fast track classics upper intermediate - editora...

1

FAST

TRAC

K CL

ASSI

CS R

EAD

ING

AN

D LI

TERA

TURE

GUI

DE

FAST

TRAC

K CL

ASSI

CS R

EAD

ING

AN

D LI

TERA

TURE

GUI

DE

Fast Track Classics Upper Intermediate Objectives/Objetivos

Recontados por:Pauline FrancisN°de páginas:56Formato:13,5 x 20,5 cmNível:Nível – Intermediário / Avançado Elaboradores:Elizabeth ConteSonia Maria Grandi

Ficha

Título da Série Autor original GêneroDr. Jekyll & Mr. Hyde Robert Louis Stevenson Mistério e suspense Frankenstein Mary Shelley Horror/Ficção científi ca Oliver Twist Charles Dickens Aventura The Phantom of the Opera Gaston Leroux Romance gótico

Objectives/Objetivos

• 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 expe-rience by providing innovative and high-quality teaching materials.

O projeto é desenvolvido para orien-tar o professor na utilização dos li-vros componentes da série Fast Track Classics. A ideia é expor os alunos a uma variedade de atividades que fo-calizam a comunicação interativa e incorporam técnicas e abordagens comprovadas no ensino de inglês como segunda língua, através da lei-tura de clássicos adaptados. É um guia para o professor com atividades de apresentação, prática e reforço do conteúdo literário e linguístico con-templado em cada título da série. O trabalho foi desenvolvido em am-bas as línguas – inglês e português – para facilitar a interdisciplinarida-

Fast Track Classics ✦ Upper Intermediate

The Phantomof the Opera

Retold by Pauline Francis

Free CD withnarration ofthe story

Fast track Classics

Fast Track Classics present stories for readers in two levels:

For related activities go to:www.fasttrackclassics.com

Illustrated by Steve Caldwell

Intermediate Upper intermediate

Call of the Wild Dr Jekyll & Mr Hyde

Dracula Frankenstein

Robinson Crusoe Oliver Twist

Treasure Island The Phantom of the Opera

Fast Track Classics are a quick way to a range of exciting stories, from the chilling tale of Dracula to the exotique ad-venture of Robinson Crusoe and the mysterious story of Th e Phantom of the Opera. Th ese stories are shortened versions of the classic novels, which along with the CD narrated by English native speakers, lose none of the strength and fl a-vour 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.

Th e Phantom of the Opera, by Gaston Leroux, was writ-ten in 1909. A young singer, Christine Daaé, makes a trium-phant 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 myste-rious stranger shadowing her and decides to follow…

Gasto

n Ler

ou

x

✦

Th

e Ph

an

tom

of t

he O

pera

The Phantom of the opera - capa CP 01ed02.indd 1 27 01 10 17:13:17

FrankensteinRetold by Pauline Francis


Fast track Classics



Illustrated by Gary Andrews








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 mon-ster, only to fi nd that the monster holds a terrible power over him and the people he loves.

Mar

y Shelley

✦

Fra

nk

enst

ein


Fnt

Frankenstein - capa CP 01ed02.indd 1 27 01 10 16:59:13

Oliver TwistRetold by Pauline Francis


Fast track Classics



Illustrated by Tracy Fennell








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 fi nding happiness.

Ch

arles D

ick

ens

✦

Oliv

er T

wist


Fnt

Oliver Twist - capa CP 01ed02.indd 1 27 01 10 17:29:22

Dr. Jekylland Mr. Hyde

Retold by Pauline Francis


Fnt

Fast track Classics



Illustrated by Gary Andrews








Th e Strange Case of Dr Jekyll and Mr Hyde, published in 1886, was not Robert Louis Stevenson’s fi rst novel, but it was the one that helped to make him famous in lifetime. Th e 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.

Ro

bert Lou

is Steven

son

✦

Dr

. Jekyll a

nd

Mr

. Hyd

e


Dr Jekyl and Mr Hyde - capa CP 01ed02.indd 1 27 01 10 16:33:31

de e permitir ao professor um trân-sito fácil nos dois idiomas durante a execução de seus projetos. Fast Track Classics é uma série com-posta por versões adaptadas de ro-mances clássicos, acompanhados de um CD narrado sempre por uma pes-soa nativa na língua inglesa, sem per-der a força e o charme da obra original. Todo livro apresenta um glossário no fi nal que ajuda o aluno a entender as palavras dentro do seu contexto.

/anos

INDICAÇÃO:

Leitorfluente

ensinofundamental

9.º8.º

2

Dr. Jekyll & Mr. Hyde Strange Case of Dr. Jekyll and Mr. Hyde is the original title of a novel written by the Scottish au-thor Robert Louis Stevenson and was fi rst 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 con-cerns 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 increasing-ly hermit like existence in his lab-oratory. As the truth is about to surface, tragic events occur that end the whole affair dramatically and conclusively.

Ler é uma atividade extremamen-te rica e complexa, que envolve não só conhecimentos fonéticos ou se-mânticos, mas também culturais e ideológicos. Muitas vezes é um processo de descoberta, um desa-fi o, uma ação lúdica. Certamente, será sempre uma atividade de assi-milação de conhecimentos, de in-teriorização, de refl exão. Mais que decifrar códigos, a leitura é uma atividade de interação, onde leitor e texto interagem entre si, obede-cendo a objetivos e necessidades socialmente determinados. A leitu-ra, como qualquer outra atividade, se desenvolve na convivência com o próprio mundo. Aprender e gos-tar de ler é relacionar aquilo que lê com o seu conhecimento de mun-do, com suas experiências próprias. Por isso, cada pessoa fará uma lei-tura particular de um mesmo livro dependendo de sua “bagagem” e irá interagir com a história em bus-ca do seu signifi cado.

To Begin... About each book

3

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 un-lawful activities.

The Phantom of the Opera 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, sacrifi ce and sadness.

3

Frankenstein Frankenstein begins in epistolary form, documenting the correspond-ence 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 fi nd a passage from the Pacifi c 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 fi nds an emaciated man, Victor Franken-stein, fl oating on an ice fl ow 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

Teachers will fi nd each author’s bi-ography, curiosities, and some other references on the readers at the end of the project.

About each book

4

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 fi nd 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 think-ing 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.

55

1. BULLETIN BOARDS/DISPLAYSThese 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 specifi c 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.

(Illustrate)

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.

(Illustrate)

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.

(Illustrate)

BULLETIN BOARD:Have curtains hang down from the bulletin board semi-opened as if it were the entrance to a theater. Have a pair of white mask (happy/sad) contrasting with the black background.

(Illustrate)

2. WALK THROUGH THE BOOK Look at the cover of the novel. Can you fi nd 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.)

Introductory activities

6

LITERATURE CIRCLE

6

LITERATURE CIRCLE

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.

Assessment: The teacher will assess the groups by making observations and will also check the written responses from the roles.

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 refl ection 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 defi nes 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 higher-level students).

Prepare your Students: Model the literacy circle with the fi rst 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 giv-ing 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.

7

DISCUSSION LEADER

7

DISCUSSION LEADER

Question #1:

Your Answer:

Question #2:

Your Answer:

Question #3:

Your Answer:

Name: Date Due:

Pages:

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.

Your job:

Title: to

8

SUMMARIZER

8

SUMMARIZER

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 fi ll most (or all) of the lines below. If you need more space, continue on the back.

When you meet with your group: 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.

Name: Date Due:

Pages:

Your job:

Title: to

9

WORD WIZARD

9

WORD WIZARD

Word #1: ________________________________________________________________________ Page Number: ___________Copy the sentence this word was used in.

Defi nition 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


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 fi nd challenging words, tell where they are used in the story and fi nd the defi nitions.

When you meet with your group: First, share the challenging word you found. Show them where it is in the story. Then, have each person try to predict the defi nition. After everyone has shared their defi nitions, you can tell them the real meaning of the word.

Name: Date Due:

Pages:

Your job:

Title: to

10

ILLUSTRATOR

10

ILLUSTRATOR

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.

When you meet with your group: Have each member of the group describe what is happening in your picture.

Name: Date Due:

Pages:

Your job:

Title: to

11

REAL-LIFE CONNECTOR

11

REAL-LIFE CONNECTOR

Event from the story:

Something similar happened to me (or someone I know) when:

Another event from the story:


Another event from the story:


Your job: Your job is to fi nd 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.

When you meet with your group: 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.

Name: Date Due:

Pages:

Your job:

Title: to

12

STORY CONNECTOR

12

STORY CONNECTOR

Event from this story:

Something similar happened in another story when:

Another event from this story:

Something similar happened in another story when:

Your job: Your job is to fi nd 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.

When you meet with your group: 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.

Name: Date Due:

Pages:

Your job:

Title: to

1313

Actvity 1: VocabularyAt the end of each novel you will fi nd 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 :

Word Search Criss Cross Double Puzzles Fallen Phrases Math Squares Mazes Letter Tiles Cryptograms Number Blocks Hidden Message

Check these sites for the activities above: http://www.discoveryeducation.com/free-puzzlemaker/?CFID=12085108&CFTOKEN=84393047Site for Crossword Puzzle and Word Search http://www.puzzle-maker.com/(See Activity 1)Sample: Frankenstein

Activity 2: Anticipation Guide 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

Activity 3: VocabularyDistribute a list of vocabulary words, then ask students to form partners or groups and create word maps that illustrate their understanding of the words . Maps may include the defi nition, an illustration, examples, characteristics, etc. The groups will then share their work by posting the maps on the wall.

Have students walk from map to map and add observations and suggestions with post-it notes. (See Activity 3) Sample: Oliver Twist

Activity 4: BrainstormingStudents list the words thatcome to mind when they think ofthe title of the novel.(See Activity 4)

Activity 5: Literature CircleIntroduce “Literature Circle” and explain the roles (see introduction to Literature Circle). Defi ne 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: PredictingAfter reading each chapter, the students should fi ll 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 fi fteen

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.

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

Pre-reading activities

14

ACTIVITY 1 - FRANKENSTEIN WORD SEARCH PUZZLE

14

ACTIVITY 1 - FRANKENSTEIN WORD SEARCH PUZZLE VOCABULARY - Sample: Frankenstein

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

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 E N Y G N I N T H G I L E A

R E G I G H T E E N E I E G H

T E E L E C T R I C I T Y E N

15

ACTIVITY 2 - ANTICIPATION GUIDE

15

ACTIVITY 2 - ANTICIPATION GUIDE Sample: Frankenstein

Before Reading After Reading

1. It is a parent’s job, more than society’s, to nurture his/her child.

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

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 9 10

agree strongly disagree strongly

Name:

16

ACTIVITY 3 - VOCABULARY

16

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)

shutters (8) trial (9) undertakers (9) weary (26)

Synonym Antonym

Defi nition in your own words Used in a sentence

WORD

17

ACTIVITY 4 - BRAINSTORMING

17

ACTIVITY 4 - BRAINSTORMINGName:

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

18

ACTIVITY 5 - LITERATURE CIRCLE

18

ACTIVITY 5 - LITERATURE CIRCLEName:

Directions: Fill in the chart below with the students. The roles will rotate as each chapter is read.

Date Date

Student Role Student Role

Date Date

Student Role Student Role

19

ACTIVITY 6 - PREDICTING

19

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 confl ict will be resolved. As each chapter is discussed, you can review and correct previous predictions.

Chapter What I Predict Will Happen What Actually Happened

2020

Activity 7:Comprehension/VocabularyHave students read the novel’s fi rst two chapters. Direct them to mark the text as they read: draw a star next to words, sentences, or paragraphs they fi nd interesting and a question mark beside text they fi nd 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.

Activity 8: ComprehensionDiscussion questions: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 defi ne himself in a world which has no place for him?

(3) Do we respect Victor for his scientifi c 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 ViewingFind two or more different visuals (posters, videos, pictures, drawings, etc.). Have the students analyze and compare differences and similarities between the materials and discuss with the group.Sample: Frankensteinhttp://www.youtube.com/watch?v=8H3dFh6GA-A&feature=related1931

http://www.youtube.com/watch?v=EOcJwt8XB4M&feature=related 1994(See Activity 9)

JOURNAL ENTRY- Ask an open-ended question

that encourages readers of all levels to participate by writing an answer in their journal. Students can share what they have written and respond to each other’s observations. The students who are shy can at least read their answers aloud participating in the discussion.

Sample question: “William was dead, Justine was dead, and I wished that I could die too. I was fi lled with guilt. I was in hell.” (15)Do you think Victor himself is guilty of murder?

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

During-reading activities

21

ACTIVITY 9 - LISTENING AND VIEWING

21

ACTIVITY 9 - LISTENING AND VIEWING Sample: FrankensteinName:

Directions: Compare and contrast both clips. Similarities goes in the middle.

1931 Clip 1994 Clip

22

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 refl ection 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.

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 fi rst creation. Does he have the same motives or different ones? Do you think his attitude toward such ambitious projects has changed?

ACTIVITIES

During-reading activities

23

ACTIVITY 10 - ANALYSIS & CRITICISM

23

ACTIVITY 10 - ANALYSIS & CRITICISM Sample: Frankenstein 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 FrankensteinLike a Human Being Like a Monster

When is FrankensteinLike a Human Being Like a Monster

2424

Post-reading activities

Activity 12: ReviewingRe-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?

Activity 13: Walk ThroughDivide students into groups of four or fi ve. 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.

Activity 14: Be the Illustrator 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

signifi cant 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 15: Case ClosedIn 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.

25

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 fi rst 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.

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 fi ction was gathered in many volumes. His fi rst full-length work of fi ction, 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 fi nally settling in Samoa, where he died.

26

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 fi ction. He fi rst 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 fi fty-nine, of a urinary tract infection.

Charles Dickens was born in 1812 at Landport, England, where his father was the clerk in the navy pay offi ce. 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 fi nancial 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 fi rst 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 profi table 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 fi ction 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 unfi nished.

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 fi rst 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 (Gold-hill Home Media) Production: Roz Phillips, Tim Brooke-Hunt, Tom Stacey for Goldhill Home Media Voices: Max Meldrum, David Net-theim, John Ewart, Carol Adams, Simeon Hawkins Animation: for children but stays quite close to the story; 50 mins.

Dr. Jekyll & Mr. HydeSymbolically, Hyde’s small stature may represent the fact that, as Jekyll’s dark side, he has been repressed for years, prevented from growing and fl ourishing. 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 fi lms with “Jekyll’ in the title or fi lms what are about a per-son who makes originally-voluntary, later spontaneous, transformations to a character with no social repres-sions. The list also includes parody and comic versions and fi lms with similar transformations, or fi lms in which Jekyll and Hyde appear as characters in another story. • 1908 Dr Jekyll and Mr Hyde (the

fi rst fi lm produced) Director: Otis Turner

Interesting facts

28

loff as the monster. 1973: The TV fi lm Frankesntein: the true story appeared on American TV. 1993: Frankenstein became a Turner Network Television fi lm directed by David Wickes, starring Patrick Bergin and Randy Quaid. John Mills made a fi nal screen appearance. 1994: Mary Shelley’s Franken stein 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.

FrankesteinThis story of Mary Shelley’s Frankenstein is the fi rst science fi ction story to be written. Many of the main ideas behind the literary movement of Romanticism can be seen in Frankenstein. Mary Shelley was deeply infl uenced by the roman-tics, 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 unde-sirable effects. Mary was greatly in-fl uenced by Paradise Lost and The Metamorphosis and she has incor-porated 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 fi lm, directed by James Whale, starring Colin Clive, Mae Clarke, John Boles and Boris Kar-

Interesting facts

29

fi lm directed by Carol Reed. The fi lm is based on the stage musical Oliver!, The screenplay was written by Vernon Harris. The fi lm version was a Romulus Films production and was distributed internationally by Columbia Pictures. It was fi lmed in Shepperton Film Studio in Surrey. At the 41st Academy Awards in 1969, Oliver!, which had earlier been nominated for eleven Acad-emy Awards, won six, including Awards for Best Picture, and Best Director for Carol Reed. At the 26th Golden Globe Awards the fi lm won two Golden Globes for Best Film -Musical or Comedy, and Best Actor -Musical or Comedy for Ron Moody.

Oliver TwistThe fi rst 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, includ-ing 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.

On the movies, theatre, TV… Oliver Twist has been the subject of numerous fi lm 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

Interesting facts

30

Did you know that… Le Fantôme de l’Opéra is the original title in French. It was fi rst 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 Miffl in, 1976. http://www.rc.umd.edu/reference/chronologies/mschronology/mws.html http://www.online-literature.com

lent fi lm version starring Lon Chaney. Brian De Palma wrote and directed a 1974 fi lm 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 fi lms shot on the Metro Goldwyn Mayer back lot, which was being demolished at the time of fi lming. The fi lm 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 fi rst 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 fi lm, directed by Joel Schumacher. It starred Gerard Butler as Erik, Emmy Rossum as Christine Daae, and Patrick Wilson as Raoul.

The Phantom of the OperaOther 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 fi ve oil paintings by André Castaigne. The paintings served as an inspiration for the 1925 fi lm, and have appeared in many subse-quent reprintings and translations.

On the movies, theatre, TV… There have been numerous literary and dramatic works based on The Phantom of the Opera, ranging from musicals to fi lms to children’s books. The best known screen adaptation of the novel is probably the 1925 si-

Interesting facts

31

Elizabeth Conte é formada em Letras e Pedagogia, há 28 anos, e tem mui-to orgulho de ser educadora. Lecio-nou durante 20 anos em uma escola internacional, para alunos de diver-sas culturas e com necessidades di-ferenciadas. Atualmente, coordena a área de Língua Inglesa de uma es-cola bilíngue em São Paulo. Há oito anos elabora e implementa currículos de ciências, geografi a e história que integram práticas e estratégias para imersão na língua. Vários cursos nos EUA e na Europa aperfeiçoaram seus conhecimentos de ensino-aprendiza-gem de uma segunda língua. Acre-dita que todo educando tem seu potencial e ritmo de aprendizagem, portanto cabe ao educador buscar estratégias para atingir as necessida-des de cada um.

Sonia Maria Grandi é paulistana, ba-charel em Biblioteconomia e Ciência da Informação com pós-graduação em Psicopedagogia e consultora es-pecializada em Bibliotecas Escolares. Desde sua formação, vem atuan-do numa linha de trabalho voltada à educação. Do seu primeiro em-prego como bibliotecária até o atu-al de coordenadora de bibliotecas numa escola judaica bilíngüe, procu-rou sempre caracterizar a biblioteca como um espaço sociocultural, como setor fundamental nas atividades de leitura, orientação de estudos e pes-quisa. Amante dos livros e da literatu-ra, atua também como consultora no âmbito editorial prestando serviços de avaliação de obras para o público escolar e de execução de projetos de leitura.

Elaboradoras do ProjetoRegina Polycarpo é graduada em Le-tras pela UMESP de São Bernardo do Campo. Lecionou inglês e português em diferentes segmentos do magis-tério 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 paí-ses da América do Sul. Foi consulto-ra lexicográfi ca do Melhoramentos Dicionário Ilustrado da Língua Portu-guesa – com o Menino Maluquinho e sua turma, lançado em 2010 pela Editora Melhoramentos. Atualmente faz parte da equipe de lexicógrafos e abonadores do Michaelis Moder-no Dicionário da Língua Portuguesa, além de realizar pareceres de livros e de desenvolver projetos de leitura.

Coordenadora de Revisão

fast track classics upper intermediate - editora...

Documents