reading project

READING PROJECT
Maya Angelou
• Fátima Maria da Silva jardim Carvão (ESFF)
• Maria Benvinda de Abreu Ladeira Franco (EBSM)
Introduction – Pre-Reading
1. Get in groups of four and look at the pictures you will find
in the envelope.
2. Speculate on the following topics:
a. History
_______________________________
b. Place __________________________________
c. Way of life ______________________________
d. Entertainment____________________________
e. Social problems __________________________
__________________________________________
-----------------------------------------------------------------------------------------------
Picture 1
2
Picture 2
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Picture 3
3
Picture 4
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Picture 5
4
Picture 6
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Picture 7
5
A. The story you are going to read was taken from this book.
1. Have you ever heard about any of these writers? Is there any historical
event that you associate with any of them?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Can you guess what they all have in common?
_______________________________________________________________________________
3. What do they write about?
________________________________________________________
________________________________________________________
B. Using the Internet. Go to the web site
http://schoolscatalogue.pearson.com and check your answers.
6
C. Choosing the story.
1. Incident in the Yard 2. Names 3. Visit to the Dentist – These stories
were written by Maya Angelou.
a) Which picture would you associate with each story? Justify your choice.
1.___________________________________________________________
2.___________________________________________________________
3.___________________________________________________________
b) The following excerpts were taken from the stories mentioned above.
Match them with the suitable story.
1.
When I was around ten years old, those scruffy children caused me the most
painful and confusing experience I had ever had with my grandmother.
2.
I had two cavities that were rotten to the gums.
3.
It took me a week to learn the difference between a salad plate, a bread plate
and a dessert plate.
4.
I knew I’d never be able to hold it straight, and the .410, our sawed-off shotgun,
which stayed loaded and was fired every New Year’s night, was locked in the
trunk and Uncle Willie had the key on his chain.
5.
Momma knocked on the back door and a young white girl opened it to show
surprise at seeing us there.
6.
Mrs Cullinan cried louder, ‘That clumsy nigger. Clumsy little blacknigger.
Old speckled-face leaned down and asked, ‘Who did it Viola? Was it Mary? Who
did it?
7
7.
I took the rake back to the front yard. The smudged footprints were easy to erase.
8.
Recently a white woman from Texas, who would quickly describe herself as a
liberal, asked me about my home-town.
9.
He reddened slightly, ‘Favor or no favor. The money has all been repaid to you and
that´s the end of it. Sorry Annie.’ He had his hand on the doorknob. ‘Sorry.’ His
voice was a bit kinder on the second ‘Sorry,’ as if he really was.
10.
Whitefolks were so strange. Could they be talking about me? Everybody knew that
they stuck together better than the Negroes did.
11.
‘She gave it to me and I signed the papers. Even though by rights he was paid up
before, I figger, he gonna be that kind of nasty, he gonna have to pay for it.’
Incident in the Yard: __________________________________________
Names: _____________________________________________________
Visit to the Dentist: ____________________________________________
c)Try to guess the content of each one. Account for your choice.
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
d) Now choose the story you want to read.
8
D. Get information about the author’s life. You may search the net to find
these sites:
http://en.wikipedia.org/wiki/Maya_Angelou;
http://www.answers.com/topic/maya-angelou;
http://www.africanamericans.com/MayaAngelou
Personal Identification
Full Name: _______________________________
Nickname: _______________________________
Date of Birth: _____________________________
Place of Birth: ____________________________
Marital Status: ____________________________
Education: _______________________________
Professional Achievements:
• Present situation: _____________________________________________
• Previous Jobs ________________________________________________
Crash
• Literary work ________________________________________________
____________________________________________________________
____________________________________________________________
• Performing Career _____________________________________________
_____________________________________________________________
_____________________________________________________________
• Prizes Awarded _______________________________________________
____________________________________________________________
• Other relevant details __________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
• Main interests _____________________________________
9
SHORT STORY REVIEW SHEET
Name:_______________________________________________________
Title:________________________________________________________
Author:______________________________________________________
Literary genre: _______________________________________________
The most important characters:___________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Summary of the story:__________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
10
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
What I liked: _________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
What I disliked:_______________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
I do/I do not recommend this story:
____________________________________________________________
____________________________________________________________
____________________________________________________________
The time spent in reading this story:_______________________________
11
• WORKSHEET A
After Reading
A. Answer these questions.
1. What does the story reveal about the living conditions of black
people in Southern American States?
__________________________________________________________
__________________________________________________________
__________________________________________________________
2. What does the word racism mean to you? Are there any other words
you may relate to this topic?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
3. Does racism still exist nowadays? If so, give a few examples or
describe any event you may have witnessed.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
12
• WORKSHEET B
After Reading
A. Comprehension
1. Who is the narrator of the story? Does she/he participate in the
events? Find evidence in the text to justify your answer.
__________________________________________________________
__________________________________________________________
2. How important is the narrator in the story? Account for your answer?
__________________________________________________________
__________________________________________________________
__________________________________________________________
3. To what extent can we say that the story is related to the author’s
childhood?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
4. What’s the tone of the text? Justify your answer.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
13
B. Vocabulary
Vocabulary Quiz ((www.teach-nology.com)
1. Match the vocabulary words on the left with the definitions on the
right.
1. Integrity
a) Treatment or consideration based on class or
category rather than individual merit.
2. Civil Rights
b) Something that is passed down from preceding
generations; a tradition.
3. Racism
c) An unjust or excessive exercise of power.
4. Abolitionist
d) Physical or mental exertion, especially when
difficult or exhausting; work.
5. Discrimination
e) An adverse judgment or opinion formed
beforehand or without knowledge or examination
of the facts.
6. Emancipation
f) Violation of another's rights or of what is right;
lack of justice.
7. Prejudice
g) A preference or an inclination, especially one
that inhibits impartial judgment.
8. Heritage
h) The policy or practice of separating people of
different races, classes, or ethnic groups, as in
schools, housing, and public or commercial
facilities, especially as a form of discrimination.
9. Oppression
i) To speak, plead, or argue in favor of.
14
10. Equality
j) The state or quality of being equal.
11. Advocate
l) The belief that race accounts for differences in
human character or ability and that a particular race
is superior to others.
12. Segregation
m) A reformer who favors abolishing slavery.
13. Bias
n) Steadfast adherence to a strict moral or ethical
code.
14. Laborer
o) The rights belonging to an individual by virtue
of citizenship, including equal protection of the
laws, and freedom from discrimination.
15. Injustice
p) Freeing someone from the control of another.
-------------------------------------------------------------------------------------------
• WORKSHEET A
C. Listening - Ebony and Ivory, by Paul McCartney
1. While listening to the song write down key words or phrases.
__________________________________
__________________________________
______________________________________________
______________________________________________
____________________________________________________
________________________________________________________________________
15
Ebony and Ivory
Ebony and ivory live together in perfect harmony
Side by side on my piano keyboard, oh lord, why don’t we?
We all know that people are the same where ever we go
There is good and bad in ev’ryone,
We learn to live, we learn to give
Each other what we need to survive together alive.
Ebony and ivory live together in perfect harmony
Side by side on my piano keyboard, oh lord why don’t we?
Ebony, ivory living in perfect harmony
Ebony, ivory, ooh
We all know that people are the same where ever we go
There is good and bad in ev’ryone,
We learn to live, we learn to give
Each other what we need to survive together alive.
Ebony and ivory live together in perfect harmony
Side by side on my piano keyboard, oh lord why don’t we?
Ebony, ivory living in perfect harmony (repeat)
http://www.lyricsfreak.com/p/paul-mccartney
2. Answer the following questions.
a. Select a metaphor and refer to the author’s intention.
_______________________________________________________
_______________________________________________________
b. What’s the verb implicit in the question Why don’t we?
_______________________________________________________
c. To what extent do you agree with the message conveyed by
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
16
• WORKSHEET B
C. Listen to the song and fill in the gaps with the missing word.
Ebony and Ivory
Ebony and ivory live together in perfect _______________
Side by side on my piano ___________, oh lord, why don’t we?
We all know that people are the ______ where ever we go
There is _______ and ________ in ev’ryone,
We learn to _______, we learn to _______
Each other what we need to survive __________ alive.
Ebony and ivory live together in perfect ___________
Side by side on my piano ____________, oh lord why don’t we?
Ebony, ivory living in perfect ______________
Ebony, ivory, ooh
We all know that people are the __________ where ever we go
There is ________ and ________ in ev’ryone,
We learn to live, we learn to __________
Each other what we need to survive together alive.
Ebony and ivory live together in perfect ___________
Side by side on my piano keyboard, oh lord why don’t we?
Ebony, ivory living in perfect _____________ (repeat)
http://www.lyricsfreak.com/p/paul-mccartney
2. Read the lyrics and answer the following questions.
a. What is this song about? Quote some words from the lyrics to
justify your answer.
_________________________________________________________
_________________________________________________________
b. Do you believe it is possible to live in perfect harmony? How can
this be achieved?
_________________________________________________________
_________________________________________________________
_________________________________________________________
17
D. Speaking (Debate)
1. Read and discuss the statement below with your partner, and say
how far this issue is not only confined to the USA.
"Race is the central defining issue in American society -past, present and future," executive producer R.J. Cutler
says. "Whether we like it or not, whether we work on it or
not, it's our DNA."
(http://www.keepmedia.com/pubs/USATODAY)
2. Prepare the debate suggested on page 212 of your coursebook.
E. Watching a Video
1. Go to a video club or search the net and suggest a video you would
like to see about the topic we’ve been studying.
2. Now decide on the one you want to see.
3. Write down the main issues focused on the film.
-------------------------------------------------------------------------------------F - Writing
1. Look at this picture and relate it to the topic we’ve
been talking about.
2. What do you know about this momument? What
does it represent?
3. Refer to the main causes and consequences of Immigration
CAUSES
CONSEQUENCES
18
• WORKSHEET A
Emigration/Immigration in Portugal
•
Why did the Portuguese emigrate in the past?
__________________________________________________________
__________________________________________________________
__________________________________________________________
•
And today? Are they motivated by the same reasons? Account for
your answer.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
•
What are the complications and benefits that may develop for
immigrants and for the country?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
•
What’s the attitude of the Portuguese in general towards immigrants
in Portugal?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
4. Use the text printed below as a basis to write a composition on the
following. Write about 130-150 words.
•
One common argument against immigration is that a government
should use its resources to take care of “its own” rather than care for
those from other countries. Evaluate the validity of this argument.
How much does a democratic government owe “its own?” What
responsibility, if any, does that same government have to other
citizens of the world?
19
Eastern European Migrants
Since the end of the 1990s, yet another phase in Portugal's immigration
history has been underway, this one marked by the arrival of thousands of
mostly undocumented immigrants from Eastern Europe, particularly
Ukraine, Russia, Moldova, and Romania. In a mere five years, Ukrainians
have become the third-largest group of foreigners, immediately after Cape
Verdeans and Brazilians.(…)
Current Policy Elements
Most importantly, the Portuguese Constitution grants certain basic rights to
immigrants and foreigners, with the exception of some political rights and
state functions. The Constitution also gives foreigners from Portuguesespeaking countries certain advantages in matters related to the attainment
of some social and political rights. This preferential treatment for natives of
Portuguese-speaking countries is also reflected in some aspects of the
country's legal code.
Portugal's first steps in terms of immigration policy were set forth in the
early 1990s as a result of various domestic and external factors. These
included the growth of the foreign population, the consciousness of an
increasing presence of undocumented immigrants, the visibility of social
problems facing people of African descent such as unemployment and poor
housing, and advocacy by non-governmental organizations (NGOs) and
immigrant associations to defend immigrant rights and demand a more
proactive attitude on the part of the government and civil society.
Additionally, policy in the 1990s was shaped by Portugal's membership in
the European Union, including pressures on all member states to strengthen
border controls and tighten immigration rules.
http://www.migrationinformation.org
20
• WORKSHEET B
Emigration/Immigration in Portugal
a. Why did the Portuguese emigrate in the past?
__________________________________________________________
__________________________________________________________
__________________________________________________________
b. Since the end of the 1990’s the situation has been changing - Portugal
is now the host country for thousands of immigrants. What kind of
problems do they face when they try to settle down in our country?
__________________________________________________________
__________________________________________________________
__________________________________________________________
c. CLOZE TEXT – Fill in the gaps using the suitable word from the
following box.
advantages / policy / treatment / code / basic
unemployment / Constitution / domestic / growth
political / government associations
Current Policy Elements
Most importantly, the Portuguese Constitution grants certain ______ rights
to immigrants and foreigners, with the exception of some _________ rights
and state functions. The ______________ also gives foreigners from
Portuguese-speaking countries certain ___________ in matters related to
the attainment of some social and political rights. This preferential
_________ for natives of Portuguese-speaking countries is also reflected in
some aspects of the country's legal ___________.
Portugal's first steps in terms of immigration_________ were set forth in
the early 1990s as a result of various ____________ and external factors.
These included the_______ of the foreign population, the consciousness of
an increasing presence of undocumented immigrants, the visibility of social
problems facing people of African descent such as ____________ and poor
housing, and advocacy by non-governmental organizations (NGOs) and
immigrant ____________ to defend immigrant rights and demand a more
proactive attitude on the part of the government and civil society.
http://www.migrationinformation.org
21
4. Writing – Write a short text on the following:
Imagine that you have to emigrate to a foreign country. Which one
would you choose? What sort of difficulties would you have to
overcome? What rights would you be entitled to?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
™ Don’t forget that linking words are necessary to write a
coherent text .
(http://www.sentimentalrefugee.com/cartoons_dwilkins.html)
22
Formative Evaluation
This questionnaire aims at making you aware of the importance of
reading.
1.
Am I able to …
identify the historical and social context
through visuals?
get information about the author using the
Internet?
get the gist of the story without using a
dictionary?
speculate on the issues of the different
texts?
express my opinion about the story?
summarise the story?
discuss the topics related to racism and
immigration/emigration?
Yes
No
1.
Which was the most interesting activity?_____________
___________________________________________________
2.
Did you find any activity boring? Which one? ________
__________________________________________________
23
Descrição do Projecto
Trata-se um Projecto de Leitura que pretende partir de um texto –
short story - para a exploração de aspectos socioculturais inseridos no
Domínio de Referência Um Mundo de Muitas Culturas/ Direitos Humanos,
nomeadamente A sociedade multicultural – igualdade de oportunidades,
igualdade de direitos, discriminação e intolerância política e étnica.
• Pressupostos – Os alunos já estão familiarizados com
Multiculturalismo e, portanto, com o vocabulário relacionado com o
tema. Dentro do Multiculturalismo abordou-se os seguintes aspectos
socioculturais:
3. A diversidade de CULTURAS DE EXPRESSÃO INGLESA
3.1. hábitos e costumes
3.2. estilos de vida
3.3. new Englishes
• Objectivos
1. Desenvolver capacidades de interpretação e produção textual,
demonstrando autonomia no uso das competências da
comunicação.
2. Interagir com as culturas de expressão inglesa no mundo,
demonstrando abertura e respeito face a diferenças culturais.
3. Usar a língua inglesa de forma apropriada e fluente, revelando
interiorização das suas regras e do seu funcionamento.
4. Demonstrar capacidade para trabalhar de forma autónoma e como
membro de uma equipa.
5. Utilizar as tecnologias de informação e comunicação.
• Competências
1. Desenvolver a compreensão intercultural.
2. Adquirir conhecimentos sobre uma autora americana – Maya
Angelou.
3. Promover o contacto com outra cultura e a reflexão sobre a questão
do multiculturalismo / imigração em Portugal e nos Estados Unidos.
4. Desenvolver conhecimentos da língua inglesa.
5. Desenvolver o gosto pela leitura.
6. Desenvolver técnicas de pesquisa – uso das TIC.
7. Desenvolver técnicas de leitura / Listening – e de produção oral e
escrita.
8. Desenvolver o espirito crítico.
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Metodologia
Nesta actividade de leitura extensiva procuramos desenvolver
actividades centradas em textos, nos quais a língua inglesa e a dimensão
sociocultural sejam trabalhadas de modo integrado.
Partimos de imagens para que os alunos construíssem um texto
accionando conhecimentos prévios de forma a situá-los nas questões que
pretendíamos abordar – “Preparação – mobilização de competências,
activação de conhecimentos para a tarefa”.
As actividades que se seguiram permitiram a negociação e a escolha da
história por parte de cada grupo. Permitiu também a utilização das novas
tecnologias, mantendo os alunos motivados e participativos.
As actividades de escrita após a leitura pressupõem também o
posicionamento crítico dos alunos perante os textos em questão e às
problemáticas levantadas nos mesmos. – “Desenvolvimento – utilização
contextualizada de competências e conhecimentos”.
Finalmente foi feita a avaliação que permitiu fazer a “regulação dos
processos de interpretação/produção de texto com vista ao seu reforço,
reformulação e finalização.”
A Forma Social de Trabalho utilizada foi a de grupo, permitindo a
partilha de conhecimentos.
Steps
• Pre-reading
1. Forming groups
2. Speculating on pictures and making notes.
3. Making predictions about the author/s.
4. Choosing the story- reading excerpts of three stories.
5. Web search on the author’s biography.
•
Reading – Individual reading
•
After-reading
1. Writing the summary of the story
2. Comprehension worksheets
3. Vocabulary worksheet
4. Listening activity – a song
5. Preparing a debate
6. Watching a video “Crash – Discussion – registration of the main
ideas.
7. Worksheet on Immigration/Emigration
8. Writing an essay
9. Evaluation
25
™ Tendo em conta a heterogeneidade das turmas, e pensando que
este projecto possa vir a ser aplicado também em turmas de
cursos diferentes e/ou com alunos com mais dificuldade, optouse por diversificar algumas das actividades de forma a facilitar o
envolvimento de todos.
Calendarização
3º Período - Maio – 5 aulas de 90 minutos.
Recursos / Materiais
-
Fotografias
Fotocópias
CD / DVD
Laboratório de Informática / Internet
26
Caracterização da Turma
Turma 1- 11º ano – Escola Secundária de Francisco Franco
Ano lectivo 2005-2006
A turma é composta por 24 alunos, cujas idades variam entre 16 e 17
anos. Todos estes alunos têm aproveitamento escolar em todas as
disciplinas e nunca reprovaram.
Em relação à disciplina de Inglês, muitos destes alunos frequentam a
Academia de Línguas da Madeira e três deles já frequentaram cursos na
Inglaterra.
20,00
18,00
16,00
14,00
12,00
10,00
8,00
6,00
4,00
2,00
0,00
Sara
Ruben
Pedro Silva
Marta
Nancy
Marco
Katy
João Paulos
João Pedro Barros
Joana Goís
Joana Ribeiro
Iris
Guilherme
Francisco
Diogo
Flávia
Cristina
Claudia
Catarina Filipa
Carlos
Ana Velosa
Ana Luísa
Alexandra
Notas
Alexandra Sofia
Notas
Notas dos Alunos de Inglês 11º1 - 2º.Período
Alunos
MEDIA
14,83
27
11º 1 –(ESFF)
28
Caracterização da Turma
Turma 3 - 11º ano – Escola Básica e Secundária de Machico
Ano lectivo 2005-2006
A turma é composta por 21 alunos, cujas idades variam entre 16 e 17
anos. Todos estes alunos têm aproveitamento escolar em todas as
disciplinas e nunca reprovaram.
A disciplina de Inglês é, em alguns casos, aquela que apresenta a
nota mais baixa destes alunos.
Nota dos Alunos de Inglês 11.3-2º.Período
25
Notas
20
15
Notas
10
5
Eduarda Belo
Ana Luisa
Ana
Ana
Ana Rute
António
Carla Spinola
Carla Freitas
Carlos Paulo
Catarina
Fátima
JenniferSpíno
Joana Nunes
Joana
Marco
Mónica
Hugo
Paulo Freitas
Pedro
Rosana
Vania Luisa
0
Nome dos Alunos
Média
14,04
29
11º 3 –(EBSM)
30
Resultados da Avaliação - 11º1 - ESFF
1.
Am I able to …
identify the historical and social context through
visuals?
get information about the author using the
Internet?
get the gist of the story without using a
dictionary?
speculate on the issues of the different texts?
express my opinion about the story?
summarise the story?
discuss the topics related to racism and
immigration/emigration?
Yes
No
Yes and
No
52,4%
38,1%
9,5%
80%
100%
85,7%
90,6%
16%
4%
100%
100%
14,3%
9,4%
5. The most interesting activity:
•
•
•
•
•
•
•
•
Watching the video – 6 alunos
Debate – 5 alunos
Speculating about pictures – 4 alunos
Reading the story – 4 alunos
Song – 3 alunos
Using the Internet – 3 alunos
Writing about immigration – 1 aluno
Writing about the author – 1 aluno
6. The most boring activity:
•
•
•
•
Writing - biography – 6 alunos
Composition - Immigration – 2 alunos
Writing – summary – 1 aluno
15 alunos responderam negativamente a esta questão.
31
Resultados da Avaliação - 11º3 -EBSM
1.
Am I able to …
identify the historical and social context through
visuals?
get information about the author using the
Internet?
get the gist of the story without using a
dictionary?
speculate on the issues of the different texts?
express my opinion about the story?
summarise the story?
discuss the topics related to racism and
immigration/emigration?
Yes
66%
No
34%
86%
14%
76%
24%
29%
100%
81%
100%
71%
19%
7. The most interesting activity:
•
•
•
•
•
Reading the story – 11 alunos
Song – 6 alunos
Worksheet – Vocabulary – 1 aluno
Speculating about pictures – 1 alunos
Nenhuma – 2 alunos
8. The most boring activity:
• Reading the story – 4 alunos
• Writing – summary – 4 aluno
• 13 alunos responderam negativamente a esta questão.
32
33
Anexo 1
“Names”
This story is about a black young girl named Margaret, who is both
the narrator and the main character.
The narrative starts during her tenth year, when she is sent to a white
family’s home, in order to work and complete her education. The white
woman was called Mrs. Viola Culliman, and Margaret found her rather fat
and ugly, as well as obsessed with tidiness and punctuality. She also met
another black woman, who worked in the house: Miss Glory. With her
help, Margaret learnt the names of the different dishes, glasses, and pieces
of cutlery.
One day, Margaret was told that Mrs. Culliman could not have
children, and that her doctor had taken off all her female organs. Besides,
she found out that her husband, Mr. Culliman, had had two daughters
outside the marriage. This made her feel sorry for the white woman.
One evening, however, while serving Mrs. Culliman and her friends,
she heard a conversation, where one of the women, after knowing
Margaret’s name, suggested her mistress that she should be called “Mary”
instead, as it was a shorter name. And, indeed, the next day, Mrs. Culliman
started treating her as “Mary”, which made her feel furious.
Miss Glory tried to calm her down, by telling her that her true name
was Hallelujah, but Mrs. Culliman had started naming her Glory for her
convenience. In spite of Miss Glory’s efforts, Margaret started to do
everything wrong in her job, so as to be dismissed.
One day, she deliberately dropped Mrs. Culliman’s favourite
casserole and coffee cups, which made her scream, cry, throw shards at
Margaret, and finally admitting that her name was not Mary.
The black young girl ran away, leaving the front door open, so that
the neighbours could hear her ex-mistress screams.
Joana Ribeiro – 11 1º
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Anexo 2
Review
Names
This story, like the other short stories in this book, pictures the life of
black woman, who try to make themselves heard by enduring, creating and
surviving.
During a conversation with a white woman, Margaret, the main
character and also narrator, has a flashback of a little episode during her
childhood. When she was a little girl she, along with the other girls, was
given an ‘extensive and irrelevant preparation for adulthood’. However, her
preparation was different from the preparation given to the white girls.
Margaret and the other negro girls learnt how to crochet and tat while the
white girls learnt etiquette. By the time she aced the techniques of
crocheting and tatting, Margaret ended up in a white woman’s kitchen in
order to finish school.
At first, she was utterly confused by the perfection existing in the
white woman’s house. Every little object had a unique place and, therefore,
had to be placed with the precision and accuracy. Margaret took a while to
decode all the information she had received in the last few days. It took her
a week to figure out the exact place of all the glasses and the correct name
of all the items of the dinner set. Due to the time spent together, Miss Glory
- the white woman’s cook - became Margaret’s closest companion. Amid
one afternoon tea Miss Cullinan had with her friends, where they used to
chit-chat about the latest gossip, Miss Glory told Margaret her origins, her
social status and how she ended up there. Time went by and Miss Glory
started familiarizing more with Margaret and so, she told the little negro
girl things about Miss Cullinan that she did not even dream about. Margaret
felt sorry for the fat lady and for weeks, she made a huge effort not to
disappoint or even depress her.
One evening, Margaret was told to serve the white ladies their usual
porch. During the doing, one of the ladies questioned Mrs Cullinan about
the little girl. For Margaret’s complete surprise, one of the white ladies
treated her like she was something the cat has just dragged in saying ‘I’d
call her Mary if I was you’. Margaret was totally offended by this act of
disdain. Consequently, she decided she did not want to work for that white
lady any more. For days she arrived late and left earlier hoping that Mrs
Cullinan would get upset and fire her but with no result. As she received no
attention for her acts of rebellion, she decided to make things worse.
The next day, midst the white ladies where having their usual
conversation, Margaret dropped and empty serving tray. The next split
second, Mrs Cullinan was heading towards the Kitchen screaming
painfully. The moment she opened the Kitchen door, Margaret dropped a
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casserole and two other green glass cups which had belonged to the
plumply lady’s mom. In agony she threw herself to the floor hoping that
the little pieces would glue together becoming once again an unique piece.
Margaret was pleased to know that, after all, Mrs Cullinan and her friends
knew her name wasn’t Mary.
Diogo António Gomes de Barros Pereira
36
Anexo 3
37