Versão On-line ISBN 978-85-8015-075-9Cadernos PDE

OS DESAFIOS DA ESCOLA PÚBLICA PARANAENSENA PERSPECTIVA DO PROFESSOR PDE

Produções Didático-Pedagógicas

SECRETARIA DE ESTADO DA EDUCAÇÃO

SUPERINTENDÊNCIA DA EDUCAÇÃO

DIRETORIA DE POLÍTICAS E PROGRAMAS EDUCACIONAIS

PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL – PDE

PROJETO DE INTERVENÇÂO PEDAGÓGICA

Título O GÊNERO TEXTUAL LETRAS DE MÚSICAS EM LEM-

INGLÊS: VISITANDO OS MUSICAIS

Autor ANADIR MATCHULA

Escola de Atuação Colégio Estadual João Paulo II-EFM e EJA

Município da Escola Palmital –Pr

Núcleo Regional de Educação Pitanga –Pr

Professor Orientador Me Sara Geane Kobelinski

Instituição de Ensino Superior UNICENTRO-Universidade Estadual do Centro-Oeste

Disciplina/Área de ingresso no PDE Língua Estrangeira Moderna-LEM-Inglês

Resumo: A proposta deste projeto de intervenção pedagógica é trabalhar com o gênero textual Letras de Músicas em LEM-Inglês focalizando os Musicais da Broadway, High School Musical e Glee e promover uma interface com as questões de gênero e diversidade. Como forma de mediação destes conflitos propor atividades colaborativas em LEM-Inglês voltadas para o gênero letras de músicas, que venham ao encontro à socialização, interações interpessoais e de comunidade, levando os educandos a uma vivência socioeducativa. O presente projeto será aplicado aos alunos do 1º ano do Ensino Medio.

Palavras-chave Gênero textual, Letras de música, alunos do ensino médio,

gênero e diversidade, LEM-inglês.

Formato do Material Didático: Unidade Didática Didática (UD)

Público:

Alunos do 1º ano “A” do Ensino Médio

1 APRESENTAÇÃO

1.1 Tema

A proposta deste projeto é trabalhar com o gênero textual Letras de Músicas

em LEM-Inglês focalizando os Musicais da Broadway, High School Musicale Glee e

promover uma interface com as questões de gênero e diversidade no formato de

uma Unidade Didática (UD) em Língua Estrangeira Moderna (LEM inglês.

2 JUSTIFICATIVA

De acordo com As DCEs (2008, p. 53 ) “ A aula de Língua Estrangeira Moderna

deve constituir espaço para que o aluno reconheça e compreenda a diversidade

linguística e cultural...” e que o trabalho com a Língua estrangeira Moderna em sala,

tenha o intuito do entendimento do papel das línguas nas sociedades como

possibilidades de conhecer, expressar e transformar modos de entender o mundo e

de construir significados.(DCE PARANÁ, 2008,p.63) Além do mais, que esse espaço

seja de interação professor e aluno. (idem.p.55)

Para Holden (2009) quando escolhemos trabalhar gênero textual letras de

música em Língua Inglesa, levamos em conta o fato de que a música faz parte do

dia a dia de nossos alunos. Muitas canções são em inglês, então será natural

integrar canções e músicas ao ensino da língua como ferramenta do ensino

aprendizagem.

Nos moldes do presente projeto intervenção pedagógica Unidade Didática (UD)

desenvolvida prevê atividades desenvolvidas com a mediação das tecnologias, por

meio da utilização de vídeos, e material multimida. São propostas pesquisas

referente aos grupos musicais da Brodway, High School Musicale Glee com intuito

de contextualizar o conhecimento, ampliando dessa forma a compreensão a respeito

dos grupos aqui mencionados bem como a questão de engajamento da temática

contida em cada uma das letras de música que serão trabalhadas.

Ademais, questão de gênero e diversidade presentes na temática dos musicais

foi explorada com intuito de mostrar que a sala de aula é o espaço onde as relações

sociais acontecem e a heterogeneidade está presente. Além do mais cabe a escola

intermediar tais relações de convívio mostrando à criança, ao adolescente e ao

jovem como se estabelecem tais relações, onde deva existir o respeito a diversidade

(LIBERALI, 2009). Portanto, configuram-se como Interfaces desta pesquisa: O

gênero textual Letras de Musica em LEM - Inglês e Gênero e Diversidade

organizados na forma de uma UD.

3. MATERIAL DIDÁTICO

A abordagem de Gêneros Textuais em sala de aula busca a aprendizagem

significativa pois o professor seleciona o gênero a ser trabalhado, focaliza suas

capacidades de linguagem que os alunos já dominam e aquelas que precisam ser

apreendidas (CRISTOVÃO, 2005) Ao mesmo passo que a análise do gênero mostra

o funcionamento da linguagem em textos do gênero a serem explorados e

determinam os objetos de ensino a serem evidenciados.

O enfoque do gênero textual letras de musica e os musicais da Broadway, High

School Musical e Glee em LEM-inglês, ocorreu pelo fato de que a música faz parte

do dia a dia de nossos alunos. Há muitas canções em inglês, então será natural

integrar canções e músicas ao ensino da Língua Estrangeira Moderna (LEM-inglês)

como ferramenta do ensino aprendizagem. Ademais este gênero possui função

lúdica e educativa tornando-se um elemento motivador. Nesta UD foram escolhidas

letras de musicas em LEM-inglês que elegem como principal critério de seleção o

conteúdo de engajamento social relativo a temática que verse sobre gênero e

diversidade, integrando as novas tecnologias midiáticas às atividades desenvolvidas.

Apresentamos a seguir o Plano de Trabalho Docente (PTD) de forma sucinta:

PLANO DE TRABALHO DOCENTE

Público alvo: 1º ano do Ensino Médio

CONTEÚDO ESTRUTURANTE

Discurso como prática social, a se efetivar através das práticas discursiva de

leitura, escrita e oralidade.

CONTEÚDOS ESPECÍFICOS

Gênero textual: Análise do contexto de produção e características do gênero

letras de músicas, musicais da Brodway, High School e Glee concomitante com

gênero e diversidade. Abordagem de vocabulário, aspecto cultural, discursivo,

variedade e análise linguística.

Nos textos letras de músicas serão focalizadas as características específicas

do gênero como ritmo, rima, sonoridade. Através de textos serão também abordados

aspectos relativos a aprendizagem de vocabulário e suas características linguístico

discursivas, bem como suas características gramatcicais.

OBJETIVOS

Ao final da Unidade Didática o aluno deverá ser capaz de:

Reconhecer o gênero textual letras de Musicas em LEM-inglês;

Identificar e compreender as características específicas do gênero;

Explorar questões de Gênero e Diversidade presentes em letras de

musicas;

Compreender características de musicais, a saber: Brodway, High School e

Glee;

Compreender a função social da língua no gênero letras de música;

Organizar uma apresentação cultural.

METODOLOGIA

Realização de atividades de pesquisa, exposição oral e visual;

Realização de atividades de leitura, compreensão e escrita;

Discussão, reflexão aberta, interpretação e compreensão dos gêneros

Letras de musicas e outros textos sobre Gênero e Diversidade;

Participação em dinâmicas de grupo;

Apresentação cultural.

AVALIAÇÃO

Avaliação será investigativa, diagnóstica, formadora, contínua e de caráter

somatório; ocorrerá no desenvolvimento de cada atividade, observando os acertos e

dificuldades dos educandos durante a aplicação da UD através da retomada de

conteúdos e retomada das atividades.

Fará parte da avaliação:

Participação dos alunos em trabalhos individuais e em grupo;

Realização de atividades de interpretação orais e escritas de textos verbais e

não verbais:

Desenvolvimento de trabalho de pesquisa e exposição oral e visual;

Organização de atividade cultural na forma de um musical;

RECURSOS

Recursos tecnológicos: internet, vídeo, áudio, clipes musicais, CD

laboratório de informática, TV multimídia;

Recursos didáticos: dicionários, folhas de papel sulfite, entre outros.

Recursos humanos: orientador da IES/UNICENTRO, professora PDE,

equipe pedagógica do colégio e do NRE de Pitanga, alunos do 1º ano do

Ensino Médio do Colégio Estadual João Paulo II- EFM e EJA da cidade de

Palmital Pr.

TÉCNICAS

Listening, Speaking, Reading: (skimming, scanning) and Writing.

Procedimento: Unidade Didática. Estão organizados a partir das próximas

páginas na forma de uma UD em versão pronta para impressão.

TEMPO Duração: 32 horas aulas.

BROADWAY GLEE HIGH SCHOOL

…………………………………..................

…………….…………………………………………………………………………………..........................

Este é um teste diagnóstico que visa verificar qual é o seu conhecimento sobre o

conteúdo que será trabalhado nas aulas de Língua Estrangeira Moderna (LEM-

inglês). Responda as perguntas de acordo com seu conhecimento pessoal, pois

este diagnóstico ajudará seu professor (a) a lhe auxiliar durante o processo de

ensino aprendizagem.

COLÉGIO ESTADUAL JOÃO PAULO II-EFM E EJA

UD- Gênero Textual letras de músicas em LEM-INGLÊS:

Visitando os musicais.

WHAT IS THE DAY

IS TODAY?

QUESTIONS

STUDENT:

1

a) Do you consider important song in English classes? Why?

_________________________________________________________________

b) Can you learn the language using English song? Why?

_________________________________________________________________

c) How often do you have contact with English song?

_________________________________________________________________

d) Do you understand when you listen to English song ?

e) What do you know about these musicals?

f) What is “Broadway” for you?

_________________________________________________________________

g) What is “High School musical”?

_________________________________________________________________

h) What is “Glee” for you?

_______________________________________________________________

i) What English song do you know by heart?

_______________________________________________________________

j) Mention names of singers who sings in English.

_______________________________________________________________

k) What is your expectation about learning song as a text gender by Broadway,

High School and Glee musicals?

Let´s discuss Broadway, High School and Glee Musicals

_____________________________________________________________

l) In your opinion, can Song be considered a text gender? Why?

_____________________________________________________________

m) What structures do you think to be in song? Underline them.

HAVE GREAT JOB!!!!!

Strophe – verses - dates – narratives -rhymes – sonority – description – opinion –repetitions

To teachers:

Our main intention in this material is to contribute with some ideas to English

learning based on theories and methodologies to teach and learn English. We

focus on student’s point of view for learning a Foreign Modern Language. We take

advantages of learning by discover and observation. As we can notice that even

without consciousness, they are directly in contact with English language listening to

many different kinds of songs across from the media.

We want to take advantage of such situation and insert the students within

texts gender song by Broadway, High School and Glee musicals. The idea is to help

students awake their awareness, once they are motivated by the song rhythm and

personal identification about the style, especially because they have almost no

conscious about the meaning of the songs messages. In addition, this Didactic Unit

(UD) focuses attention on gender issues, as well as, diversity gender studies.

To the students

Dear Student:

This pedagogical material was developed trying to help you to give another

meaning on English learning. The activities was based on the song gender and

genre and diversity. It is expected that it is from your interest. Keep in mind that only

different strategies are not enough for learning, but they can help if you trust and

dedicate yourself.

In fact, the activities are not going to be so different, but we are going to explore

them in a way you must be aware about foreign language learning, interacting with

the text, classmates and teacher. It is important is to take a look carefully on

authentic language, here the written songs. Try to find out how the target language

is used in song situations.

Across this subject you will have opportunity produce listening, speaking, reading

and writing activities for improving your English language learning. At the end of this

didactic Unit you should be able to organize a cultural exhibition.

LET’S TO STUDY SONG GENRE

1) Circle the words you know in the text (song: Telephone)

___________________________________________________________________

2) What is the theme?

___________________________________________________________________

3) Who is the singer?

4) Have you ever listened to this song?

_____________________________________________________________

5) Find, underline and write the cognates words that you find in the song.

___________________________________________________________

Complete the song with words from the clouds. Pay attention to rhymes, sonority and

repetitions words.

Telephone (feat. Beyoncé) Lady Gaga

Hello, hello, baby, you called, I can't hear a ………. o

I have got no service in the club, you see, ……….

Wha-wha-what did you say? Oh, you're breaking up ……….

Sorry, I cannot hear you, I'm kind a busy

K-kind a busy, k-kind a busy

Sorry, I can't hear you, I'm ………………..…………

Just a second, it's my favorite song they're gonna …….

And I cannot text you with a drink in my ……………..

Song 01

On me – kind a busy –

thing - see

hand,eh – play -

busy - free

You should a made some plans with me, you knew that I was……….

And now you won't stop calling me, I'm kind a ……..

Stop calling, ……………….., I don't wanna think anymore

I left my head and my heart on the dance …………

Stop calling, stop calling, I don't wanna talk ……………..

I left …………… and ……………… on the dance floor

Avaliable at:em: http://letras.mus.br/lady-gaga/1584211/. Acesso em out.2013.

Due to author´s rights it is not possible to put all the text here.

1) Let´s discuss these questions

a) Who is the voice in the Song? How do you know? Find example to illustrate your

answers?

___________________________________________________________

b) How does she feel? What happened with her?

___________________________________________________________

c) She has some relationship matter? Why?

____________________________________________________________

d) Who usually listens to this type of song?

___________________________________________________________

anymore - my head - floor-

stop calling – my heart

Broadway

Before Listening

1. Read the film’s synopses and Mamma Mia musical below:

Due to author rights it is not possible to have the full text here.

Set in a beach resort in the Mediterranean, Mamma Mia! tells the story of

Sophie, a bride-to-be with one wish: to have her absent father walk her down

the aisle. After reading passages about three old lovers in her mom’s diary,

Sophie sends each a wedding invitation in hopes of learning which is her dad.

The arrival of the men from her past is surprising to Donna, Sophie’s fiercely

independent mother, who prides herself on getting through life without a man,

and highly amusing to Donna’s two best gal pals. The more Sophie and her

mother struggle to find truth and understanding, the more it threatens to tear

them apart and wreck Sophie’s dream wedding.

Avaliable at: http://www.estacaodeturismo.com/os-musicais-da-broadway/. Accessed on nov.2013.

Complete this profile with information from the film synopsis

MAMMA MIA!

release date: ...................................................................................................................

.................................................................................................................

genre: ..................................................................................................................................

running time: ................ min

director: …………………….. Lloyd

studio: ……………………………………..

producer(s): …………. ……………..Craymer, …………………. Goetzman

screenplay: ………………………………………… …Johnson

cast: ………………………………………………………………………………………………

……………...................................................................................................Stellan

Skarsgård Julie Walters, Dominic Cooper, Amanda Seyfried, Christine Baranski

Available at: www.tribute.ca › On DVD accessed on 12.12.2013.

3-According film synopsis

a) What is the theme? Of the musical Mamma Mia?

_______________________________________________________________

b) Nowadays it is very common the theme of the musical Mamma Mia? What

could you tell about?

_______________________________________________________________

c) Underline and copy on your notebook parts of text that refers to the theme ?

_______________________________________________________________

c) Can you consider that on the musical they are family? Why?

_______________________________________________________________

2) Mach the words and definitions.

1- cheated by you ( ) I was mad and sorrowfull

2- my mind ( ) listen

3 -suddenly ( ) deceived by you

4- lose control (v) ( ) I have called over you

5- hear (v) ( ) my memory

6- I go again ( ) unforeseenly

7- brokenhearted ( ) to get out of control

8- we parted ( ) I go again and again

9- I was angry and sad ( ) divided heart

10- I have cried over you ( ) we separated

Observe an extra word in the stanzas of the first and second strophe and

underline the correct words according to what you listened on the song.

I was cheated created by you

and I think you how know when.

So I make up made up my mind, it must come to an end

Look at took at me now, will I ever learn?

I don't know how but I suddenly lose control

There's a fire fine within my soul.

While listening

Just one look and I can here hear a bell ring

One more store look and I forget everything

Mamma mia c here near, I go again

My my, how can then I rsist you?

Mamma mia, does it show again

My My, just how much I've missed you?

Yes, I've been broken-hearted

Blue since the way day we parted

Why, why did I ever never let you go?

Mamma mia, now I really ready know

My my, I could not should not have let you go

a) Can you find: A word that rhyme with:

Control ______________________________________________________

bell ring ______________________________________________________

Hearted _____________________________________________________

Avaliable at: http://letras.mus.br/abba/65883/ accessed on 12.12.2013.

Due to author´s rights it is not possible to have the full text here.

After Listening

1) Circle the words you know in the song Mamma Mia.

2) Underline, write and translate cognate words

__________________________________________________________

3) In this song, are they telling a story? Who is this story about?

__________________________________________________________

4) What is the relationship among the people in the song?

__________________________________________________________

5) In our society is it common this kind of relationship? Why?

__________________________________________________________

6) Is it a song or social this song? Why?

__________________________________________________________

7) Who is the singer?

__________________________________________________________

8) Who usually listens to this Kind of song?

__________________________________________________________

9) Did you like this song? Why?

__________________________________________________________

10) Who is the voice in the song? How do you know? Find examples to illustrate

your answer:

__________________________________________________________

11) Song can make you create feelings using imagery. So find in the song words that

refer to the senses or feelings below:

See – hear – miss – sadness – certainly - uncertainly

12) Which words in the song Mamma Mia could be used refer about her sadness and

uncertainly. Find It and Illustrate It.

_______________________________________________________________

13) What idea is conveyed by the expression word “I’ve been brokenhearted” (fifth

line, second strophe)

__________________________________________________________________

14) What is the function of the word “and” (second line, first strophe)

___________________________________________________________________

15) Read this verses: “So I made up my mind” and “I was angry and sad”. Now answer:

What about It refers the words my, angry and sad

16) In the text Mamma Mia it was used verbs in the present and past tense. Underline

and write these verbs.

17) Why were these verbs used?

__________________________________________________________

16) The words cheat and broke heart can work as adjectives. Find these adjectives in

the text and write them here.

_______________________________________________________________________

.HERE WE HAVE SOME BROADWAY ATTRACTIONS.

h

tt p: /

Picutes avaliable at: http://www.estacaodeturismo.com/os-musicais-da-broadway/. Accessed on:

12.12.2013.

Avaliable at: http://www.estacaodeturismo.com/os-musicais-da-broadway/ accessed on 12.12.2013

Due to author´s rights it is not possible to have the full text here.

Put the correct film names for the synopsis

films below:

Available at: http://pt.wikipedia.org/wiki/High_School_Musical accessed on 12.12.2013

According to the film synopsis available at:

http://www.fandango.com/highschoolmusical_v345975/plotsummary accessed on 12.12.2013

a) What is the theme?

___________________________________________________________________

b) In your opinion is it important to have friends? Why?

c) Do you have friends or classmates?

d) Look up in the dictionary the words “classmate, schoolmate” and find the

differences.

___________________________________________________________________

Before Listening

1) Now You are going to listen to the song and while listen You should put the

verses in the correct order, associate with the images below:

While Listening

https://

https://www.google.com.br/search?

.google.chttps://www.google.com.br/searchom.br/search

https://www.google.com.

br/search

http://www.google.com.br/imgres?imgurl

=http://

https://www.google.com.br/search?s

ite=imghp&tbm=

http://br.fotolia.com/tag/respira%C3%

A7%C3%A3o

https://www.google.com.br/search?si

te=

https://www.google.com.br/search?site= https://www.google.com.br/search?

Can I Have his Dance High School Musical 3

Take my hand

Take a breath

Pull me close

And take one step

Keep your eyes

Locked on mine

And let the music be your guide.

Want you promise (Now I want you promise me)

That you'll never forget (We'll keep dancing)

To keep dancing

Wherever we go next

It's like catching lightning

The chances of finding someone like you

It's one in a million

The chances of feeling the way we do

Available at: http://letras.mus.br/high-school-musical-3/1342940/ accessed on 12.122013

Due to author rights it is not possible to put here all the text.

Circle the words you know

1) Underline, write and translate cognate words from the song.

_______________________________________________________________

2) What is the theme of the song?

_______________________________________________________________

3) In this song are they telling a story. Who is this story about?

_______________________________________________________________

4) What is the relationship between the people in the song?

_______________________________________________________________

5) Is it a song or social this song? Why?

_______________________________________________________________

After

Listening

Song 3

6) Who is the singer?

_______________________________________________________________

7) Who usually listen to this kind of song?

_______________________________________________________________

8) Did you like this song ? Why?

_______________________________________________________________

10) Who is the voice in the song? How do you know? Find examples to illustrate

your answer:

_________________________________________________________________

11) Underline and write to what these verbs refer to:

To take__________________________________________________________

To keep__________________________________________________________

To find ___________________________________________________________

To fell ___________________________________________________________

To believe _________________________________________________________

12) Listen to the song and put final words together in the Song

According film synopsis available at http://en.wikipedia.org/wiki/Glee:_The_3D_Concert_Movie

acessed on 12.12.2013

a) What is the theme of the musical?

_______________________________________________________________

b) The Glee refers about teenagers problems. Underline and write the main problems

you can find on the film synopsis.

_______________________________________________________________

c) Is it common this situation happens in the school?

_______________________________________________________________

d) Do you know if this kind of situation happens to somebody in your school?

e) Can this situation be called “bullyng”? Why?

Avaliable at: http://pt.wikipedia.org/wiki/Glee accessed on 12.12.2013.

Visit the site below and complete this form with information from the text:

Available at: Glee: The 3D Concert Movie accessed on 12.12.2013.

Enlarge

Available at Glee: The 3D Concert Movie castGlee: The 3D Concert Movie trailerGlee: The 3D

Concert Movie official siteGlee: The 3D Concert Movie ReviewsGlee Cast To Be Featured In

Archie Crossover accessed on 12.12.2013.

GLEE: THE 3D CONCERT MOVIE

release date: _______________________________________

genre: _______________________________________

running time: _______________________________________

studio: _______________________________________

producer(s): _______________________________________

cast: _______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

Current Tribute rating: _________________________________

Glee: The 3D Concert Movie Movie Synopsis

The multi-generational phenomenon that has inspired millions to embrace their inner-

Gleek will soon bring them together to experience Glee a whole new way.

Available at : http://www.tribute.ca/movies/glee-the-3d-concert-movie/cast/27771/ accessed on:

12.12.2013.

Cut the strophes and put them in the order you listen to them :

Glad You Came

The Wanted

Turn the lights out now

Now I'll take you by the hand

Hand you another drink

Drink it if you can

Can you spend a little time,

Time is slipping away,

Away from us so stay,

Stay with me I can make,

Make you glad you came 03

Turn the lights out now

Now I'll take you by the hand

Hand you another drink

Drink it if you can

Can you spend a little time,

Time is slipping away

Away from us so stay,

Stay with me I can make,

Make you glad you came 06

The sun goes down

The stars come out

And all that counts

Is here and now

My universe

Will never be the same

I'm glad you came 01

The sun goes down

The stars come out

And all that counts

Is here and now My universe

Will never be the same

I'm glad you came

I'm glad you came 09

The sun goes down

The stars come out

And all that counts

Is here and now

My universe will never be the same

I'm glad you came

I'm glad you came04

I'm glad you came

So glad you came

I'm glad you came

I'm glad you came 08

The sun goes down

The stars come out

And all that counts

Is here and now

My universe

Will never be the same

I'm glad you came

I'm glad you came 07

You cast a spell on me, spell on me

You hit me like the sky fell on me, fell on me

And I decided you look well on me, well on me

So let's go somewhere no-one else can see, you

and me 05

You cast a spell on me, spell on me

You hit me like the sky fell on me, fell on me

And I decided you look well on me, well on me

So let's go somewhere no-one else can see, you and

me 05

12) Circle the words you know in the song:

13) Underline, write and translate cognate words

__________________________________________________________

14) What is the theme in the song?

__________________________________________________________

15) In this song are they telling a story? What is it about ?

__________________________________________________________

16) What is the relationship between the people in the song?

__________________________________________________________

17) Is it a song or social this song? Why?

_____________________________________________________________

18) Who is the singer?

__________________________________________________________

19) Who usually listens to this kind of song?

__________________________________________________________

20) Did you like this song? Why?

_________________________________________________________

21) Who is the voice in the song? How do you know? Find examples to illustrate your

answer:

_________________________________________________________________

22) Do you think that are there some similar Brazilian works related to musicals?

Visit this site and discover. Available at: http://www.gleekbrasil.com/ accessed on:

12.12.2013.

Work in groups;

choose one song of your preference;

organize a cultural exhibition with your favorite song;

10 REFERÊNCIAS BIBLIOGRÁFICAS

HOLDEN, Suzan. O Ensino da Língua Inglesa nos dias atuais. São Paulo: Speak

Book Services Livraria.2009.

JUNCKES, Rafael. Glee e a Cultura da Mídia: A Ideologia do Produto Cultural. Disponível em http://www.intercom.org.br/papers/regionais/sul2011/resumos/R25-0807-1.pdf . Acesso em maio 2013.

PARANÁ. Secretária de Estado da Educação do paraná. Diretrizes Curriculares da

Educação Básica. Língua Estrangeira Moderna. Curitiba: SEED, 2008.

Disponível em:

http://pt.wikipedia.org/wiki/High_School_Musical_(s%C3%A9rie_de_filmes) . Acesso

em maio 2013.

Disponível em: http://www.estacaodeturismo.com/os-musicais-da-broadway/ acesso

em 11/28/2013

Disponível em http://letras.mus.br/the-wanted/1893303/ acesso em 12/16/2013

Disponível em http://pt.wikipedia.org/wiki/High_School_Musical accessed on 11/28/2013

Disponível em http://pt.wikipedia.org/wiki/Glee acesso em 12/16/2013

Disponível em http://www.gleekbrasil.com/ Acessado em 26/11/2013

Disponível em http://letras.mus.br/the-wanted/1893303/ acesso em 12/16/2013

Disponível em https://www.google.com.br/search?site acesso em 10/27/2013