1 st Semi-Annual Recovery Student: Group: 3 rd. (High School)

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Antes de iniciar a lista de exercícios leia atentamente as seguintes orientações:

 É fundamental a apresentação de uma lista legível, limpa e organizada. Rasuras podem invalidar a lista.

 Questões discursivas deverão ser respondidas na própria lista.

 Não há necessidade de folhas em anexo, todas as respostas serão exclusivamente na lista.

 O não atendimento a algum desses itens faculta ao professor o direito de desconsiderar a lista.

 A lista deve ser feita a caneta.

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Conteúdo:

- Text Interpretation: Poems Analysis - Text Interpretation: Songs

 Part A: Lyrics

Leia a letra de música abaixo, considerada por muitos críticos uma das maiores canções de protesto da história . Se necessário, pesquise sobre ela e responda as questões que a seguem: Text 1:

Sunday Bloody Sunday (U2)

I can't believe the news today

I can't close my eyes and make it go away How long, how long must we sing this song? How long, how long?

'Cos tonight

We can be as one, tonight

Broken bottles under children's feet Bodies strewn across the dead-end street But I won't heed the battle call

It puts my back up, puts my back up against the wall

Sunday, bloody Sunday Oh, let's go!

And the battle's just begun

There's many lost, but tell me who has won? The trenches dug within our hearts

And mothers, children, brothers, sisters torn apart

Sunday, bloody Sunday

How long, how long must we sing this song? How long, how long?

1st_{Semi-Annual Recovery}

Student: ________________________________ Group: 3rd_{______ (High School)} Teacher: Thaís Cruvinel Subject: English

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'Cause tonight

We can be as one, tonight Sunday, bloody Sunday

Wipe the tears from your eyes Wipe your tears away

I'll wipe your tears away I'll wipe your bloodshot eyes

And it's true we are immune When fact is fiction and TV reality And today the millions cry

We eat and drink while tomorrow they die

The real battle just begun To claim the victory Jesus won On

1. Por que o narrador da canção afirma “I can’t believe the news today”? A qual episódio ele faz protesto?

_______________________________________________________________________________ 2. A que se refere o trecho: “broken bottles under children / Bodies strewn across the dead-end street”? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 3. Qual a metáfora presente em “Trenches dug within our hearts...”

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 4. O autor critica os executores do massacre e os “espectadores” por diferentes posturas. Quais trechos comprovam essa crítica e quais as posturas criticadas?

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_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________  Part B: Poems Text 2:

Ser ou não ser — eis a questão.

Morrer — dormir — Dormir! Talvez sonhar. Aí está o obstáculo! Os sonhos que hão de vir no sono da morte

Quando tivermos escapado ao tumulto vital Que dá à desventura uma vida tão longa.

(SHAKESPEARE, W. Hamlet. Porto Alegre: L&PM, 2007.)

5. (ENEM 2016 - adaptada) Este solilóquio pode ser considerado um precursor do existencialismo ao enfatizar a tensão entre a consciência de simesmo e a angústia humana. Discorra sobre esses dois aspectos a partir do enredo da obra.

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Text 2:

The Road Not Taken (by Robert Frost)

Two roads diverged in a wood, and I — I took the one less traveled by,

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And that has made all the difference.

Disponível em: www.poetryfoundation.org. Acesso em: 29 nov. 2011 (fragmento).

6. (ENEM 2014 - adaptada) Estes são os versos finais do famoso poema The Road Not Taken, do poeta americano Robert Frost. Levando-se em consideração que a vida é comumente metaforizada como uma viagem, faça uma análise do poema.

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Text 3:

I, too (by Langston Hughes)

I, too, sing America. I am the darker brother.

They send me to eat in the kitchen When company comes,

But I laugh, And eat well, And grow strong. Tomorrow, I’ll be at the table

When company comes. Nobody’ll dare

Say to me,

“Eat in the kitchen,” Then.

Besides,

They’ll see how beautiful I am And be ashamed

I, too, am America.

Text 4:

When I born

When I born, I black

When I grow up, I black When I go in Sun, I black

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When I scared, I black When I sick, I black

And when I die, I still black

And you white fellow When you born, you pink When you grow up, you white

When you go in sun, you red When you cold, you blue When you scared, you yellow When you sick, you green And when you die, you gray And you calling me colored…

The poem above (from the Internet) was nominated by the UN, as the best poem of 2006. It was (probably) written by an African kid.

Text 5:

Black Or White (Michael Jackson)

I took my baby on a Saturday bang Boy is that girl with you?

Yes, we're one and the same

Now I believe in miracles

And a miracle has happened tonight

But, if you're thinking about my baby It don't matter if you're black or white

They print my message in the Saturday Sun I had to tell them

I ain't second to none

And I told about equality

An it's true, either you're wrong or you're right

I am tired of this devil I am tired of this stuff

I am tired of this business Sew when the going gets rough

I ain't scared of your brother I ain't scared of no sheets

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Girl, when the going gets mean

Protection for gangs, clubs and nations Causing grief in human relations

It's a turf war on a global scale I'd rather hear both sides of the tale

See, it's not about races Just places, faces

Where your blood comes from Is where your space is

I've seen the bright get duller

I'm not going to spend my life being a color

Don't tell me you agree with me When I saw you kicking dirt in my eye

I said if you're thinking of being my baby It don't matter if you're black or white

I said if you're thinking of being my brother It don't matter if you're black or white

It's black, it's white

It's tough for you to get by

It's black , it's white

Text 6:

Ebony and ivory

(Paul McCartney)

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 wherever 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

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7. Retire dos textos 3, 4, 5 e 6 os símbolos existentes e explique o que representam. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Text 7:

Nothing gold can stay (by Robert Frost)

Nature’s first green is gold, Her hardest hue to hold. Her early leaf’s a flower; But only so an hour.

Then leaf subsides to leaf. So Eden sank to grief, So dawn goes down to day. Nothing gold can stay.

Explique os versos seguintes, relacionando entre si: 8. “Nature first green is gold” e “Her early leaf’s a flower”.

_______________________________________________________________________________ _______________________________________________________________________________ 9. “Her harduest hue to hold” e “But onlu so an hour”.

_______________________________________________________________________________ _______________________________________________________________________________

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10. “Leaf subsides to leaf” e “Nothing gold can stay”. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Text 8:

11. Explique a associação entre os versos: “From what I’ve tasted of desire” e “I hold with those who favor fire”; e “I think I know enough of hate”, “to say I know enough of destruction” e “ice is also great”. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 12. Sublinhe no poema os versos que comprovam que o autor conhece o ódio e o desejo.