Regency planning

Initially I was worried about carrying out the activities that teacher Jaqueline asked me to do because I believed it was interfering with her planning, but she left me with a class that would not interfere with her planning and therefore I was free to do whatever I wanted. . So I took advantage of the fact that I was creating a program for Professor Rejane's Modern and Contemporary Literature class and decided to use it as a didactic sequence and apply it in the classroom. The planning was as follows:

Introduction 

The respective work is a didactic sequence focused on improve the writing, reading and development of critical and artistic thinking skills of high school students, using the poem The waste land, by TS Elliot, and the novel Mrs. Dalloway, by Virginia Woolf . According to the 6th competence of languages and their technologies in the BNCC, 

"This competence provides that students can come into contact with and explore local and global artistic and cultural manifestations, both valued and canonical as popular and mediatic, current and from other times, always seeking to analyze the criteria and aesthetic choices that organize their styles, including comparatively, and taking into account the historical and cultural changes that characterize them" (free translation).

So, with this proposal of didactic sequence, we hope it becomes possible for the students , in addition to having contact with a global artistic manifestation, to make a written production that will develop their understanding of this manifestation and their writing skills.

Methodology 

Initially, the students' historical, literary and linguistic knowledge of the English language will be analyzed in a playful and dynamic way, so that the material is adequately prepared. Afterwards, a historical context will be provided, using videos and dynamic activities. Finally, the poem The waste land, by T. S. Eliot, will be presented correlating with historical (post war) and current context (post pandemic). Then, Mrs. Dalloway, by Virginia Woolf, enters the sequence bringing clippings of the character Septimus, so that we can compare the fragmented individual with the fragmented context. Finally, the production of a literary essay will be proposed, articulating the scenario expressed in The waste land and Mrs. Dalloway's character, Septimus Warren Smith.

 May 29th, 2024 - 1º Stage: Knowing the class

First of all, it is necessary to assess the class's prior knowledge, so that the program is suitable for the students. What do they know about literature? And English literature? What do they understand about war? Do they know what the First World War was like? What about the linguistic level? Is it possible to work with the original text? What do they know about essays? With these questions in mind, a dynamic will be carried out that will serve, in addition to the teacher-student presentation, to diagnose the knowledge that the class already has on the subject. The dynamics will be as follows: Write the word "War" on the board; Indicate a student who will start the dynamic, where they will say their name, age, what they think of literature and essay, they’ll write a word related to the term on the board and indicate the next participant by passing the brush to them. All dynamics must be done in English, this way it will be possible to assess the students' linguistic level. After this dynamic, talk to the students. Firstly about literature: What works do they know? Do they like literature? Why do they think "that" about literature? How important is it for our lives? Then talk about the "war"; relate to the terms that were placed in the table; indicate the consequences of a war and finally present how the classes will take place, listing the first part of The Waste Land and some excerpts from the novel Mrs. Dalloway.

June 12th, 2024 - 2º Stage: Historical context and The Waste Land presentation 

Now, the teacher knows the class and they know the teacher, teacher presents a historical context of the First World War, with comments and questions for the class. Then, present a summary about the author TS Eliot and finally the first part of the poem The Waste Land. All with the help of slides. Ask the class how they felt reading the part of the poem and what they understood from it. Finally, talk to them about it, exposing relationships that they were not able to perceive. Tell how everyone was fragmented after the Great War and how this resembles our current post-pandemic state. 

June 19th, 2024 - 3º Stage: Mrs. Dalloway presentation and the fragmented Septimus 

As the fragmented scenario has already been seen in English literature, now the fragmented scenery can be explored. Present a summary of the author Virginia Woolf along with her work, Mrs. Dalloway. After that, present the nuances and aspects of the character Septimus while reading important excerpts about him. Tell how he represents a soldier who came out of war devastated and fragmented. And finally, ask the class to list the similarities between Septimus and The Waste Land. Again, all with the help of slides. 

June 21th, 2024 - 4º Stage: Hands-on

Now everything that has been worked on needs to be put into practice through an activity. The proposal I suggest is an essay, but it could be a review, a seminar presentation or even an artistic production. Everything will depend on what you, dear teacher, think best fits your class, considering its particularities of interaction. But regardless of what the production is, you need to work on how to do it first. So, following my essay proposal, with the knowledge already discussed about essays, present what they don't know about it, listing its characteristics: personal judgment, subjective reflections, exposition and defense of ideas, etc. After that, show essay models and discuss with students how each characteristic appears in them. Finally, ask them to write an essay relating The Waste Land to the character Septimus, giving feedback and correcting the finished work with comments on what can be improved.