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Poetry and Emigration in a Portuguese Language ClassroomLevels: Intermediate/advancedObjective
: The students will learn language, history, culture, andPortuguese-American linguistic expressions through a poem that conveysthe trajectory of emigrants from the islands of the Azores to the state of California.
National Standards Addressed:Standard 1.1:
Students engage in conversations, provide and obtaininformation, express feelings and emotions, and exchange opinions
Standard 2.2:
Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.2:
Students acquire information and recognize the distinctiveviewpoints that are only available through the foreign language and itscultures
Standard 4.2:
Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1:
Students use the language both within and beyond theschool setting
StagesInto
:With music played with a traditional 15-string guitar from the island of Terceira, the teacher recites the poem “João Valente” written by Álamo Oliveira (included below).
Through:1
. Each student gets a cut-a-way of the poem (indicated by the different sections in which the poemhas been divided). Students have 5-7 minutes to line-up according to how the poem is written.
2
. Once again, the teacher recites the poem and students may change the order they have lined-up inorder for it to be correct.
3
. Students recite the poem collectively. Each student recites the portion that she/he has.
4
. Students get a full copy of the poem and are encouraged to read one favorite stanza.
5
. In pairs students work on writing as many Portuguese-American words as they can identify in thetext. They write the word expressed in the text, and the corresponding “real words” in English and inPortuguese. This is followed by a short debrief session with the entire class. The teacher goes throughall the Portuguese-American words in the text.
6
. In groups of four the students do a memory activity matching colloquial phrases with translations inEnglish.
7.
Verdade/Falso—students respond to an amalgam of questions regarding the content and themessages of the poem.
8.
In pairs the students answer, in writing, with complete sentences, 20 questions about the poem.
 
9
. Portuguese misspells—students find the words in the poem that the author misspelled in order to be phonetically close to the pronunciation of a rural “freguesia” in the Azores in the 1960s and 1970s.
10.
The students get a hand-out (from the first edition of 
 Portugal, Língua e Cultura
) with Portuguese-American words and volunteers read the dialogue in the hand-out.
11.
In pairs students create a small phone dialogue between two relatives, one in the Azores and one inCalifornia. The dialogue must include a few Portuguese-American words and must make reference toeveryday situations, such as the poem does.
Beyond:1.
Students write a 3 paragraph e-mail to a relative (or friend) in a Portuguese speaking country abouteveryday situations in their life and ask questions about what is going-on in his/her respectivecountry/area.
2
. Students are given a situation in the Portuguese-American world and they create a dialogue that is presented to class, either in front of the class or recorded and then played in class. The students areencouraged to use Portuguese-American words (examples of situations that are relevant to the localcommunity: four Portuguese-Americans playing cards in a Portuguese-American club; threePortuguese ladies in a Portuguese church service; three Portuguese-American ladies in a Portuguese-American Festa; three Portuguese-Americans working in a dairy; a Portuguese-American family at thedinner table; a Portuguese-American family driving to Pismo Beach., etc.)
Note
: This lesson is followed by several others with the theme “Immigration from Portugal to theUnited States.” The students read excerpts from
Os Açorianos na California
 by Dr. Mayone Dias, doan amalgam of written and oral activities around the interviews read, watch and do a Powerpointactivity around the documentaries “Off the Boat” and “Tradições Portuguesas na Califórnia”; then theunit culminates with another “Beyond-activity”: The Interview!Students interview, in Portuguese, an immigrant from Portugal and/or Brazil. Students are given ten basic questions and then they ask 5 on their own. The interviews are recorded, audio or video (extra-credit for video). The students are encouraged to use someone in their family. If they aren’t of Portuguese ancestry or don’t know someone who was an immigrant, the teacher gives a list of people,who have been previously contacted and are willing to be interviewed.© 2009 Diniz Borges
 
carta de joão valente(raminhense da terceira)a seu irmão embarcado nacalifórnia (gastinhas)ou entãocantigas de como se picamos olhos de miséria em picosde abundância
Escrevo-te esta cartaPra saber como vais passando.A saudade é que nos farta,Mas, por cá, vamos andandoMuito bem, graças a Deus. Nestas linhas, que alinhavoMuito mal, desejo aos teusTamém saúde. Por mim, cavo,Desta hora, a mão na pena,Poucas letras e saberes;Tua carta tão pequenaQue nos fala em teus haveres.Cá ficou o teu vazioEm manhã de cravos goivos.(Lembro que o ar tava frio;Rosa e Manel tavam noivos).E a saudade se quedou,Como caldo na tigela, No coração que estralou,Como vidro na janela.Mas juntaste pé-de-meia.Já tens um bum bocado.Isso é terra de mão-cheia,Taleigo bem aviado.Gostei de saber que tensFriza e um novo meximSôfas, clausetas, sertãsE alvaroses dingrim.Já sei que tens fogão,Uma trela e talaveijaE que já vives no Tão. – Mas que sorte!, salvo seija!E cuma pisca de dólasTe vestiste numa estôa – Isséqué brunir violas, Nem fidalgo de Lisboa!Tudo parece um ingano!Quase choro de contente!Que terra é essa, mano,Que dá tanto de repente!Quando estiveres da banda(E se isto puder ser),Tira retratos e manda,Que a gente gosta de ver Vocês e essas grandes vistasColoridas – um consôlo!Mesmo co mexim das fitas... – Anda lá. Não seijas tolo!E, antes que me esqueça,Tu diz-me se vens croar Pró verão. Não aconteça,Depois , não teres lugar  Nos bôdos do Esprito Santo.Os pilhoiros estão dadosE eu preciso saber quantoDás plos bezerros mercados
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