Sabores em Português

Contribution of participants from the Startalk Portuguese Language Teacher Training Program at Boston University Summer 2017 Edited by Ana Clotilde ThomĂŠ Williams

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Foreword This food e-magazine is the result of collaborative work between teachers-participants in the Boston University STARTALK Portuguese Teacher Training, Summer 2017. This project epitomizes one of the core goals of our program, which is to provide pedagogical, theoretical and practical approaches to the teaching of Portuguese that collectively aims to develop intercultural communicative competence for more than two variants of the Portuguese language. Teachers learned to incorporate intercultural communicative competence and more diverse Portuguese language and cultural content into their lessons and the food e-magazine is complementary to it. Food is an integral part of culture as it brings people together on a daily basis and on special occasions.

As the director of the Boston University Portuguese Teacher Training Summer 2017, I feel very lucky to have had the opportunity to work with a selective group of teachers who are committed to improve their teaching and making sure their students can understand their own culture and other cultures as well.

I continue to be excited and motivated to be part of STARTALK’s mission, “to increase the number of U.S. citizens learning, speaking, and teaching critical need foreign languages. STARTALK offers students (K–16) and teachers of these languages creative and engaging summer experiences that strive to exemplify best practices in language education and in language teacher development.”

Thank you and warmest wishes, Dr. Celia Bianconi Boston University

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Introduction

ADICIONANDO TEMPERO ÀS NOSSAS AULAS DE PORTUGUÊS ADDING SEASONING TO OUR PORTUGUESE LANGUAGE CLASSES

A few months ago, Dr. Celia Bianconi invited me to participate in the Startalk Portuguese Language Teaching program that she coordinates at Boston University. I was very honored by this invitation. She asked me to prepare material for an online discussion on the topic: “Technology and Intercultural communication”. As I was selecting readings and videos on this exciting theme, I thought: what if we all develop a collaborative project? We could experience something unique and useful, something interesting, culturally intriguing and that would challenge us to inovate in the language classroom… I was in search of an idea that would somehow motivate participation, creativity, and enhance our language teaching with some inovation… Simply put, I needed a project to “add seasoning” to our language class… “Add seasoning”? That’s it: let’s create an e-book of how to work on the topic of Food!

Using technology to communicate among us, and to prepare our contributions, we formed this e-booklet. It is composed with 12 lesson plans or, should I say, “12 recipes” on how to offer our students opportunities to develop

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their intercultural communicative competence by learning about food in the lusophone world.

In this booklet, the language teacher will find easy ways to exploit the theme of Food with learners who have different backgrounds, proficiency levels and ages. From songs to games, from community projects to celebrations, we transformed “recipes of how to make or eat food” into “practical recipes of how to teach” about food. Pedagogical technology is highly connected to the theme of this collaborative work.

I am sure you will enjoy these contributions. They have been tested by experienced teachers and, most of all, tasted by students who not only love the Portuguese language but also take pleasure in its rich flavors around the world.

Teachers of Portuguese and/or of any language can certainly make use of these lesson plans and adapt them to their classroom. A detailed chart of each contribution follows the ‘Table of Contents’. And by the end of this booklet, you can find the name and the e-mail of each contributor, so you can e-mail them for further information or comments about the lesson plans.

Now, just turn the pages of your smart phone, computer, ipad or other device and enjoy the seasoning you can give to your class as you read the “delicious” contributions of your colleagues, in this booklet named “Sabores em Português”.

A mesa está posta.

Bom apetite!

Dr. Ana Clotilde Thomé Williams Northwestern University

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Table of Contents Novice Intermediate Advanced I Singing Food - The Brazilian Flavors from the Ears 08 Rejane De Musis

II Jogo do Comer, Comer! Silvia Sollai 10

12 IV Tu aceitas um "Chimarrão"? Aline Wilbert 13 V Festas de Lisboa Luís Gonçalves 18 VI Festa Boa, Viva “São João"! Silvia Juhas 20 III Projeto “COMunIDAde”!

Adel Fauzetdinova

VII Portuguese Food: From Now and Then Vanessa Austin 24 VIII Revealing a Secret: My favorite Brazilian-Style Recipe, Chicken Stroganoff! Raquel Goebel 28 IX Vamos Jantar ao António's Diana Gomes Simões 31 X Making feijoada, The Brazilian National Dish 33 Ana Clotilde Thomé Williams

XI Receita de Tapioca com Carne de Sol 35 Josefa da Silva Carvalho

XII Experiencing the "Filhós"and the "Malasada" Joanne Santos-Pontes 6

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Details of the Contributions* Key Words/related Chapter Title of the Lesson countries or regions Singing Food - The Popular Brazilian songs; Brazilian Flavors instruments; 1 from the Ears singing/Brazil Review of vocabulary, Jogo do Comer, game/Any lusophone 2 Comer! country Food; grocery shopping; Projeto eating out/Brazil, 3 “COMunIDAde” Portugal, Cape Verde Tu aceitas um Southern Brazil; 4 "Chimarrão"? chimarrão; mate/Brazil Lisbon festivities; Lisbon traditional food; Airbnb/ 5 Festas de Lisboa Portugal Festa Boa, Viva São João; traditional 6 "São João"!

Brazilian festivity/Brazil Portuguese Food: Portuguese food; fish, From Now and vegetables/Portugal and 7 Then Brazil Revealing a Secret: My favorite Brazilian-Style Recipe: Chicken Favorite food; stroganoff; 8 Stroganoff! cooking/Brazil Vamos jantar ao Restaurant; ordering 9 António's food/Portugal Making Feijoada, the Brazilian Feijoada; traditional 10 National Dish food/Brazil Northeastern Brazilian Receita de Tapioca expressions and food; 11 com Carne de Sol tapioca/Brazil Experiencing the Fried dough; comparing "Filhós" and the cultures/Portugal, Azores 12 "Malasada" and Hawaii

Proficiency Level

Grade Level

Novice/ Heritage Speakers

K-6

Rejane De Musis

Novice/intermediate

K-12

Silvia Sollai

Novice High Novice High Spanish-speaking backgroundIntermediate low

Elementary/ Adel College Fauzetdinova HS and College Aline Wilbert

College

Luis Gonçalves

Low Intermediate

K-6

Silvia Juhas

Intermediate

8-12

Vanessa Austin

Intermediate

College

Intermediate

College

Raquel Goebel Diana Gomes Simões

High Intermediate/ Advanced

College

Ana Clotilde Thomé Williams

*Special thanks to Aline Wilbert for the organization of this table.

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Author

Advanced

11-16

Josefa da Silva Carvalho

Advanced

9-12

Joanne SantosPontes

I. SINGING FOOD – THE BRAZILIAN FLAVORS FROM THE EARS Rejane De Musis

Public: After school program, including kids from ages 5 to 10, taught in Portuguese.

Goals: To help the students comprehend the food vocabulary through singing in a medley of popular Brazilian songs.

Materials: Videos, photos, musical instruments, pots and pans, wooden spoon to play rhythms, sound system.

Procedure: 1- We first listen to all of the songs with the kids. Even if they will sing only parts of the songs, they listen to the full songs, and are given a little background on the composers.

2- We then discuss the foods mentioned in the songs, keeping in mind the different regions of Brazil. The kids talk about what parts of Brazil they think each kind of food could originate from.

3- The kids listen to the songs again, this time reading the lyrics from a paper.

4- Next, the students ask each other questions about the foods and flavors, and discuss different ways to prepare the plates referenced in the songs.

5- Students listen to the arrangements, which were prepared in advance. The arrangements include little pieces of the songs. After listening, the kids will sing it;

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6- Using pots and wooden spoons they will play some rhythms along with the songs. This is an important step, as it allows them to feel the brazilian rhythms with their body .

7- Some kids might learn to play the introduction of the song "SĂ­tio do Pica-Pau Amarelo" on the recorder.

8- After listening to the arrangement one more time, they will each prepare a short statement about the food, the songs, and their composers, for us to record as a video.

9- We will record a video with the kids singing and playing the songs, which will follow each of their individual statements in the video.

Comments/Observations: After this experience, the kids really wanted to try the "VatapĂĄ" so one of the parents volunteered to teach a class on how to cook it, and they tried the food. Half of the kids loved it, the other half hated it.

See the result below:

https://www.youtube.com/watch?v=A8JsBEM8254&t=1s

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II. JOGO DO COMER, COMER! Silvia Sollai Public: K-12, depending on the learner’s background. The objective of the game is to review previous content. It can be used on a daily basis or less frequent.

Goals: Spiral knowledge and/or review. This is a game-like activity, and it should not be used to introduce input.

Materials: 1 board, 1 die, colorful markers or pins (a small object with a different color to each player, e.g., a pen cap). The image can be editable, so you can change the content to your need and reality.

Procedure: Learners throw the die once to decide the order of players, and then, they throw it again to see how many houses they will move. The first player to reach the end is the winner. Prizes are determined by the teacher.

Differentiated Instructions: Model out alone first, and then with a learner (I do - We do You do) if you feel there is a need. Make sure the game is used as backwash effect, that is, content that is aligned with what has already been taught and practiced.

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Comments/Observations: This is a game to review or assess previous knowledge in novice to intermediate students.If the group is too big, the teacher can make more than one board and have them play simultaneously. The content of each square or house on the board is determined by the teacher. It could be “big C”icons or “little c” trends related to the umbrella topic on food.

I would focus on game-like/command genre text. The example above is Novice Mid. The Can-Do Statement will have to do with the choices made by the teacher when putting the board together. They should be more comprehensive (less specific).

1) Come up with an essential question, design backwards 2) Propose acceptable and aligned assessment 3) Set up goals for Communication COMMUNICATION INTERPRETIVE

INTERPERSONAL

PRESENTATIONAL

Listening

Reading

Person-to-Person

Speaking

I can understand simple ideas about food and ingredients.

I can follow a simple recipe with the help of visual aid.

I can ask and answer questions about how I prepare my favorite snack.

I can present simple information about my eating habits, my likes and dislikes on food

Writing I can list ingredients and provide instructions of my favorite snack.

Define our Cultures goals: practice, perspectives and products Investigate

● In my own and other cultures, I can recognize healthy eating habits and ingredients from fast food.

Interact ● I can usually refer to a typical dish in the target culture to talk about my likes and dislikes about food.

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III. PROJETO “COMunIDAde” Adel Fauzetdinova

Public: Elementary I Portuguese / College students Goals: ● Learn the vocabulary associated with food, grocery shopping and eating out. ● Create links with the local Lusophone community. ● Work on intercultural competence skills, making students reflect on their own culture.

Materials: lists of contacts, restaurants and shops; food items; videos.

Procedure: The project is called “COMunIDAde” in which students will explore Lusophone communities and their food.

1. When we get to the topic of food in the curriculum (mid-semester), students are divided into four groups (approximately 3-4 students per group) and receive a list of suggested activities for this project: a) Go to one of the Brazilian restaurants in the Boston area. You can choose one from this list. b) Visit a local Portuguese restaurant. You can choose from this list. c) Visit Brazilian/ Portuguese markets. You can choose several from this list.

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d) Visit or have a Zoom video conference meeting with Cape Verdean Student Association at UMass Dartmouth. e) Make a dish guided by one of the provided members of the community in a Skype conversation.

2. Students are then given a list of possible ways of completing the assignment: a) If your group chooses to go to a restaurant, your task will be to create a video commercial for it that would include a video footage of your experience at the restaurant. The commercial will be for the Portuguese-speaking community and will have to be recorded in Portuguese. Pay attention to what it is that made the experience successful or what didn’t work. What is it that helped or didn’t help to make the experience authentic. Based on your experience, you will then create a business plan for setting up an American restaurant in that country from which the food came. How will you try to make the experience close to authentic? Where would you set it up? Make a short Animoto video with your plan to share with the rest of the class who will either approve or disapprove of your plan. b) If your group chooses to have a Zoom meeting with the Cape Verdean students at UMass Dartmouth, you will prepare and record an interview about Cape Verdean food culture. The interview will last no more than 30 minutes.

The conversation will take place in Portuguese and the questions will be prepared and send to the students beforehand. They will address the links between Cape Verdean cuisine, history and culture. The conversation will be recorded and later subtitles in Portuguese and English will be created. As part of the conversation you will ask for a recipe of one of the mentioned dishes that the group will prepare at home and will bring to class to share with the rest of the group. The preparation will need to be recorded as well. c) If your group chooses to visit supermarkets, you will be asked to create a newspaper article for a local Portuguese-language newspaper, comparing prices, quality, service at local supermarkets. The article will include interviews with those who work and shop at the supermarkets, as well as pictures. Based on your experience, you will also create and share with the rest of the class a business plan for setting up an American supermarket in a Portuguese-speaking country. What place would you choose? Why? What 13

products would you sell? The rest of the class will approve or disapprove of your plan. d) If your group chooses to speak with one of the members of the community, you will contact him or her by email to choose the dish you’d like to prepare and the time for the call. Before the call, you will purchase all the necessary ingredients and prepare a place to cook and record. Your group will have to decide then, who will be the cook, who will be the cameramen, etc. After recording the video, you will create subtitles in Portuguese and English. Don’t forget to bring the food to class to share with your classmates.

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IV. TU ACEITAS UM CHIMARRÃO? Aline Wilbert Introduction: The chimarrão, next to the barbecue and the carter are part of gaucho cooking, the chimarrão is almost an art, both in the preparation, as for drinking.

To taste it, it is necessary to go through the choice of the herb, the technique of preparation and the rules of tasting. A symbol of the Rio Grande do Sul, the cuia, the pump and the herb, make the chimarrão a traditional drink of this rich culture. There is even music with lyrics about our chimarrão and a legend that tells its history. I drink Chimarrão every day.

Public: Intermediate Learners of Portuguese Goal: Students will learn how to prepare Chimarrão. At the end of this project, students will be able to talk about Chimarrão, its gear, its tradition and contemporary meaning. They will also prepare one and taste it.

Materials: Handout with steps to prepare Chimarrão, video of the song “Chimarrão” by Os Monarcas, song lyrics handout, Chimarrão gear, tea and hot water.

Procedure: 1) Discussion of different national drinks. What’s a national or regional drink? Why? What’s the national drink (drinks) of the students’ own country or a national drink of a country they know. Students will ask questions using vocabulary about drinks/celebrations. (questions can be prepared beforehand or in groups). Example: Qual é a bebida nacional de seu país? Qual é a bebida típica da sua região? É fácil ou difícil de preparar? Quando as pessoas bebem? Que comida acompanha? Você sabe prepará-lo? Quais são os ingredientes? Quanto tempo leva para fazer? Quando foi a última vez que você tomou essa bebida típica? Onde e com quem estava?

2) The teacher will show pictures of herself drinking Chimarrão. Students will brainstorm their ideas and perceptions regarding chimarrão. Incite inferences. Ask if anyone has ever tried it. Let students speak.

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3) The teacher will place on the table a cuia, a bomba, a bag of mate tea, and a thermos with warm water. Let students touch it and talk about what they see. Presentation of Chimarrão, the Rio Grandense Traditional tea (from Southern Brazil -Rio Grande do Sul State). Discussion of what mate, bomba and cuia are. Discussion of new vocabulary and verbs in the imperative mood (commands).

4) Students will be given scrambled handouts of a Chimarrão Preparation Steps with photos and key vocabulary. As teacher demonstrates how to prepare it, students organize the jigsaw. Afterwards, the students will check each other's work.

5) Chimarrão and its social meaning. Song by Os Monarcas: Chimarrão. This song offers lots of opportunities for discussion about the “cultural aspects of drinking chimarrão: Students can answer questions as: Is this a formal or an informal event?

What elements in the song reveal that? Who prepares it? What are the rules for drinking it? Who are the guests? What is the setting (s) of the whole situation?

6) Students will prepare their own Chimarrão. Ingredients can be bought before, the teacher will help where/when necessary. All will talk about this regional tea as they taste it! Take pictures, upload them to the class website or class management platform, tell students to describe or make comments about them!

Comments/observations: Offer one or a few tasks for students. ● A roleplay about a neighbor inviting his/her next door neighbor to join a Chimarrão circle. ● The history of the Chimarrão - students can make a presentation about how Chimarrão ended up being an icon of the Gaucho culture. ● Interview with a Gaucho about Chimarrão. What questions can the students ask? ● Engage in the use of technology: Students can make a video of them preparing Chimarrão, and teach the audience how to make it, as if they were in a TV show: Sources: Websites: http://www.mundinhodacrianca.net/2011/09/semana-farroupilha-o-gaucho-e-lenda-do.html

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https://linguagemeafins.blogspot.com/2013/02/frida-e-o-chimarrao-estimulos.html Music: “Chimarrão” By Os Monarcas, https://www.youtube.com/watch?v=LWvr7er43TI Videos: https://www.youtube.com/watch?v=U2PaZZE3q0s https://www.youtube.com/watch?v=-LOd8lXB6tQ https://www.youtube.com/watch?v=DKp_z934y_4 (12 min) Picture Book: https://www.estantevirtual.com.br/psicologo59/lucia-pimentel-goes-frida-e-o-chimarrao81467710 Image source: Google Images

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V. FESTAS DE LISBOA Luís Gonçalves

Public: University students with a Spanish-speaking background, at the intermediate low level.

Interests: Most are going to participate of our summer program abroad in Lisbon in June.

Goals: students use a website to find housing in Lisbon, they research about a typical Portuguese festivity and what people usually eat during that particular celebration. They find information about how to cook the meal and make a list of ingredients from what they find. Later, they navigate a supermarket website to “buy” everything they need to cook.

They then decide what to do after dinner exploring the program of the celebration, and finally they use a website to locate where they want to go in the city and how to get there.

Procedure: Passo 1: Onde ficar? Em grupos de dois, os alunos procuram no Airbnb Portugal uma casa onde possam ficar 4 pessoas em Lisboa. Cada grupo apresenta a casa que escolheu e todos votam na melhor opção.

Airbnb em português https://pt.airbnb.com/ Passo 2: As festas de Lisboa. Em três grupos de quatro, os alunos exploram dois websites para descobrirem informações básicas sobre as Festas de Lisboa, o Arraial de Santo António, e a importância central da sardinha durante estas festas.

Festas de Lisboa http://www.culturaalternativa.com.br/turismo/outros/item/3541-festas-de-lisboa-2015 Santo António de Lisboa https://www.visitportugal.com/pt-pt/content/festas-de-lisboa 18

Passo 3: O que acontece em Lisboa? Depois de recolherem informações básicas através da leitura dos websites e dos vídeos, os alunos fazem novos grupos, quatro grupos de três, em que cada grupo tem uma pessoa dos grupos originais. Estes grupos discutem as informações que descobriram e apresentam à aula o que são das Festas de Lisboa, cada grupo acrescentando mais informação ao grupo anterior.

Passo 4: Vamos preparar o prato típico. Os alunos assitem a um video sobre sardinhas assadas no forno com batatas a murro. Durante a visualização, eles devem tomar nota de todos os ingredientes que são necessários para fazer esta receita. Depois, a aula deve decidir que bebidas devem acompanhar, e uma sobremesa preparada.

Aprenda a fazer uma sardinha como os portugueses fazem https://www.youtube.com/watch?v=4WUv3JPLWxc Passo 5: O que precisamos comprar? Com a lista de ingredientes, bebida e sobremesa, os alunos fazem três grupos. Cada grupo vai “fazer compras” no website de um supermercado diferente. Devem comprar todas as coisas que concordamos serem necessárias. Os grupos comparam os preços totais e decidem qual supermercado é a melhor opção.

Hipermercado Continente https://www.continente.pt/stores/continente/pt-pt/public/Pages/homepage.aspx Supermercado Pingo Doce https://www.pingodoce.pt/ Hipermercado Jumbo https://www.jumbo.pt/Frontoffice/ Passo 6: Festejar depois do jantar. Nos mesmos grupos, os alunos exploram o programa das Festas de Lisboa. Um grupo explora da página 8 à 13 e decide em que festa em família eles devem participar, outro grupo explora da página 48 à 50 e decide em que festa solidária eles devem participar, e o último grupo explora da página 26 à 40 nas melodias para todos os gostos e feitios a que concerto eles devem ir.

Programa das festas http://lisboanarua.com/festasdelisboa/wp-content/uploads/sites/4/2017/05/AF_jornal230x300-2017_web.pdf Passo 7: Como chegar lá? Usando o Google Maps em português, cada grupo procura como chegar da casa do Airbnb que eles escolheram ao evento que os outros dois grupos escolheram. Depois de verem como podem chegar, qual fica mais longe ou mais perto, todos decidem qual dos três eventos é a melhor opção.

Google Maps em português https://www.google.pt/maps/@39.639538,-7.849731,7z

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VI. FESTA BOA, VIVA SÃO JOÃO!!

Silvia Juhas

Público Alvo: Alunos de 5th grade (a maioria no nível intermediário) Objetivos: ● Conhecer essa festividade e os locais no Brasil onde acontecem as maiores festas. ● Identificar algumas das comidas típicas servidas durante a festa ● Ouvir, cantar e dançar uma canção “junina”.

Materiais: ● Reprodução de algumas pinturas retratando festas juninas. https://www.artmajeur.com/pt/artist/ajursp/collection/ajur-sp-divulgador-da-artenaif/1386352/artwork/conceicao-silva-tema-festa-junina-a-venda-com-ajursp/5670772 https://lidiafraga.files.wordpress.com/2010/05/arte_01.jpg http://artepopularbrasil.blogspot.com/2011/01/ermelinda.html ● Texto sobre a história dessa festa (handout, em anexo) ● Vídeo com algumas das comidas típicas da festa https://www.youtube.com/watch?v=cGu7ds0kLxM 20

https://www.youtube.com/watch?v=qpUjAn8JGuM https://www.youtube.com/watch?v=Gg1999m4_eA ● Vídeo com a canção “ Rala o coco, Mexe a canjica” https://www.youtube.com/watch?v=ztmwUBRX90Q ● Vídeo com alunos dançando a coreografia https://www.youtube.com/watch?v=LocLUnrTIkw&list=RDLocLUnrTIkw#t=44 Procedimento: Abrir a aula apresentando aos alunos os objetivos dessa proposta e explicando a eles que, ao final, faremos uma apresentação para os alunos de outra classe, contando a eles o que descobrimos sobre as festas Juninas no Brasil.

Etapa 1: Projetar ou distribuir cópias de algumas imagens de pinturas que tenham como tema as Festas Juninas (uma imagem para cada grupo de 4 alunos). Pedir que os alunos observem com cuidado e, em grupos, conversem sobre o que mais chama sua atenção. Os grupos, depois, devem se preparar para apresentar aos colegas da classe sua pintura e as observações que fizeram. (* essa proposta pode servir como um primeiro instrumento de avaliação sobre a compreensão e a expressão dos alunos) Etapa 2: O professor conta sobre suas experiências com as festas juninas e explica aos alunos, utilizando um mapa, os locais onde essas festas têm fortes tradições culturais.

Entrega aos alunos um pequeno texto (em anexo) que conta a história das festas juninas.

Os alunos deverão ler individualmente e sublinhar/circular em cores diferentes: ● A origem dessas festas ● Em que região acontecem de forma mais intensa no Brasil ● Algumas características dessa festa Etapa 3: Apresentar aos alunos um vídeo (reportagem) sobre o cardápio das festas juninas. ● Explicar o que eles verão ● Apresentar o vídeo, fazendo pausas em alguns momentos estratégicos para conversar e esclarecer algum termo ou expressão ● Entregar aos alunos uma folha para que escrevam, enquanto estiverem assistindo, o nome de alguns desses pratos típicos ● Pedir que os alunos leiam para os colegas os pratos que anotaram

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Etapa 4: Apresentar a música “Rala o coco, mexe a canjica” ● Ouvir a música e pedir que os alunos identifiquem a qual prato típico junino ela se refere e um dos ingredientes que não pode faltar nesse prato ● Entregar a letra impressa para que os alunos aprenda a cantar a canção Etapa 5: Apresentar o vídeo com a coreografia para a dança da música e criar uma coreografia dos alunos ● Assistir ao vídeo (são crianças menores) ● Criar, com a classe uma coreografia) ● Ensaiar a coreografia Etapa 6: Preparar uma síntese, por escrito, com as principais descobertas que fizeram sobre as festas juninas. ● Escrever a síntese individualmente ● Trocar com um colega, lendo a dele e sugerindo possíveis revisões ● Construir, com o professor, uma síntese da classe, que será apresentada aos alunos da classe do 2o ou 3o ano ● Dividir o que e quem falará na apresentação ● Ensaiar a apresentação e a dança Etapa 7: Apresentar aos alunos das outras classes o que aprenderam sobre as festas e a coreografia que criaram.

Sugestão de texto sobre o tema.

A ORIGEM DAS FESTAS JUNINAS* Na época da colonização do Brasil, após o ano de 1500, os portugueses introduziram em nosso país muitas características da cultura europeia, como as “Festas Juninas”.

Eram festas em comemoração à grande fertilidade da terra, às boas colheitas, na época em que denominaram de solstício de verão. Essas comemorações também aconteciam no dia 24 de junho, para nós, dia de São João.

Essas festas eram conhecidas como Joaninas e receberam esse nome por homenagear João Batista, primo de Jesus. Assim, passou a ser uma comemoração da Igreja Católica, em que se homenageiam três santos: no dia 13 a festa é para Santo Antônio; no dia 24, para São João; e no dia 29, para São Pedro.

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Os negros e os índios que viviam no Brasil não tiveram dificuldade em se adaptar às festas juninas, pois são muito parecidas com as de suas culturas.

Aos poucos, as festas juninas foram sendo difundidas em todo o território do Brasil, mas foi no nordeste que se enraizou, tornando-se forte na nossa cultura. Nessa região, as comemorações são bem intensas – duram um mês, e são realizados vários concursos para eleger os melhores grupos que dançam a quadrilha. Além disso, proporcionam uma grande movimentação de turistas em seus Estados, aumentando as rendas da região.

Com o passar dos anos, as festas juninas ganharam outros símbolos característicos. Como é realizada num mês mais frio, enormes fogueiras passaram a ser acesas para as pessoas se aquecerem em seu redor. Várias brincadeiras entraram para a festa, como o pau de sebo, o correio elegante, os fogos de artifício, o casamento na roça, entre outros, com o intuito de animar ainda mais a festividade.

As comidas típicas dessa festa tornaram-se presentes em razão das boas colheitas na safra de milho. Com esse cereal são desenvolvidas várias receitas, como bolos, caldos, pamonhas, bolinhos fritos, curau, pipoca, milho cozido, canjica, dentre outros. *Texto adaptado para fins didáticos de: BARROS, Jussara de. "Origem da Festa Junina"; Brasil Escola. Disponível em http://brasilescola.uol.com.br/detalhes-festa-junina/origem-festa-junina.htm.

(Acesso em 22 de julho de 2017).

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VII. PORTUGUESE FOOD FROM NOW AND THEN Vanessa Austin

Public: 8th graders and above - estudantes com 14 anos Goal: Identificar a alimentação dos Portugueses na época dos descobrimentos e alimentos que comemos hoje em dia.

Previous classes: Nas aulas anteriores os alunos fizeram atividades praticando a pronúncia e escrita das comidas levadas ao Brasil e descobertas pelos Portugueses na época na colonização. Em uma folha aprenderam vocabulários de frutas como pêra, maçã, melão, melancia, laranja, limão, pêssego e cereja, e também de castanhas como avelãs, amêndoas e figos, e palavras como azeitona e azeite.

Os alunos também aprenderam nome de peixes, como sardinha, bacalhau, salmão e ostras.

Nome de carnes de porco, de boi e caça e frango.

OBS: Cada aluno recebeu uma folha com as imagens de cada comida, primeiro só com as frutas e castanhas e depois com os peixes e carnes. Os alunos também tinham um parágrafo em que aparecia o nome das comidas, em baixo eles tinham que identificar o nome com a imagem. Depois de alguns minutos os alunos participaram de uma atividade em que eles escreviam o nome de cada produto/ comida no quadro usando as imagens. Assim, todos os alunos teriam a correção das folhas.

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I- Brainstorming: No começo na aula os alunos vão praticar o nome dos alimentos que aprenderam na aula passada respondendo a pergunta: Qual alimento que você mais gosta?

Por quê? Em pares, cada aluno vai ter 2 minutos para olhar as folhas de vocabulário e depois, usando gravadores, cada aluno irá responder a pergunta com os seus pares correspondentes.

II- Os alunos vão receber um texto com os alimentos que os portugueses comiam na época do descobrimento. Usando os gravadores em pares cada aluno irá ler uma parte do texto, o texto será dividido em duas partes. Depois eles vão sublinhar as palavras conhecidas e depois circular as palavras desconhecidas. Embaixo do texto, eles vão escrever o que eles entenderam do texto em português.

III- Em pares, os alunos vão usar os gravadores e falar em português o que entenderam do texto.

IV- Com a assistência do professor, os alunos vão fazer perguntas de palavras que eles não entenderam do texto. No final o professor irá perguntar para os alunos o que eles entenderam do texto.

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V- Depois dos alunos praticarem novo vocabulário falando de comidas que os Portugueses comiam na época do descobrimento, irei apresentar uma receita de comida típica dos portugueses que até hoje em dia é tradição na cultura dos Portugueses e Brasileiros: a canja.

Os alunos vão receber uma folha com a receita.

Canja Simples: 1 cebola picada 2 dentes de alho picados 1 colher de óleo 3 pedaços de frango picado 620 ml de água, Tempero para frango 1 xícara de arroz 1/2 xícara de cenoura ralada Sal a gosto Modo de preparo 1. Numa panela grande, coloque a cebola, o alho e o óleo. Coloque os pedaços de

frango em seguida. Quando estiverem cozidos, adicione 1/2 litro de água, sal a gosto e deixe cozinhar.

2. Quando o frango estiver cozido, adicione a água restante e o tempero para frango.

Acrescente o arroz e a cenoura.

3. Cozinhe tudo até que o arroz esteja macio.

VI- Os alunos irão aprender as palavras principais de como seguir uma receita como: coloque, adicione, cozinhar, cebola picada, cenoura ralada, dentes de alho.

VII- O professor irá fazer perguntas para a sala como: Quem já comeu canja? Vocês gostaram? Quem preparou? Você gostaria de comer canja?

VIII- Assessment: Os alunos vão escrever uma receita usando as palavras que eles aprenderam. Eles podem falar de uma receita Portuguesa/Brasileira que já conhecem, ou inventar uma.

Os alunos vão apresentar para os colegas de classe as suas receitas e comidas típicas.

Comments/Observations: My students are American-born citizens whose parents came from Brazil or Portugal (and islands). They speak English as first language and Portuguese as a heritage language.

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Others are born in U.S.A and the parents are also Americans. I have 2 differents groups of students, first group are 8th graders, between 14-15 years old and the second group are 10th to 12th,sophomores to seniors between 15- 17 years old.

I have a very diverse group between 8th graders and then 10th graders. The first group are Portuguese level 2 and they love playing games, guessing words, they are more attentive to visuals as music/videos and movies. They like to participate in activities using the front board and also the individuals boards. The second group also enjoy activities using the individual boards when doing a game or just participating in the classroom, they have an advanced level, which they can participate more and show their opinions in different kinds of themes. I usually compare the themes we are learning with something happening at the moment in the news, school, family and etc, which helps them make the correlation to the academic content.

All of the students use English as their first language, but the ones who have both parents that speak Portuguese communicate better in Portuguese, but still need to work on writing and reading. I would separate them as the ones who have the heritage language and the ones who do not. However, their success in the Portuguese class only depends all on working hard and participation.

With this activity, I would like to help my students to: - Learn vocab. words of food and also the difference between in one country and another for example pineapple in Portuguese from Portugal is “ananás” in Brazil is “abacaxi”.

Awareness about cultural differences.

- Express what food/ drink they like and don’t like.

- Use it in a real life experience, meaningful context.

- Academic knowledge of what food the Portuguese people brought from the mainland to the colonies and what food was created after the colonization.

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VIII. REVEALING A SECRET: MY FAVORITE BRAZILIAN-STYLE RECIPE, CHICKEN STROGANOFF Raquel Goebel

Public: Second semester College Students (undergrad and grad) Goals: Students should be able to successfully talk about their favorite foods and present the topic to classmates by producing a short video teaching how to do prepare their favorite food.

Materials: Camera, computer with internet access, Powerpoint Procedure: 1- First, we will watch a Powerpoint Presentation to review the food vocabulary.

2 - While reviewing the slides, we will discuss the foods listed in the presentation.

3 - We will discuss frequencies and preferences related to food.

4 - Next, students will negotiate to create a menu for a Brazilian restaurant based on the practiced vocabulary.

5- Following, the instructor/facilitator will share one of his/her favorite recipes.

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Minha receita favorita: Strogonoff de frango Ingredientes: • 4 colheres (sopa) de manteiga • 1 kg de filé de frango em tiras finas • 2 cebolas picadas • meia colher (sopa) de sal • 1 pitada de pimenta-do-reino moída • meia xícara (chá) de conhaque • 200 g de champignons em conserva fatiados • 3 colheres (sopa) de purê de tomate • 1 colher (sopa) de mostarda • 2 colheres (sopa) de catchup • 1 lata de creme de leite Modo de Preparo • Em uma frigideira grande, derreta três colheres (sopa) da manteiga. Frite o frango e adicione os demais temperos.

• Rendimento: 10 porções • Categoria da Receita: Prato Principal • Tipo de Prato: Aves • Tempo de Preparo: 60 min.

• Tempo Total de Preparo: 60 min.

• Nível de Dificuldade: Fácil • Custo:$$ - Baixo Nota: Se preferir, pode substituir o frango por carne.

See video: https://www.youtube.com/watch?v=iiSThVVmoIQ 6- Later, working in pairs, students will be asked to search for a traditional Brazilian food recipe they would be interested in trying.

7- Students will also ask their partner to share their favorite recipe.

8 - To conclude the lesson, students will be asked to record a 3-5 min video showing how to prepare a simple food/meal. The videos will be available on-line (Youtube/ Google docs).

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Sample video: https://docs.google.com/file/d/0B2XgYSk_UJelbkdlSGhNR253WlU/edit Note: Students love participating in this activity and sharing their work with classmates.

Unfortunately, due to the limited amount of time in class to watch these videos, some students end up watching the videos at home. Some students, for various reasons, ask the instructor not to make their video available to the public.

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IX. VAMOS JANTAR AO ANTÓNIO’S Diana Gomes Simões

Public: Intermediate Learners of Portuguese – Undergrad Students Goals: Students will produce a dialogue according with a specific situation and character (restaurant: waiter/waitress or client) using a task list as a guide. Students should use formal greetings previously learned. This activity will help students identify and describe vocabulary related with food.

Materials: white board; laptop and projector; António’s Restaurant menu (handout); task list (handout).

Procedure: 1) Teacher announces the theme – food – and asks students if they have ever tried Portuguese food. Did they like it? Have they ever been to any Portuguese restaurant? Are they expensive? How was the service?

2) Teacher asks if students know the restaurant António’s, in New Bedford (they should at least have heard of it, as it is a well known place in the area). If yes, what did they think?

Was the service good? How was the food? How about the prices?

3) Teacher presents the exercise: dinner at António’s. Students must divide in groups of three (two clients and one waiter/waitress). Each one is given a task list, written in Portuguese – tasks are different for clients and staff.

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a) Waiter/Waitress’s Tasks: • Cumprimentar clientes • Apresentar ementa (sopa do dia: canja de galinha) • Perguntar o que vão beber/tomar | Apresentar as bebidas • Perguntar o que escolheram para entrada | Apresentar as entradas • Perguntar o que escolheram para prato principal (doses individuais) | • Apresentar prato principal • Perguntar se querem/desejam sobremesa / café / digestivo Se sim: Apresentar sobremesa / café / digestivo Se não: Apresentar a conta (cartão de crédito: sim; cheques: não) b) Clients’ Tasks: • Cumprimentar servente • Agradecer a ementa • Escolher a bebida • Pedir uns minutos para escolher o que comer • Escolher entrada (sim ou não) • Escolher prato principal (perguntar se a dose dá para 2) | Fazer uma alteração no prato • Escolher sobremesa / café / digestivo (sim ou não) • Perguntar se o restaurante aceita cheques / cartão de crédito Teacher reads the tasks and ask students to suggest expressions for each item, making them aware of the formality of the situation – is it polite to treat clients using “tu”?

4) Each student is given a handout with António’s menu (simplified version of a real menu). Using the laptop, teacher projects images of each menu item, so students can associate the images with the vocabulary on the menu.

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X. MAKING FEIJOADA, THE BRAZILIAN NATIONAL DISH Ana Clotilde Thomé Williams

Public: High Intermediate to Advanced Learners of Portuguese Goals: Students will learn how to make Feijoada. At the end of this project, the students will be able to talk about Feijoada, its ingredients, its social meanings in the Brazilian culture and make - or help make this dish.

Materials: Recipe of Feijoada, video of the song “Feijoada Completa” by Chico Buarque.

Procedure: 1) Discussion of different national dishes. What’s a national dish? Why? What’s the national dish (dishes) of the students’ own country or a national dish of a country they know. Students will ask questions using vocabulary about food/celebrations. (questions can be prepared beforehand or in groups). Example: Qual é o prato nacional de seu país? É fácil ou difícil de preparar? Quando as pessoas comem esse prato? Que bebida acompanha? Você sabe cozinhá-lo? Quais são os ingredientes?

Quanto tempo leva para fazer? Quando foi a última vez que você comeu esse prato?

Onde e com quem estava?

2) Presentation of Feijoada, the Brazilian National Dish. Students will be given handouts of a Feijoada Recipe with photos. One example is on this link. Discussion of the ingredients and procedures of preparing it. Discussion of new vocabulary and verbs in the imperative mood (commands).

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3) Feijoada and its social meaning: “Feijoada Completa”. This song by Chico Buarque offers lots of opportunities for discussion about the “cultural aspects” of eating Feijoada: Students can answer questions as: Is this a formal or an informal event?

What elements in the song reveal that? Who are the people involved in this song?

Who is talking to whom? Who cooks, who buys the ingredients? Where? How to set up the table? Who are the guests? What do people drink? What is the setting of the whole situation?

4) Students will prepare the Feijoada. Ingredients can be bought before, the teacher will help where/when necessary. All will talk about this Brazilian National dish as they taste it! Take pictures, upload them to the class website or class management platform, tell students to describe or make comments about them!

Comments/observations: Help your students develop their intercultural communicative competence by giving them opportunities to showcase what they learn about “Feijoada”. Offer different types of situations. Examples: - A roleplay about a family inviting a guest to try Feijoada. (What questions do the guest would ask during the event? How the family would answer them?).

- The history of the Feijoada - students can make a presentation about how the Feijoada ended up being a National dish in Brazil - Students could go to a Brazilian restaurant and order Feijoada, if in your region there is one.

- Interview with a Brazilian national who would talk about Feijoada. What questions can the students ask?

- Engage in the use of technology: Students can make a video of them preparing Feijoada, and teach the audience how to make it, as if they were in a TV show: Here’s a video made by an advanced student in my class: https://www.youtube.com/watch?v=xi9gZiCee68

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XI. RECEITA DE TAPIOCA COM CARNE DE SOL Josefa da Silva carvalho

Público: Alunos com nível avançado em português Objetivos: Os estudantes serão capazes de: ● Identificar e compreender o significado de algumas expressões nordestinas informais. ● Reconhecer os diversos nomes que a palavra mandioca tem no Brasil. ● Estabelecer a relação existente entre mandioca e tapioca, bem como usar expressões referentes ao preparo da tapioca. ● Falar sobre mandioca e tapioca usando verbos, ingredientes e objetos referentes ao preparo de ambos para o consumo enquanto comida.

Materiais: Vídeo do You Tube “Tapioca Maria da Carne de Sol ” , ByChefCd. Música Massa de Mandioca, Banda de Forró Mastruz com Leite Procedimentos: 1) Mostrar aos alunos uma mandioca e perguntar aos alunos se eles sabem o que é ou já comeram. Qual região/regiões do Brasil possui comidas típicas feitas com a mandioca. Que outros nomes a palavra mandioca tem, etc. Falar para os alunos que eles aprenderão uma receita de tapioca, que é feita da mandioca. Pedir que preste atenção nas ações e ingredientes descritos na receita.

2) Apresentação do Vídeo Tapioca com Carne de Sol, dividindo-o em partes, pausadamente: título, ingredientes e modo de preparo. Aproveitar para discutir a estrutura de uma receita e o significado da palavra carne de sol, que apesar de ter esse nome, não vai ao sol. Alunos continuarão a discussão. Após verem o vídeo, alunos explicarão como fazer a tapioca com carne de sol, usando a sequência de imagens do vídeo, como também vocabulários referentes ao preparo da tapioca.

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3) Apresentar a letra do forró Massa de Mandioca.

4) Alunos discutirão o assunto da música, o que é forró, que relação a música tem com a receita de tapioca, e identificarão expressões tipicamente nordestinas, bem como seus significados. Tambem discutirão sobre os diversos nomes que a palavra mandioca tem. Alunos ouvirão e cantarão a música.

5) Dividir os alunos em grupos. Um grupo apresentará, de forma criativa, a receita de tapioca com carne de sol. Outro, pesquisará e apresentará uma receita de tapioca com outro recheio, por exemplo tapioca doce com leite condensado. Um terceiro grupo, apresentará uma coreografia da música Massa de Mandioca, explicando o contexto em que a música está inserida. O último grupo pesquisará e apresentará outras receitas que utilizam mandioca como ingrediente.

6) Ao final das apresentações, estudantes descreverão 3 aspectos positivos dos trabalhos dos colegas, usando o vocabulário do contexto em estudo.

Comentários/Observações: Outras maneiras de os alunos desenvolverem e mostrarem suas competências comunicativas interculturais: ● Pesquisar outras músicas de forró, e identificar outras expressões nordestinas informais. Em seguida, substituir essas expressões por outras mais formais, sem prejudicar o significado original. ● Pesquisar sobre o processo de cultivo da mandioca. Entrevistar brasileiros que eram agricultores no Brasil. Produzir um Powerpoint sobre isso. ● Como a massa de tapioca é feita? Alunos pesquisam sobre isso e criam uma maquete de uma Casa de Farinha.

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XII. EXPERIENCING THE “FILHÓS” OR THE “MALASADA” Joanne Santos-Pontes

Public: High School Level Students Goal: Students will learn how to make fried dough. At the end of this project, the students will be able to talk about the differences in the culture of the Azores, the Mainland Portugal and also Hawaii.

Materials: Recipe of “Filhós and Malasadas” from youtube sites, other online information.

Procedure: Students will be asked to read about the recipes, discuss them and denote any differences from Portugal and the Azores. They can also try to make the recipes and discuss about the Malasadas in Hawaii.

The information below is taken from these websites: https://www.youtube.com/watch?v=--J_Slf6UVY http://portuguesediner.com/tiamaria/filhos-malasadas-portuguese-fried-dough/ Filhós are fried dough made by stretching out the risen dough into sections and then frying them in hot oil. Many families have their own recipes and carry on the traditions of making this dessert with each generation. The pastry is very popular on holidays such as, Easter, Christmas, New Year’s Day, and at many celebrations. Makes approximately 3 dozen.

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Ingredients: • • • • • • • • • • •

9 cups all-purpose flour 1 cup sugar 1 and ½ teaspoon salt 6 eggs 1 stick butter or margarine (8 tbsp) 1 teaspoon lemon or orange zest 2 cups milk ¼ cup fresh orange juice Oil to fry (corn oil or vegetable oil works best) Confectioners sugar for dusting Cinnamon for dusting (optional)

Ingredients to make the starter yeast: • 3 tablespoons flour • ½ teaspoon sugar • 2 packages of dry yeast or 1 small cube yeast (0.6 oz, 17g) • ½ cup warm water First step: Mix the ingredients in the starter yeast and set aside until bubbles form.

Second step: Put the milk and butter in a pan on low until butter is melted. In a large bowl, mix eggs, salt, sugar, lemon zest, and orange juice. Beat with electric mixer for 2 minutes. Add the milk and butter and mix for 30 seconds. Add yeast mix and flour and knead well until the dough is elastic and smooth Cover and let rest for 30 minutes.

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Punch down the dough, cover and let it rise until doubled. Your dough will look light, airy and elastic.

In a deep fryer heat the oil to 375 degrees. Using your hands lightly greased with olive oil, stretch pieces of the dough into thin strips of desired sizes of about 3 by 4 inches.

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Fry until golden brown. Watch the Facebook Video https://www.facebook.com/tiamariasblog/videos/10156712484290068/

at

this

link:

Drain on paper towels. Dust with granulated sugar while still warm. Note: You can also dust with a mixture of sugar and cinnamon.

Malasadas are “Portuguese donuts”, a ball of fried yeast dough without a hole in the middle like regular donuts. After frying, they are rolled in confectioners sugar.

The terms “Filhóses” and “Malasadas” are sometimes used interchangeably, and sometimes one refers to doughnuts while the other refers to fritters without a hole in the center. Many families have their own recipes and carry on the traditions of making this dessert with each generation. The pastry is prepared on Holiday’s such as Easter, Christmas, New Years, and at many celebrations and family gatherings.

Different regions have different definitions of Filhós and Malasadas. Filhós are made by stretching out the dough with your hands into flat shapes and frying them whereas in preparing the Malasadas you drop the dough into the cooking oil by large tablespoons.

When the Portuguese first colonized Madeira and later the Azores Islands in the mid 1400’s they brought the deep frying method along with them. The Malasada is credited to have been originated on the Island of São Miguel. The other islands as well as the mainland of Portugal call the fried confection “Filhós”.

In the United States, Malasadas or Filhós are cooked in many Portuguese homes from the East to the West Coasts and featured in most Portuguese Bakeries.

When the first Portuguese immigrants moved from the Island of São Miguel to Hawaii, to work on the sugar cane plantations in the late 1800’s they brought the Malasadas recipe with them.

Today, Malasadas have been incorporated into the cuisine and extremely popular in many parts of Hawaii. Although traditionally not made with any fillings, in Hawaii they can be found in many flavors, and filled with creams and puddings.

Leonards Bakery in Honolulu, Hawaii is famous for their Malasadas but there are many shops that feature them as well.

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Photo credit: Leonards bakery “In June 1882 the British sailing ship ‘Monarch’ brought Arsenio and Amelia DoRego from San Miguel Island, Portugal to Maui, Hawai’i under contract to work at the sugar cane fields. Some 33 years later, their grandson Leonard was born. In 1946 Leonard and his wife Margaret moved to Honolulu with their daughter Diane, age 8. Leonard worked at Snowflake Bakery until he founded Leonard’s Bakery℠ in 1952.

Leonard and Margaret were no strangers to hard work, both coming from very large families. The bakery prospered. Not long after opening, Leonard’s mother suggested making Malasadas for Shrove Tuesday – a Portuguese tradition. Although thinking it may be too ethnic, Leonard’s bakers complied. Malasadas were a huge hit. And, the appetite for malasadas in Hawaii was born.

Due to Leonard’s popularity Leonard required a larger, more modern facility, moving into their present location at 933 Kapahulu Avenue in 1957.”

(Information found at http://www.leonardshawaii.com/) Here’s an interesting video of the history of Malasadas in Hawaii: https://youtu.be/gxpTLyHc54Q

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List of Contacts of Participants (by first name alphabetical order) Name

Email

Aline Wilbert

alinewilbertusa@gmail.com

Ana Clotilde Thomé Williams

ana-williams@northwestern.edu

Adel Fauzetdinova

dimelad44@gmail.com

Diana Gomes Simões

dsimoes@umassd.edu

Joanne Santos-Pontes

joannesantospontes@gmail.com

Josefa da Silva Carvalho

jocarvalhosilva@hotmail.com

Luís Gonçalves

lgoncalv@princeton.edu

Raquel Goebel

rcgoebel@illinois.edu

Rejane Musis

rejane.musis@gmail.com

Silvia Sollai

silviasollai@gmail.com

Silvia Juhas

sjuhas27@gmail.com

Vanessa Austin

vanessamirielle@hotmail.com

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Onde se fala português?

Onde cozinhamos e comemos em português Where do we speak Portuguese?

Where do we cook and eat in Portuguese?

Here is an interesting map by the Associaçom Galega da Língua

Found at: http://www.pglingua.org/images/stories/fotos/2010/07/230710_mapa2010_grande.jpg

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