LITERATURE PROJECT

THEME: FRIDAY WITH LETTERS

PEDAGOGICAL SUPPORT: Márcia Alves Siqueira.

My children will have computers, yes, but first they will have
books. Without books, without reading, our children will be
unable to write – including their own history.
Bill Gates

1- PRESENTATION
We have noticed that the current reality is distancing our students more and more from the act of
Reading. Aspects such as computers, video games, TV, the restricted access to reading in the core
familiarity and the lack of incentive have caused little interest in reading and,
consequences, significant difficulties such as: precarious, limited, and informal vocabulary,
difficulty of comprehension, spelling errors, few significant productions of
students, knowledge restricted to school content.
It is necessary for the school to seek to re-establish the value of reading as an act of pleasure and
requirement for social emancipation and promotion of citizenship.

2- JUSTIFICATION
At every moment we come across written language: in newspapers, magazines, pamphlets,
posters, billboards, traffic signs, emails, blogs, websites, MSN and others; a world
writing that is placed before our eyes, characterizing us as true readers
vendors and, now, navigators.
In this sense, we believe it is our educational institution's duty together with
Portuguese teachers and the pedagogical team provide our students with
moments that can awaken in them a taste for reading. The student must realize that the
reading is the "key instrument" to achieve the competencies necessary for a life of
quality, productive and with fulfillment.
With the purpose of shaping students who are "thinkers" and able to reflect critically on the
that read and write, we will help our students to better understand what they are
learning at school and what happens in the world in general, delivering to them a
a completely new horizon, thus making reading a daily habit and
pleasant.
3- GENERAL OBJECTIVE
Encouraging students to engage in a continuous reading process.
updated in relation to the challenges and perspectives of the modern world, helping them to
we will become readers and writers.
4- SPECIFIC OBJECTIVES
Develop efficient reading strategies and procedures to teach students;
• Propose didactic situations that ensure, continuously, the approach of
diverse genres selected based on study themes and difficulty level
increasing according to age group;
Awaken the pleasure of reading and sharpen the cognitive and creative potential of the student;
Search for information, select reading strategies according to the purposes.
specific
Provide the student with access to numerous literary works by various authors,
seeking to expand your knowledge and creative capacity;
Encourage the student to better understand and use the spelling rules.
Portuguese Language
Identify the characteristics of the studied genres;
• Provide the individual through reading, the opportunity for expansion of
personal and cultural horizons, ensuring their critical and emancipatory formation;
Recognize reading as an essential source for producing texts.
5- METHODOLOGY: ACTION PLAN
Students will be encouraged to read various genres: poetry, jokes, short stories, literature.
youth, comic books, informative articles, etc and/or lead the class in
reading on a specific topic.
The students, through the encouragement of the Portuguese teachers, will participate
of a contest in which there will be rewards for the three students who complete the reading
the highest number of books throughout the entire period of the project and, in the case of a tie,
The one who creatively presents the book they liked the most will win. This award
will culminate on Black Consciousness Day (11/19/2016) at school.
Posters will also be made by the students during art classes for
disclose the book read and invite the other students to read it.
The teaching team will carry out monitoring, evaluation, and reorganization if necessary.
of these works.
6- RESOURCES
Material resources: various books, various papers, projector, computers, and sound.
(And other resources that may be necessary within the process).
7- EVALUATION
Consider the participation and interest of each student in individual reading tasks, in the
clarity and organization of written and oral texts and the way of presenting the results
in the presentations of the proposed activities based on the notions and concepts constructed
throughout the project. (Build an evaluative instrument with scopes in
aspects: conceptual, attitudinal, and procedural.
8- ANNEXES
SUGGESTION OF ACTIVITY

6th grade
Create a differentiated reading environment in the classroom;
• Present the characteristics of the genre Poem to the students;
• Read a very interesting poem to the class;
• Read poems by different authors by the teacher and/or the student;
• Present the biography of some authors and others that the teacher considers
interesting
Suggest that students write poems individually;
Ask the students to rewrite poems;
Challenge the students to recite the poems;

7th grade
Create a unique reading environment in the classroom;
• Present to the students the characteristics of the short story genre;
Select several stories for the students to read;
Organize a collection of short stories rewritten by the students;
• Prepare a play based on a tale that the students find interesting;

8th grade
Create a unique reading environment in the classroom;
Present to the students the characteristics of the Literary Memoir genre;
Select books and texts of literary memories for students to read;
• Readings of literary memories by the teacher;
Suggest reading a classic literature book for them to read at home;
Reading wheel to share the book read at home;
Encourage students to write their memories and/or those of another person;
Organize a collection of Literary Memories;

9th grade
Create a unique reading environment in the classroom;
• Conduct research on the origin of cordel literature and the main Brazilian cordel poets;
• Present to the students the characteristics of the Cordel Literature genre;
Select Cordel Literature books for the students to read;
Talk to the students about the importance of exchanging reading recommendations and opinions.
with friends and colleagues;
Suggest the reading of a classic literature book for them to read at home;
Reading circle to share the book read at home;
Discuss with the students the importance of exchanging reading recommendations and opinions.
with friends and colleagues;
Ask each student to write a Cordel Literature book;
Organize a collection of books written by the students;
Create a wall newspaper.

Regulation
Considering the need to promote reading in schools, the State School
Wilson Alvarenga promotes the Reading Contest, aiming to stimulate the
reading practice among students.
General participation conditions:
Participation in the contest is open to all students from 6th to 9th grade of Education.
Basic of the Wilson Alvarenga State School. To participate in the Contest, the
competitors commit to comply with the present Regulation and the decisions
two different coordinators involved.
Skills of coordinating teachers and library teachers.
It is up to the coordinators of the School involved in the project to organize the Contest.
as well as the preparation of the respective proposals, the dissemination of the project and, in the end,
choose the winners by observing those who read the most literary works during the
project.
Participants' competencies in the competition:
I will read, in a meaningful way, various Literary Works during the project, performing
the tasks required by the coordinating team.
Choice of the work on the specified days for it.
Return of the book in good condition.
Sign the control notebook that records the delivery and return date of the book.
Filling out a literary form for each read work.
Creative presentation. Presentations in the form of retelling are suggested.
dramatization, dissemination, debates, oral presentation, illustrations, etc.
General provisions about the final of the contest:
In the end, which will culminate on Black Consciousness Day, will be accounted for the
students who read the most during the project and there will be awards for 1st, 2nd, and 3rd
places. In case of a tie, the student must artistically present the work that most
liked. On this day, there will be a panel of judges who will select, based on criteria,
1st to 3rd place.