Maya Angelou - · PDF fileMaya Angelou • Fátima Maria da ... C. Listening - Ebony and Ivory, by Paul McCartney 1. ... Side by side on my piano keyboard, oh lord, why don’t we?

READING PROJECT

Maya Angelou

• Fátima Maria da Silva jardim Carvão (ESFF) • Maria Benvinda de Abreu Ladeira Franco (EBSM)

2

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 __________________________

__________________________________________

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Picture 1

3

Picture 2 -------------------------------------------------------------------------------------------

Picture 3

4

Picture 4 -------------------------------------------------------------------------------------------

Picture 5

5

Picture 6 -------------------------------------------------------------------------------------------

Picture 7

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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.

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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.

2. 3. 4.

5. 6.

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.

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.

It took me a week to learn the difference between a salad plate, a bread plate and a dessert plate.

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?

I had two cavities that were rotten to the gums.

Momma knocked on the back door and a young white girl opened it to show surprise at seeing us there.

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7.

8.

9.

10.

11.

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.

I took the rake back to the front yard. The smudged footprints were easy to erase.

Recently a white woman from Texas, who would quickly describe herself as a liberal, asked me about my home-town.

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.

Whitefolks were so strange. Could they be talking about me? Everybody knew that they stuck together better than the Negroes did.

‘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.’

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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

Crash

Professional Achievements:

• Present situation: _____________________________________________

• Previous Jobs ________________________________________________

• Literary work ________________________________________________ ____________________________________________________________ ____________________________________________________________

• Performing Career _____________________________________________ _____________________________________________________________ _____________________________________________________________

• Prizes Awarded _______________________________________________

____________________________________________________________

• Other relevant details __________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

• Main interests _____________________________________

Personal Identification Full Name: _______________________________ Nickname: _______________________________ Date of Birth: _____________________________ Place of Birth: ____________________________ Marital Status: ____________________________ Education: _______________________________

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SHORT STORY REVIEW SHEET

Name:_______________________________________________________

Title:________________________________________________________

Author:______________________________________________________

Literary genre: _______________________________________________

The most important characters:___________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Summary of the story:__________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

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____________________________________________________________

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11

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

What I liked: _________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

What I disliked:_______________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

I do/I do not recommend this story:

____________________________________________________________

____________________________________________________________

____________________________________________________________

The time spent in reading this story:_______________________________

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• 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.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________

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• 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.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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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.

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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.

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C. Listening - Ebony and Ivory, by Paul McCartney

1. While listening to the song write down key words or phrases.

________________________________________________________________________

____________________________________________________

______________________________________________ ______________________________________________

____________________________________________________________________

• WORKSHEET A

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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 ___________________________________________________________________________________________________________________________________________________________________________________________________

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• 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?

___________________________________________________________________________________________________________________________________________________________________________

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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.

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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

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• 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?

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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 Portuguese-speaking 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

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• 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.

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

advantages / policy / treatment / code / basic unemployment / Constitution / domestic / growth political / government associations

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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)

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Formative Evaluation

This questionnaire aims at making you aware of the importance of reading. 1. Am I able to … Yes No 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?

1. Which was the most interesting activity?_____________ ___________________________________________________

2. Did you find any activity boring? Which one? ________ __________________________________________________

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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

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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, optou-se 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

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Notas dos Alunos de Inglês 11º1 - 2º.Período

0,002,004,006,008,00

10,0012,0014,0016,0018,0020,00

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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.

MEDIA 14,83

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11º 1 –(ESFF)

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Nota dos Alunos de Inglês 11.3-2º.Período

0

5

10

15

20

25

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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.

Média 14,04

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11º 3 –(EBSM)

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Resultados da Avaliação - 11º1 - ESFF

1. Am I able to … Yes No Yes and

No identify the historical and social context through visuals?

100%


100%


52,4% 38,1% 9,5%

speculate on the issues of the different texts? 80% 16% 4% express my opinion about the story? 100% summarise the story? 85,7% 14,3% discuss the topics related to racism and immigration/emigration?

90,6% 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.

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Resultados da Avaliação - 11º3 -EBSM 1. Am I able to … Yes No identify the historical and social context through visuals?

66% 34%


86% 14%


76% 24%

speculate on the issues of the different texts? 29% 71% express my opinion about the story? 100% summarise the story? 81% 19% discuss the topics related to racism and immigration/emigration?

100%

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.

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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

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Anexo 3

Documents

Maya Angelou - · PDF fileMaya Angelou • Fátima Maria da ... C. Listening - Ebony and Ivory, by Paul McCartney 1. ... Side by side on my piano keyboard, oh lord, why don’t we?