music when he was five

Wolfgang Amadeus Mozart (MOTE-zart) was born in Salzburg, Austria, where

his father wrote music for the emperor. Wolfgang was very musical as a child. At age

3, he began to play the harpsichord, which is like a piano. At 4, Wolfgang learned

how to play the violin. At five, he wrote music. At 6, Mozart’s father took Wolfgang to

Austria to play for the emperor and empress. They were amazed to see a young child

play so well. At 7, Wolfgang played for people in Paris, France, London, and England

Wolfgang never went to school. His father was his teacher. By age 13,

Wolfgang was writing music for the archbishop of Salzburg. Later, he moved to

Vienna, the capital of Austria. There, he performed, gave lessons, and composed

music. He worked hard, but he was not always successful. Even though Mozart was

a musical genius, he was poor. He could not make enough money to support his

family. Mozart died at age 36. When he died, he had written over 600 musical

compositions. His music is greatly loved today.

Wolfgang Amadeus Mozart wrote 22 operas. An opera is a special musical

show with a story acted out by singers. His operas, such as The Magic Flute, Don

Giovanni, Cosi Fan Tutte, and the Marriage of Figaro, are often performed today.

Some have been made into movies. Mozart composed 41 symphonies, including the

Jupiter Symphony. A symphony is music for many instruments to play together. He

also wrote church music and musical pieces called sonatas.

You can hear Mozart’s delightful music on classical radio stations, on tapes

and CD’s, on TV, and in musical theaters. Every year in Salzburg, the town where

Mozart was born, there is a special music festival that features his music. Many

other cities have Mozart festivals, too.

22

Thomas Alva Edison (1847-1931)

He invented the electric light bulb, the record player, and many more amazing things.

Thomas Alva Edison was born in Milan, Ohio. The youngest of seven children,

he was called Alva. Alva was a curious child, always asking his mother why things

worked the way they did. He liked to experiment, too. Once he sat on some goose

eggs to see if he could hatch them.

When Alva was seven, his family moved to Michigan. At school, he was

whipped by the teacher for asking too many questions. When his mother found this

out, she took Alva out of school. From then on, she taught him at home. She had

been a teacher and tried to make learning fun for Alva.

As Thomas Alva Edison grew up, he began to invent things. At the age of 23,

he figured out a better way to make a telegraph machine. He sold his plan for

$40,000. With the money, he opened a workshop, or laboratory, in West Orange,

New Jersey. There, he invented a better typewriter. He then moved to Menlo Park,

New Jersey, and invented an improved telephone. Thomas Edison invented the

record player (called a phonograph) in 1877. Two years later, he invented the electric

light bulb. People called him the “Wizard of Menlo Park.”

Edison’s ears had been injured when he was a young man. As a result, his

hearing was poor. As he grew older, his hearing grew worse, but Edison said his

deafness helped him concentrate. He was happiest when he was inventing things in

his laboratory.

Scientists work in different ways. George Washington Carver mostly worked

alone. Marie and Pierre Curie worked together. Thomas Edison liked to work with a

team of people. He said that genius was “1 percent inspiration and 99 percent

perspiration.” With a team of people, the perspiration part of the work could be

shared and thus go faster. Edison received many awards for his work.

23

William Shakespeare (1564-1616)

He was the greatest English playwright who ever lived.

A playwright writes plays, an actor acts in them and a poet

writes poems. William Shakespeare did all three. He was born in Stratford-on-Avon in

England. His family was neither rich nor poor; they were comfortably in-between.

William went to school and probably read the works of ancient Greek and Roman

writers. He probably also saw traveling theater companies perform in his town. When

he was 18, he married Anne Hathaway. In the next three years, they had a daughter

and a set of twins.

Sometime in the seven years, William Shakespeare went to London to

become an actor and a playwright. By the time he was 30, six of his plays had been

performed in London. The queen was Elisabeth I. When she died in1603, her cousin

James I became king. Like Elisabeth I, he enjoyed the theater and supported

Shakespeare and others actors. Shakespeare usually wrote two plays a year. He

went back and forth between London and his home in Stratford. At the age of 52, he

died on his birthday, April 23.

William Shakespeare’s plays are about all kinds of people. In A Midsummer

Night’s Dream a girl is put under a spell that makes her love a man with a donkey’s

head. In Hamlet a young prince looks at a skull and wonders about life and death.

Macbeth begins with witches predicting disaster for a king. King Lear is about an old

king who loses his throne.

People study Shakespeare’s plays to better understand his language, which is

five hundred years old and therefore a little different from the English people, speak

today. But though he wrote long ago, Shakespeare wrote in a creative and vivid way

about feelings people still have. That is why people still like his plays and often

quotes lines from them, such as “Lord, what fools these mortals be!” and “All the

world’s a stage.”

24

Mohandas Gandhi (1869-1948)

He taught the world how to win Power without fighting.

Mohandas Gandhi was born in 1869 in Porbandar, India. When he became a

great leader, people called him Mahatma, which means “Great Soul.” As a young

man, Gandhi went to England to become a lawyer. As a young man, Gandhi went

back to India and then traveled to South America. There, he helped Indians like

himself be treated more fairly by white rulers.

Twenty-one years later, he returned to India to help the Indians there. The

rulers in both South Africa and India were English. The English were rich, and the

Indians were poor. Gandhi helped the Indians become powerful in several ways. First

he taught the Indians to spin and weave their own cotton cloth. He and his followers

wore simple clothes made from cloth. By buying from themselves instead of from the

English, the Indians gained financial power.

The English also had guns. Gandhi suggested the Indian people fight back

without guns and violence. He told them to disobey unfair laws. He also advised

them to go peacefully when arrested and taken to jail; Gandhi said it was honorable

to be arrested for a good cause. He went to jail many times.

Sometimes Gandhi fasted, or didn’t eat for days in order to call attention to an

injustice.

Gandhi also told people to go on strike, or not work for unfair bosses. He told them to

boycott, or refuse to buy things, from unfair store owners. “If people hit you,” he said,

“Don’t hit back.”

Gandhi’s plans for non-violence worked. As the harshness of the English was

seen by more and more people, the Indians grew more powerful. Slowly, they won

their freedom from England. But their troubles were not over. Indians fought for

power against other Indians. As the age of 78, Gandhi was shot and killed.

Today Gandhi is called the Father of India. His brave way of fighting inspired

people around the world. Cesar Chavez, Rosa Parks, and Martin Luther King, Jr., all

learned from Mahatma Gandhi.

25

Leonardo da Vinci (1452- 1519)

He was both a painter and an inventor.

Leonardo da Vinci (VIN-chee) painted two of the most famous paintings in the

world. The Mona Lisa is a portrait of a woman with a mysterious smile. Viewers

debate if she actually is smiling, and they wonder what she is thinking.

Leonardo da Vinci also painted The Last Supper, a picture of Jesus and his 12

disciples. Leonardo painted it on a wall in a church in Milan, Italy. The painting has

flaked and faded over 500 years. It is now being restored, or fixed, so that people can

still enjoy it.

In addition to being a painter, Leonardo was a scientist and an inventor. He

studied plants, animals, and the human body. He drew pictures that show how birds

fly, how muscles are attached to bones, and what different plants and trees look like.

Sometimes he wrote secret notes on his drawings in backwards writing. To read the

notes, you have to look at them in a mirror.

Leonardo da Vinci invented weapons, an alarm clock that worked by water, a

parachute, and a flying machine. He made a model of the flying machine with wood,

cloth, and feathers. This machine had wings that flapped like a bird’s. It is said that

one of his students tried the machine and broke his leg when it crashed.

Leonardo da Vinci lived at a time now called the Italian Renaissance (REN-uh-

sanz). The Renaissance took place between 1300 and 1500. Wealthy people and

church leaders in Italy hired artists to make statues and paint pictures for them.

Some of Italy’s greatest painters of all time, such as Botticelli (Bot-uh-CHEL-lee),

Michelangelo (My-Kell-AN-jel-lo), Raphael (Raff-ay-YELL), and Leonardo all painted

during the great Italian Renaissance.

26


Rosa Lee McCauley Parks (1913-2005)






Alabama. She also worked for the local NAACP, The National Association for the




After her arrest, African Americans in Montgomery, led by the Reverend Martin

Luther King, Jr., began a bus strike, or boycott. For one year, black people in

Montgomery walked, rode bicycles, and drove cars to work. They refused to pay to

ride an unfair bus, and the bus company lost money. Their peaceful protest worked,

and the unfair law was changed.



elsewhere. He was joined by many other brave black people, including children, and






children will one day live in a nation where they will not be judged by the color of their




27

Gabriela Mistral (1889-1957)

She won the Nobel Prize for literature in 1945.

Gabriela Mistral was born in Vicuña, Chile, a country in South America. As a

child, Gabriela’s name was Lucila Godoy Alcayaga. Young Lucila loved to read,

write, and sing. At the age of fifteen, she became a teacher. Each day she walked or

rode a horse through the beautiful Chilean countryside to a small, rural schoolhouse.

She was an excellent teacher who made education delightful for her students. She

liked to take her children outside “en un corro bajo el sol” (together under the sun) to

enjoy and study nature.

But teaching was not her only skill. Lucila also wrote poetry about nature and

poor people. She wanted to send her poems to newspapers and magazines, but she

was afraid that school officials would not like them.

One day Lucila thought of a solution to this problem. She created a new name

for her poet self. When writers change their names this way, their writing names are

called pen names. For the first part of her pen name, Lucila chose Gabriela after the

Angel Gabriel, the bearer of good news in the Bible. For the last part, she chose

mistral, the Spanish word for wind.

Lucila entered her poems in a poetry contest for all the writers in Chile. She

won as Gabriela Mistral.

Gabriela Mistral became famous both for her teaching and her writing. She

helped to improve schools in Chile and México, and was honored for these

achievements. But the most important honor she ever received was for her poetry.

In 1945, Gabriela Mistral was awarded the Nobel Prize for literature. She was

the first Latin American writer ever to win this splendid award.

(Latin Americans live in countries south of the United States. They are called Latin

Americans because they speak Spanish or Portuguese, languages that developed

from an older language called Latin).

28

Albert Einstein (1879-1955) He changed our ideas about time and space.

Albert Einstein was born in Germany, but when he grew up, he moved to

Switzerland. He said it was a more peaceful country. Albert wanted peace so he

could think about math and science.

When Albert was 26, he developed the “theory of relativity” to explain energy.

The mathematical theory is complicated. Einstein said that probably only twelve

people in the world would be able to understand it.

In 1905, Einstein became a physics professor at the University of Zurich in

Switzerland. He later returned to Germany to teach and develop more ideas about

energy, light, and time. In 1921, he won the Nobel Prize in physics. In addition to

being a brilliant scientist, Einstein was an excellent violinist.

In 1933, Adolf Hitler and the Nazis ruled Germany. They took Albert Einstein’s

job and home away from him because he was Jewish. The Nazis hated Jews.

Fortunately, when his home was seized, Einstein was on a trip to England and the

United States. He did not go back to Germany. Instead, he chose to live in the United

States. From then on, Einstein worked and studied at the Institute for Advanced

Study in Princeton, New Jersey.

In 1939, Einstein warned United States President Franklin D. Roosevelt that

Hitler’s the scientists might try to make a powerful new atomic bomb in order to win

World War II. Roosevelt asked American scientists to invent the bomb first. By the

time the American bomb was ready. Germany had surrendered, or given up.

However, the United States, England, and other allied countries were still fighting

Japan.

The United States dropped two atomic bombs on Japan. The bombs killed

many people, and the Japan surrendered. The bomb helped America and the Allies

win World War II, but Einstein was horrified by the bomb’s power to kill. He became a

tireless worker for peace and hoped that people’s fear of atomic bombs would

prevent future wars.

29

Benjamin Franklin (1706-1790)

He was a writer, printer, scientist, inventor, and leader.

Born in Boston, Massachusetts, Benjamin Franklin was the

fifteenth child in a family of 17 children. He went to school for only two years, but he

read enough books at home to educate himself. When he was 12, Bem went to work

in his brother’s print shop. At 17, he moved to Philadelphia, Pennsylvania, where he

found another job as a printer.

In time, Ben Franklin owned his own print shop in Philadelphia and became a

publisher. A publisher is someone who prints and sells books, magazines and

newspapers. Franklin published a newspaper and a yearly book called Poor

Richard’s Almanac. In the Almanac he gave advice, such as “God helps them that

help themselves,” and “Early to bed, early to rise, makes a man healthy, wealthy, and

wise.”

Franklin helped Philadelphia by starting a library, a fire department, and a

school that became the University of Pennsylvania. Though he owned a few slaves,

he became an abolitionist and wanted to abolish slavery. He helped Thomas

Jefferson write the Declaration of Independence, which explained why Americans felt

they had to fight the English for independence. Franklin helped America win the

Revolutionary War by getting the French to fight against the English, too.

Benjamin Franklin also liked to experiment. Once, he flew a kite during a

thunderstorm to see what would happen. A flash of lightning struck the kite and went

down the wet string to the key at the end. Anyone who touched the key felt an

electrical shock. From this experiment (which is dangerous---don’t try it!), Franklin

invented the lightning rod. He also invented bifocal glasses and the Franklin stove.

In 1787, at the age of 81, Benjamin Franklin helped others write the

Constitution of the United States. The Constitution begins with the famous words,

“We the people...” and describes the U.S. government and its basic laws.

30

Abraham Lincoln (1809-1865)

He became president and helped to free the slaves.

Abraham Lincoln was born in a log cabin in Kentucky on February 12, 1809.

When he was seven, Abe’s family moved to the Indiana frontier, where new settlers

were moving. Only a few schools had been built, so young Abe read books at home,

often by firelight. He wrote with charcoal on a shovel or board because he had no

pencils and paper.

When he was 22, Abraham Lincoln moved to New Salem, Illinois. People liked

to hear him speak. They elected him to the Illinois legislature, the group of leaders

who make laws for the state. Abe taught himself to be a lawyer. He ran against

Stephen A. Douglas for election to the United States Senate, a group that makes

laws for the country.

Lincoln lost, but in the process he became known for his speeches against

slavery. In Southern states, white farm owners owned black slaves. In the North,

white factory owners did not own their workers, but they paid them very low wages.

Most Northerners were against slavery; most Southerners were for it because they

felt they needed it. In 1860, Northerners helped elect Lincoln president of the United

States.

A Civil War broke out between the North and the South. The South wanted to

become a separate country. President Lincoln and the North wanted the United

States to remain whole. During the war, President Lincoln issued the Emancipation

Proclamation, which led to the end of slavery. In the same year, 1863, he gave a

speech after the Battle of Gettysburg. In his address, he referred back to 1776, the

year the United States was born. Lincoln now asked for a “new birth of freedom” so

that the “government of the people, by the people, for the people, shall not perish

from the earth.” Under Lincoln’s leadership, the United States remained one country.

Abraham Lincoln was shot and killed at the age of 56. His picture is on the five

dollar bill. Turn them over to see his beautiful memorial in Washington, D.C. We

celebrate Lincoln’s birthday along with George Washington’s on Presidents Day in

February.

31

Helen Keller (1880-1968)

Anne Sullivan (1866-1936)

A child who could neither see nor hear was taught by a patient teacher








Anne thought Helen by spelling words on her hand. Once she understood what Anne

was doing, Helen learned quickly. She learned to “read” faces as they spoke. She

could understand what people said by touching their faces as they spoke. She

learned to write on a special typewriter. By the time she was 16, Helen had learned

to speak, though she was hard to understand.








Helen Keller believed people should help one another. She said we would get along

better if we imagined ourselves belonging to one worldwide family.

32

Barack's Biography

Barack Obama Bio

Current United States Senator (Illinois), Future President.

Barack Obama has dedicated his life to public service as a

community organizer, civil rights attorney, and leader in the Illinois state Senate.

Obama now continues his fight for working families following his recent election to

the United States Senate.

Obama became a senator on January 4, 2005. Senator Obama is focused on

promoting economic growth and bringing good paying jobs to Illinois. Obama serves

on the important Environment and Public Works Committee, which oversees

legislation and funding for the environment and public works projects throughout the

country, including the national transportation bill. He also serves on the Veterans'

Affairs Committee where he is focused on investigating the disability pay

discrepancies that have left thousands of Illinois veterans without the benefits they

earned. Senator Obama will also serve on the Foreign Relations Committee.

During Barack Obama's seven years in the Illinois state Senate, Obama

worked with both Democrats and Republicans to help working families get ahead by

creating programs like the state Earned Income Tax Credit, which in three years

provided over $100 million in tax cuts to families across the state. Obama also

pushed through an expansion of early childhood education, and after a number of

inmates on death row were found innocent, Senator Obama enlisted the support of

law enforcement officials to draft legislation requiring the videotaping of interrogations

and confessions in all capital cases.

Obama is especially proud of being a husband and father of two daughters,

Malia, 7 and Sasha, 4. Obama and his wife, Michelle, married in 1992 and live on

Chicago’s South Side where they attend Trinity United Church of Christ.


and Ann Dunham. Obama graduated from Columbia University in 1983, and moved

to Chicago in 1985 to work for a church-based group seeking to improve living

conditions in poor neighborhoods plagued with crime and high unemployment. In

1991, Obama graduated from Harvard Law School where he was the first African

American editor of the Harvard Law Review.

(FONTE: http://www.barackopedia.org/page/Barack’s+ Biography?t=anon;

http://www.barackobamaórg.com/about/)

33

ANEXO II

Dominó Biográfico (recortar nas linhas pontilhadas)

34

CULTURAL GAME

NOTABLE PERSONS (Balan, 2008)

William Shakespeare (1564 – 1616)

“He was the greatest

English playwright who

ever lived”

Wolfgang Amadeus Mozart

(1756 – 1791)

“He was a musical genius

who began to write music

when he was five”

Thomas Alva Edison (1847 – 1931)

“He invented the electric

light bulb, the record

player and many more

amazing things”

Albert Einstein (1879 – 1955)

“He changed our idea

about time and space”

Mohandas Gandhi (1869 – 1948)

“He taught the world how

to win power without

fighting”



“A child who could

neither see nor hear was

taught by a patient

teacher”

Martin Luther King, Jr.

(1929 – 1968)

“They challenged

segregation and won”

Leonardo da Vinci (1452 – 1519)

“He was both a painter

and an inventor”

Abraham Lincoln (1809 – 1865)

“He became president

and helped to free the

slaves”

35

ANEXO III

Jogo da memória (recortar nas linhas pontilhadas)

36

CULTURAL GAME

NOTABLE PERSONS (Balan, 2008)

William Shakespeare (1564 – 1616)

“He was the greatest

English playwright who

ever lived”

Wolfgang Amadeus Mozart

(1756 – 1791)

“He was a musical genius

who began to write music

when he was five”

Thomas Alva Edison (1847 – 1931)

“He invented the electric

light bulb, the record

player and many more

amazing things”

Albert Einstein (1879 – 1955)

“He changed our idea

about time and space”

Mohandas Gandhi (1869 – 1948)

“He taught the world how

to win power without

fighting”



“A child who could

neither see nor hear was

taught by a patient

teacher”

Martin Luther King, Jr. (1929 – 1968)

“They challenged

segregation and won”

Leonardo da Vinci (1452 – 1519)

“He was both a painter

and an inventor”

Abraham Lincoln (1809 – 1865)

“He became president

and helped to free the

slaves”

38

ANEXO IV

Quebra-cabeça para a construção das biografias (recorte nas linhas pontilhadas)

39

Helen Keller (1880-1968)

Anne Sullivan (1866-1936)

A child who could neither see nor hear was taught by a patient teacher








Anne thought Helen by spelling words on her hand. Once she understood

what Anne was doing, Helen learned quickly. She learned to “read” faces as they

spoke. She could understand what people said by touching their faces as they spoke.

She learned to write on a special typewriter. By the time she was 16, Helen had

learned to speak, though she was hard to understand.








Helen Keller believed people should help one another. She said we would get

along better if we imagined ourselves belonging to one worldwide family.

40

Albert Einstein (1879-1955)

He changed our ideas about time and space.

Albert Einstein was born in Germany, but when he grew up, he moved to

Switzerland. He said it was a more peaceful country. Albert wanted peace so he

could think about math and science.

When Albert was 26, he developed the “theory of relativity” to explain energy.

The mathematical theory is complicated. Einstein said that probably only twelve

people in the world would be able to understand it.

In 1905, Einstein became a physics professor at the University of Zurich in

Switzerland. He later returned to Germany to teach and develop more ideas about

energy, light, and time. In 1921, he won the Nobel Prize in physics. In addition to

being a brilliant scientist, Einstein was an excellent violinist.

In 1933, Adolf Hitler and the Nazis ruled Germany. They took Albert Einstein’s

job and home away from him because he was Jewish. The Nazis hated Jews.

Fortunately, when his home was seized, Einstein was on a trip to England and the

United States. He did not go back to Germany. Instead, he chose to live in the United

States. From then on, Einstein worked and studied at the Institute for Advanced

Study in Princeton, New Jersey.

In 1939, Einstein warned United States President Franklin D. Roosevelt that

Hitler’s the scientists might try to make a powerful new atomic bomb in order to win

World War II. Roosevelt asked American scientists to invent the bomb first. By the

time the American bomb was ready. Germany had surrendered, or given up.

However, the United States, England, and other allied countries were still fighting

Japan.

The United States dropped two atomic bombs on Japan. The bombs killed

many people, and the Japan surrendered. The bomb helped America and the Allies

win World War II, but Einstein was horrified by the bomb’s power to kill. He became a

tireless worker for peace and hoped that people’s fear of atomic bombs would

prevent future wars.

41


Rosa Lee McCauley Parks (1913-2005)






Alabama. She also worked for the local NAACP, The National Americans for the




After her arrest, African Americans in American in Montgomery, led by the

Reverend Martin Luther King, Jr., began a bus strike, or boycott. For one year, black

people in Montgomery walked, rode bicycles, and drove cars to work. They refused

to pay to ride an unfair bus, and the bus company lost money. Their peaceful protest

worked, and the unfair Law was changed.



elsewhere. He was joined by many other brave black people including children, and






children will one day live in a nation where they will not be judged by the color f their




42

Mohandas Gandhi (1869-1948)

He taught the world how to win Power without fighting.

Mohandas Gandhi was born in 1869 in Porbandar, India. When he became a

great leader, people called him Mahatma, which means “Great Soul.” As a young

man, Gandhi went to England to become a lawyer. As a young man, Gandhi went

back to India and then traveled to South America. There, he helped Indians like

himself be treated more fairly by white rulers.

Twenty-one years later, he returned to India to help the Indians there. The

rulers in both South Africa and India were English. The English were rich, and the

Indians were poor. Gandhi helped the Indians become powerful in several ways. First

he taught the Indians to spin and weave their own cotton cloth. He and his followers

wore simple clothes made from cloth. By buying from themselves instead of from the

English, the Indians gained financial power.

The English also had guns. Gandhi suggested the Indian people fight back

without guns and violence. He told them to disobey unfair laws. He also advised

them to go peacefully when arrested and taken to jail; Gandhi said it was honorable

to be arrested for a good cause. He went to jail many times.

Sometimes Gandhi fasted, or didn’t eat for days in order to call attention to an

injustice.

Gandhi also told people to go on strike, or not work for unfair bosses. He told them to

boycott, or refuse to buy things, from unfair store owners. “If people hit you,” he said,

“don’t hit back.”

Gandhi’s plans for non-violence worked. As the harshness of the English was

seen by more and more people, the Indians grew more powerful. Slowly, they won

their freedom from England. But their troubles were not over. Indians fought for

power against other Indians. As the age of 78, Gandhi was shot and killed.

Today Gandhi is called the Father of India. His brave way of fighting inspired

people around the world. Cesar Chavez, Rosa Parks, and Martin Luther King, Jr., all

learned from Mahatma Gandhi.

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