YES,WE ARE PUBLIC AND BILINGUAL Escola Municipal Professor Affonso Varzea

How do humans affect the environment?

Feedback (Dec,16 – May,17)

ABOUT US

Location: Professor Affonso Varzea

Grouping: 3rd year

Target audience: Class 1301

Age: 8-9 years old

Number of students: 26 students - and 2 students with special needs

Responsible teacher: Gláucia Morais

Feature: English Hours: 10 per week times working hours with the class:

Location: Professor Affonso Varzea

Grouping: 4th year

Target audience: Class 1401

Age: 9-10 years old

Number of students: 24 students - and 2 students with special needs

Responsible teacher: Gláucia Morais /Stevenson Castro

Feature: English Hours: 10 per week times working hours with the class (5 hours each teacher)

2016 2017

About 1401 (2017) There are , 2 people with special needs. They

are from Complexo do Alemão communities, especially

Nova Brasilia that presents a high security risk. These

students are already in school from Pre-school (2013)

beginning of the bilingual program.

Sociocultural characteristics of the class:

• students are from low-income families;

• They are from families with low education;

• Legal guardians are partially present in the school life of

students;

• 04 students currently have close relatives serving

criminal penalty;

• At least 50% of the group receive government

assistance through social benefits (such as bolsa-

família and Bolsa carioca).

Behavioural characteristics:

• They are still extremely communicative;

• Learning difficulties (need to use monitors to help

students who have difficulty in activities);

•

• Ease with recreational activities;

Justification for the choice of the class for the project:

The characteristics of the class are relevant to make it the

subject of studies in the big ideas project. I decided to keep

this group on this project to improve their abilities and also

try to transform their reality making them understand how

humans can affect each other and the environment in a

positive and negative way. They are able to understand

different cultures and social contexts.

About 1301 (2016) There are 26 students, 2 people with special needs. They are

from Complexo do Alemão communities, especially Nova

Brasilia that presents a high security risk. These students are

already in school from Pre-school (2013) beginning of the

bilingual program.

Sociocultural characteristics of the class:

•students are from low-income families;

•They are from families with low education;

•Legal guardians are partially present in the school life of

students;

• 03 students currently have close relatives serving criminal

penalty;

•At least 50% of the group receive government assistance

through social benefits (such as bolsa-família and Bolsa

carioca).

Behavioural characteristics:

• They show aggressive behavior;

•They are extremely communicative;

•Learning difficulties (need to use monitors to help students who

have difficulty in activities);

• Difficulty maintaining good interpersonal relationships;

• Difficulties in dealing with failure in competitions, generating

physical assaults;

•Ease with recreational activities;

•They like to learn English.

Justification for the choice of the class for the project: The

characteristics of the class are relevant to make it the subject of

studies in the big ideas project. Aiming at making use of

teaching resources to transform the reality of these students, we

believe that the entire project can help these individuals in the

positive construction of relations with other individuals from

different cultures and social contexts and still propagate bilingual

education using effective teaching-learning methodologies.

OUR CLASSROOM

2016

2017

AFFONSO VARZEA

&

BIG IDEAS

AFFONSO VARZEA & BIG IDEAS (1st part - 2016)

INFO GOALS ACTIONS DATES STATUS

1) Curriculum

Unit Plan

Select the

subject Health

and Career

Education

• Plan activities that will address the following area: The Importance of Positive Relationships (How do we build positive relationships with others; Create detailed schedule with the information needed to develop the project; Make resources available: internet access and technological tools; Register through photos, videos and reports the development of activities;

July/2016 OK – Completed!

2) Cultural

immersion

Introduce ideas

about Culture,

History and the

social

importance of

Canada.

• Present through educational videos and images the historical and cultural context of Canada; Promote discussions that can create opportunities of access to Canadian culture (https://www.youtube.com/watch?v=hU6a-b6ADSE) Show the importance of bilingual education in the two countries; Present the main idea of the Vancouver Biennale project: Big ideas (https://vimeo.com/128936448)

July/2016 – 1st

class

OK – Completed!

3) Task 1 –

Self-knowledge

Allow students

to express their

real feelings

about their daily

life.

• Encourage students to indicate two

situations that make them sad and three

situations that make them happy with

their colleagues; Present their views in a

tree of actions and consequences; Allow

them to choose one of each situation and

express their real feelings through art

(drawing, painting, song or text); Gather

all records to develop future after

analysis;

July/2016 – 2nd

class

OK – Completed!

INFO GOAL ACTION DATES STATUS

4) Search

solutions – part

1

Rescue the

primary ideas

introduced in

2nd class just to

find solutions.

• Use the following questions as activity

guide : How do we build positive

relationships with others? How do our

verbal and non-verbal expressions impact

on others? Allow students in pairs to

create a negative situation and find a

better way to express themselves through

a positive situation.

Sept,2016 OK – Completed!

5) TASK 2 –

Feeding our

project space

• Create an evolving framework and organize it into a space for the class project through the tasks already initiated;

• Gather all records made and create a line of evolution; Conduct a self-assessment with the class to verify the strategies that need to be changed;

Sept/16

(changed)

OCTOBER/2016

OK – Completed!

6) Preparation

for internal

workshop

• Develop a small workshop at school for other classes of the 3rd year.

• Assist students in building a short course to be taught by them in a collective moment with the other classes of the 3rd year; Introduce new rules of coexistence at school; Hold an election of monitors of "friendly coexistence of Affonso"

• Have a group work to understand the attitudes which will generate more positive relationships.

Sept/16

changed)

OCT/NOV - 2016

OK – Completed!

7) Final project • Present the results of the project through Conference with Canada;

• Present the project results through conference to be given by the students and mediated by the teacher in charge; Present the initiative to other students and school teachers through a small internal culmination with the participation of key members of the Municipal Department of Education.

Sept-

October/2016

(changed)

OCT/NOV – 2016

Deadline 2017

AFFONSO VARZEA & BIG IDEAS (2017) – 2nd Part

INFO GOALS ACTIONS DATES STATUS

1)1ST Contact

(Canadian

School)

Select na

activity

• Plan activities that will address the following area: How humans affect environment?; Make resources available: internet access and technological tools; Register through photos, videos and reports the development of activities;

March,2017 OK – Completed!

2) “The Lorax “

is our helper.

Introduce the

story and the

movie about

“The Lorax”, by

Dr. Seuss

• Present through educational videos and story different context about the Lorax and perform through drawings, painting using recycle materials to show their point of view by building their own stories.

• Show the importance of being kindness with the others and also respect the environment.

https://m.youtube.com/watch?v=aa82mcXO

9AQ

March,17-April,17 OK – Completed!

3) Task 1 –

Self-knowledge

Allow students

to express their

real feelings

about their daily

life and

environment

• Encourage students to indicate situations

that they “LIKE” and “DISLIKE” about

environment in their community and how

Lorax can help them to solve their

problems there; Present their views in a

board .Allow them to express their real

feelings through art (drawing, videos and

painting).

March,17-April,17 OK – Completed!

3) Task 2 –

Exchange

ideas

Allow students

to keep contact

with Canadian

students

• Encourage students to communicate and

exchange ideas with students from

Canada. Brazilian students will be able to

make questions about project, culture and

daily life in Canada through conference.

May, 17 It will be scheduled.

BIG IDEAS PROJECT – FEEDBACK 2017

We started the project effectively in March/2017.

Our classes started on February 1st, 2017 (during this term there was a long Carnival holiday)

Students:

•They were looking forward to taking part in this project again;

•We couldn’t start before because of the new municipal government decisions, but now everything is all right;

•They can see an excellent progress in their lives at school and at home;

•Vitoria Leonel, our special need student started to improve her mind and abilities to join the group (See the

video: https://www.dropbox.com/s/sodwg4ffk12fro7/VID_20170324_100652.mp4?dl=0

•Big ideas project helped them to overcome their difficulties;

•They are learning how they can affect environment;

•They loved “THE LORAX”, by Dr. Seuss ( https://m.youtube.com/watch?v=aa82mcXO9AQ )

•Students were very sensitive.Violence has increased in their community (slum). Those days we couldn’t open

our school, as result we had a low attendance and they were afraid of all the conflicts.I had to manage

everything at the same time in our classroom

https://www.nytimes.com/reuters/2017/05/02/world/americas/02reuters-brazil-violence-rio.html?_r=0

http://www.lmtonline.com/news/world/article/Rio-governor-asks-for-federal-help-to-fight-11104893.php

http://riotimesonline.com/brazil-news/rio-politics/rios-complexo-do-alemao-favela-has-28-shootings-in-30-days/

•They still have positive relationship with the others;

•Self- confidence.

Parents

•Their parents asked me at the end of last year to keep this project in 2017;

•Parents want to see their kids visiting Canada as a nice opportunity to improve

their English;

•Parents offered all the support during all the term;

Teacher

•This project helped me to understand my students’ ideas and fears;

•I could give all the support during the conflict days in our community;

•I could motivate them to express their feelings and also realized what they really

needed to change;

•I could make them think about environment and how to respect it;

•I could use technology most of the time in my class to help them to understand the

aim of this project.

BIG IDEAS PROJECT – FEEDBACK 2017

SPECIAL RECORDS – FEEDBACK 2017

March,2017

Intro: The Lorax by Dr.

Seuss story

Main idea: Understand the

story and think How

humans affect the

environment

SPECIAL RECORDS – FEEDBACK 2017

March,2017

SPECIAL RECORDS – FEEDBACK 2017

April,2017

Building their own story using “THE LORAX”

experience.

Resources: Crayons, craft, fabric and recycle

material.

SPECIAL RECORDS – FEEDBACK 2017

May,2017

SPECIAL RECORDS – FEEDBACK 2017

May,2017

SPECIAL RECORDS – FEEDBACK 2017

Violence has increased in Complexo do Alemão.They were

sensitive and they were afraid.In this activity(I want/I don’t want)

they need to express their feelings regarding this situation and

also learn how to deal and solve this problem in their

community.

SPECIAL RECORDS – FEEDBACK 2017

Fear

Peace

Hope Our slum

Opportunities

Love

SPECIAL RECORDS – December,2016

Patchwork workshop – Some students (1301 group) took part in a

workshop at school.The main idea was build a story using fabric and

clothes showing an important topic.They decided to talk about Big ideas

Project.

CHANGE THE WORLD!!

https://www.dropbox.com/s/0clxxi5pl1v7tth/VID_20161201_095019.mp4?dl=0

PORTFOLIO

DEVELOPING THE

PROJECT – 1st part

(2016)

BIG IDEAS PROJECT – FEEDBACK 2016 We started the project effectively in July/2016.

1st Feedback

Students:

•They were looking forward to taking part in this project;

•They had specific problems in the classroom regarding bad behaviour, but now we can see some

progress;

•They were sympathetic by supporting and teaching me how to deal with my father’s death (at the end of

June/2016);

•One of the student (Kethellyn) had an accident during her vaccation and got blind (one eye).After 2

months in Hospital, she decided to come back to school because of the big ideas project. All the students

were very sensitive.They were able to help her (choosing the best seat, lending their books and also

explaining the subject to overcome her difficulties).

•They had progress on how to build positive relationship mainly after this specific situation with Kethellyn;

•Self- confidence.

Parents

•During a meeting at school I had the chance to expose the importance of this project for their kids;

•Parents offered all the support during all the term;

Teacher

•This project helped me to understand my student’s ideas and fears;

•I could motivate them to express their feelings and also realized what they really needed to change;

•I am learning how to deal and face all the emotional problems after my father’s death;

1st part – Where’s Canada?

July,2016

Students had the opportunity to learn about Canada through videos and teacher’s explanations. They were curious

about Canada History!

Building together our tree (In this activity they were able to color the group “tree”).The main goal is to

prepare the space to expose their ideas and activities during the project.

JULY,2016

What’s positive? What’s negative?

Students discuss about positive and negative situations in their daily life.

In this activity they had to think about 02 situations that make them HAPPY/SAD and also represent

them through art.

AUG,2016

Let’s exchange!

Sep, 2016

After creating and expressing their own opinion through art,we played a game to motivate them to talk

about their art and also understand their friend. In this activity they learned how to build positive

relationship, respect their friend’s opinion and also how to face their main difficulties.

Results – Positive/Negative Situations In this activity we listed all the positive/ negative situations after exchange ideas.Here we have the results after analysing each art.

POSITIVE (HAPPY) NEGATIVE (SAD)

• Greeting friends everyday • When a friend doesn’t allow them to play;

• Help a friend • When a friend doesn’t talk to you anymore;

• Support our friend during the breakfast and lunch;

• When someone hurts me • When I fight with a friend

of mine;

• Help our friend to distribute books in the classroom;

• When a friend disturbs me all the time

• Do the homework • A boy slapping a girl’s face

• Help someone to cross the street

• A girl pushing a boy

• Play with our friends • When someone refuses to help me

SPECIAL RECORDS

Kethellyn is back!!!

VIDEO

https://www.dropbox.com/s/cwmjbmaxjb3p687/VID_20161004_095657.mp4?dl=0

WE LOVE BIG IDEAS!!!

Gláucia da Silva Morais Acioli de Lima

English Teacher

E.M. Professor Affonso Varzea

empvarzea@rioeduca.net

Contact: +55 21 3885-4555

e-mail: glauciamoraisacioli@gmail.com

Contact: +55 21 99162-7465 / +55 21 4124-4778

THANK YOU!