

HS2
This material belongs to Class:
HS2 EXTRA
In this module, you will study about:
• Kindness
• Music Genres
• People of Brazil
SEJA BEM-VINDO AO SYSTEMIC, UM MÉTODO INESQUECÍVEL DE APRENDER INGLÊS.
No SYSTEMIC, você vai aprender inglês através de aulas de ciências, matemática, estudos sociais, artes, educação física e até outras matérias como culinária.
A melhor parte é que essas aulas são divertidas e você estará aprendendo inglês sem nem mesmo perceber. É como se você estivesse em uma escola nos Estados Unidos, Inglaterra ou outro país onde se fala inglês: você já vai usar o idioma desde o primeiro dia de aula para receber informações, fazer perguntas e se comunicar de verdade.
Enjoy Systemic, learn a lot of English, and have fun! Systemic is magic!!! www.systemic.com.br

Social-Emotional Learning

Kindness
01 After brainstorming in class, complete the web with words and/or expressions you think are related to kindness.

Kindness
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02 Did you and your classmates vote for the words or expressions that best represent ‘KINDNESS’? Write the two most voted words on the spaces below.

NAME:
To my class, KINDNESS means: and
DATE:
Social-Emotional Learning
01 What act of kindness is each person doing? Look at the pictures and complete the sentences with words from the list.


He is the door for someone.

He is the pregnant woman his seat. giving holding is help putting picking up cross are helping want carry



He is a piece of trash and it in a trash bin.

They donating a few toys they do not anymore.

He is the lady her grocery bags.
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Social-Emotional Learning

Who can give out the worksheets for me?

She helping a blind person the street. F
She is volunteering to her teacher.

02
Now, think about an act of kindness that is not on the list, draw it and describe it. It may be an act of kindness to other people, to animals, or to the environment. You may search the Internet for drawings. Search for “acts of kindness drawings for kids” or “good manners drawings for kids”.


NAME:

DATE:
Social-Emotional Learning
01 You have watched a video about what being kind is, here are a few ways of defining it. Complete them with the words/expressions from the chart.
treat accept empathy show feel good
a. To be kind is to show .
b. To be kind is to respect .
c. To be kind is to other people as you want to be treated.
d. To be kind is to do something that makes another person .
e. To be kind is to people as they are.
02 Now, write down three acts of kindness you do often. Look at the example:
Example: I always give my seat to an elderly person.

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NAME:
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Social-Emotional Learning
01 Think about yesterday. What acts of kindness did you do yesterday? Did you treat everyone well? Did you help someone with something? Did you make someone feel good? How? Write the acts of kindness you did the day before for one week. / MONTH DAY
MY ACTS OF KINDNESS DIARY
Yesterday I / MONTH DAY
Yesterday I / MONTH DAY
Yesterday I / MONTH DAY
Yesterday I / MONTH DAY
Yesterday I / MONTH DAY
NAME:
Yesterday I / MONTH DAY
Yesterday I
DATE:
Social-Emotional Learning
01 You have done an imagination and creativity activity in class related to your five senses. Write down what you have imagined about KINDNESS.

If kindness were a sound, it would be...

If kindness were a smell, it would be...

If kindness were a flavor, it would be...
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NAME:

If kindness were a sensation on my skin, it would feel like...
Social-Emotional Learning

02 What does kindness look like to you? Draw the image here.
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NAME:
DATE:
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Social-Emotional Learning
01 How can you represent feelings and reactions to kindness using emojis? Draw them here. Search the Internet if you need to see a few options or for some inspiration. HAPPY










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Social-Emotional Learning
01 Read the following text from Kindness.org, an American organization that works to inspire people to be kind. Then, answer the questions about the text.
THE SCIENCE OF KINDNESS
You’ve probably heard the word kindness all your life. But did you know that kindness can actually be studied? Scientists have studied kindness for years and they have learned that kindness has an effect on our brains, emotions, and even our physical health! Here are a few things scientists have learned:
1. Kindness makes people happy. Studies have shown that kindness not only makes the person receiving the kind act happy, it also makes the person doing the kind act happy.

2. Kindness is good for your brain and body. Studies have shown that doing kind acts can help you feel less nervous or stressed out. It can even lower your blood pressure the way that taking medicine does!
3. Kindness can be contagious. Witnessing a person perform a good deed or kind act increases the desire to also help others.
Source: “Kindness Experiment” Available at < https://s.systemic.com.br/ kindness>
a. What have scientists studied about kindness?
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b. What are the effects of kindness on our brain and body?
c. According to the text, who can benefit from acts of kindness? Does kindness only make the receiver happy?
Social-Emotional Learning
01 Here are a few guidelines for you and your group to plan your KINDNESS CAMPAIGN. Answer the questions to start your plan.
FINAL PRODUCT PLAN – KINDNESS CAMPAIGN PLAN
a. Which group in your school community will be the target audience?
Students Teachers School workers
Parents Students' families Directors and coordinators
The whole school community
b. What kind of media (channel of communication) will you use?
Online: Offline:
Website Podcast
Social Media (Instagram, TikTok, YouTube, etc)
Other: Printed materials (poster, flyers, etc)
c. What tools will you need?
A computer A cell phone A printer
Other:
d. What apps, platforms, and materials will you need?
Search engine (Google, Yahoo, etc)
Text processor (Microsoft Word, Apple Pages, etc)
Picture bank (Shutterstock, Pixabay, etc)
QR code generator (QRcode Monkey, GoQR, etc)
Website creator (Wix, Weebly, etc)
Other online platforms:
Poster boards
Colored pens and pencils
Paint and brushes
Scissors
Glue
Other materials:
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Social-Emotional Learning
01 Create the first draft of your campaign. It may be written posts for Instagram, a video script for TikTok or YouTube, a text for a website. Use extra paper if you need. You and your group may also share a document on a digital platform and produce the content collaboratively. Try to use what you have learned about kindness during the project.

02 Record your sources here or create a digital document/message for that and share it with the teacher.

NAME:
DATE:
Social-Emotional Learning
03 Now, decide the role of each participant in the production of the campaign. Write down what each person is going to do.

Examples: Maria is going to make the drawings and search for the pictures. Pedro and Laura are going to post the pictures/videos and texts on Instagram. Roberto is going to record the video and take the pictures.
Maria, Pedro, Laura and I are going to act out a roleplay. I am going to post the video on TikTok. Everybody is going to present the campaign.
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Social-Emotional Learning
01 Evaluate your own participation during the whole project, including the presentation itself. Here are a few criteria for you to evaluate yourself. Think about them and get ready to answer the questions after the mock presentation you will do in class.
PERSONAL EVALUATION
a. How engaged were you during the project?
I was highly engaged in all activities. 4
I was engaged in most of the activities. 3
I was not engaged in a few activities, but I tried to participate. 2
I was not engaged and did very few activities. 1
b. How much did you contribute to the production of the campaign?
I worked hard and I did my best to contribute to the production of the campaign. 4
I worked hard and contributed a lot, but I think I could have contributed a little more. 3
I could have contributed much more.
I did not work as much as I could have. 2
I worked very little. I could have worked a lot more. 1
c. How much did you learn and develop from the project? Think about the content (kindness), skills/competencies (how to behave or do things), and language (English).
I learned a lot of things. 4
I learned many things, but I think I could have learned a little bit more. 3
I learned a few things, but I think I could have learned more. 2
I did not learn much. 1
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d. What are the main things you learned?

e. What could you have done to learn more?
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Social-Emotional Learning
01 You are going to evaluate a group’s presentation and give them some feedback. Your goal is to help your classmates improve their performance. Remember to use kindness in your feedback evaluation.
WHAT GROUP ARE YOU GOING TO EVALUATE? WRITE DOWN THE PARTICIPANTS’ NAMES.
02 For each question, choose the answer that is closest to your opinion about the campaign you are evaluating.
a. Do you think the campaign will help your community be kinder? Yes, it will help a lot! Yes, it might help. I am not sure.
b. How creative is the campaign?
Very creative and original. I have not seen anything similar in my own research on the Internet or elsewhere. Creative. I have seen something similar, but not exactly the same. Kind of common/ordinary.
c. Did all students in the group participate?

Yes, everyone in the group participated well in the presentation. Yes, but some of them spoke more than the others. Not exactly. The presentation was done by few students; the others did not speak much.
Social-Emotional Learning
02 Prepare to talk to the group. Begin by telling them two things (or more) you really liked about their presentation. Next, tell them two things they could improve.
I REALLY LIKED...
I WONDER IF...
NAME:


DATE:
MUSIC GENRES


01 Write the words you and your classmates brainstormed about “music genres” in class.


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DATE:
01 Look for a popular song on the Internet. Fill in the information below:
Title:
Artist:
Album:
Release Date:
Genre:

02 What characteristics of that song are common to its music genre? List at least 5 items.


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01 When it comes to artistic production, we may sort the artwork’s characteristics into form and content. How would you define both of these categories? Which aspects of your artistic creation are related to each one of them? Write the answers below.

obra.
02 Read the following reviews about different works of art and decide if they are focusing on form or content aspects of artistic creation. Tick the box and write a short justification for your answer.
A

In Expressionist paintings, brushstrokes are strong and thick, which makes the colors dance on the canvas. Form Content
B Form Content
Reggae music feels like an afternoon breeze: the peace and positivity of the songs are very relaxing.
C Form Content
Thriller movies are very intense. The quick cuts and the breathtaking soundtrack really get you on the edge of your seat.
D Form Content
There are many Greek sculptures that depict Greek mythology.
E Form Content
A superhero movie without good special effects is definitely not a superhero movie.
NAME:
DATE:
01 The pictures below all represent ways that humans can relate to music. Look at each image and write a sentence to complete the following prompt:
MUSIC IS IMPORTANT TO…





02 Now it’s your turn! Why else is music important, in your opinion? Make a drawing below and write down a sentence.
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NAME:
Music is important because
03 In Brazil, there are lots of traditional dances like carimbó, capoeira, xote, samba, and many others. Research on the Internet to answer the following questions.
Is there any traditional dance in your region? What is it called?

What are its origins? Where did it come from?

How does it represent the culture of your region?
What do you think of this particular dance? Why?



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01 Find as many music genres as possible in the word search below and then answer the following questions.

a. Which music genres did you already know?
b. Which music genres are unfamiliar to you?
c. What is your favorite music genre?
NAME: DATE:

01 In the music industry, there are lots of successful artists with long, solid careers, but there are also the ones who come and go. Read the expression below and answer the questions.
ONE-HIT WONDER

A
How would you define this expression in your own words?
B
Can you think of an example of a one-hit wonder from your country or the world?

01
Read the following text and answer the questions.
How deaf people experience music
For many people, accessing and listening to music is a very simple and easy process. [...] For people who are deaf, there is a common misconception that they cannot enjoy music. This is not the case. The way that they experience music is different from the way hearing people experience music, but they can still enjoy it fully. [...] Afterall, sound is made up of vibrations. When those vibrations are organized and given a pitch, they become music. The brain processes this sound in many different areas [...]. These parts just adapt in the brain of a person who is deaf to interpret sound and music in other ways than through messages from the ears. [...]

Adapted from: Rachel Elaine, Medium. Available at <https://medium.com/@rachelelainemonica/ how-deaf-people-experience-music-a313c3fa4bfd> Accessed on Aug 17, 2022.
a. Write T for true sentences according to the text and F for false ones.
Being deaf makes a person unable to experience music at all.
Deaf people are able to experience music, but in a different way.
The ears process and interpret the sounds to make us enjoy music.
Sound can be defined as a set of vibrations.
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b. Can you think of other inclusive ways to make deaf people experience music better? List them below.
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01 Every song has some key features that make up the elements of music. Some of them are in the box below. Read the definitions and write the corresponding element of music from the box. BEAT




It is related to the pulses of the song.
It is related to how high or low a sound is.
It refers to the unique sound of a particular instrument, just like a unique color on a painting. It is related to the duration and different patterns of sounds.

NAME:
03 One way to create music is through musical instruments, which are able to combine their timbre with different pitches, melodies, and beats to compose a song that feels pleasant to our brains. These are the five types of instruments, name each group of instruments correctly and then label each one of them.






NAME:
GROUP 1
Instruments:
GROUP 2
Instruments:
GROUP 1
GROUP 3
Instruments:
GROUP 1
GROUP 1
GROUP 4
Instruments: GROUP 1
Instruments: GROUP 1 GROUP 5
01 After all the investigation on the topic, refer back to the driving question of the project and answer it below.
What are the emerging music genres nowadays in our country and in the world?
02 Put together a presentation about the identified music genres. Use the following questions to guide you and write a short script for your speech. Do not forget to illustrate it with pictures, videos, and other interesting visuals!
Which other music genres is it related to?
How is the emerging genre different from the previous ones?
What are some examples of songs, artists and bands of this music genre?
What are objective elements of the emerging genre (related to form)?
What are subjective elements of the emerging genre (related to content)?
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01 Reflect on your performance before, during, and after your presentation and answer the following questions. Use the scale below to give yourself points for each item.

NOT MUCH A LOT
A How much did you collaborate with your peers?
B How much did you research the emerging music genre?
C
D
E
F
G
How much did you include pictures, videos, and other interesting visuals in your presentation?
How much did you explain how the emerging music genre is related to others?
Did you talk about the objective elements of the emerging music genre, related to form?
Did you talk about the subjective elements of the emerging genre, related to content?
Did you bring examples of songs, artists and bands of the emerging music genre?
H Did you bring extra information like interesting or unusual facts?
I Did you pay attention to your classmates’ presentations?
J Did you enjoy studying about this topic?
TOTAL SCORE / 50
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02 If you had the chance to do your presentation once again, would you do anything differently? Why? Write complete sentences below.


NAME:
THE PEOPLE OF BRAZIL

GEOGRAPHY
Integrated with Math – The People of Brazil - Worksheet 1, Pg. 1/2 – L1
01. Look at the map and answer the question:
Why is the Brazilian population higher along the coast?
02. Read the sentences and mark True (T) or False (F).
Brazil is the 5th largest country in the world.
During colonization, the lands of Brazil were divided in 14 regions.
The strips of land were called Quilombos.
The strips of land were called hereditary captaincies.
NAME: DATE:
Integrated with Math – The People of Brazil - Worksheet 1, Pg. 2/2 – L1
03. Research some names and donatários (donatary captains) of the hereditary captaincies in Brazil and mark them on the map. What were the rights and duties of the donatários?
NAME:
Rights: Duties:
DATE:
Tordesillas
01. Read the text below.
[...] Quilombos were formed from a wide variety of processes that include the escape of slaves to free and generally isolated lands. However, freedom was also acquired through inheritance, donations and land revenues as payment for services rendered to the state or for stays on the lands they occupied and cultivated. There are also cases of land purchase both during the term of the slave regime and after its abolition. [...]
Source: Quilombolas Communities in Brazil, Comissão Pró-Índio de São Paulo. Available at <https://cpisp.org.br/direitosquilombolas/observatorio-terras-quilombolas/quilombolascommunities-in-brazil/ Accessed on March 27, 2023.
02. Access the Fundação Cultural Palmares website (https://s.systemic.com.br/ fundaaopalmares) and research the names of some traditional quilombolas communities in your state, identify where they are located and provide some information on them. Take notes and share your findings with your classmates.
01. The main Brazilian economic cycles were centered on the business activities and products that helped to promote our country’s economic growth in different historical periods. Research and answer the questions:
a. What were the main economic cycles in Brazil since its discovery? Complete the timeline.
b. What’s the connection between the economic cycles and the formation of Brazilian territory?

GEOGRAPHY
01. Analyze the following picture. What can you observe? Do you know what city it is? Do you know more places like this? Brainstorm your ideas.

02. Look at the picture and answer: Do you think Brazil is a country with social inequality? Why?


NAME: DATE:
The Dinner, a white couple being served and fanned by black slaves, from ‘Voyage Pittoresque et Hist (1829), by Jean Baptiste Debret.
01. Research the origins of the word caiçara. What does it mean?
Integrated with Social Studies – The People of Brazil - Worksheet 1, Pg. 1/2 – L3 NAME:
02. Who is considered caiçara nowadays? Where do they live? What is their lifestyle like?
03. Have you ever heard about the ribeirinhos (riverside peoples)? Who are they? Where do they live and what is their main economic activity?



Integrated with Social Studies – The People of Brazil - Worksheet 1, Pg. 2/2 – L3
04. Look at the images, choose if the tradition relates to the CAIÇARAS or RIBEIRINHOS and check your answers with your classmates and teacher. Then, paste them in the correct columns.
CAIÇARAS
RIBEIRINHOS
05. Choose one of the traditions and research it. Prepare yourself to share your findings with your classmates.
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APPENDIX
Integrated with Social Studies – The People of Brazil - Worksheet 1, Pg. 2/2 – L3






CANOA DE VOGA
AÇAÍ
CARIMBÓ
PESCA DE CERCO
SIRIZADA
PALAFITAS
001
GEOGRAPHY
Integrated with Math – The People of Brazil - Worksheet 1 – L4
01. Follow your teacher’s instructions; analyze the IBGE data and create a column chart to explain the Brazilian population distribution in its administrative regions. The Y axis represents the population count (every 10 million) and the X axis represents the Brazilian regions.
02. Analyze the Predominant ethnic-racial groups in Brazil and follow your teacher’s instructions to create your version of the map.
NAME: DATE:
GEOGRAPHY
Integrated with Social Studies – The People of Brazil - Worksheet 1, Pg. 1/2 – L5 NAME: DATE:
01. Use the spaces below to write your findings or to add images.




Integrated with Social Studies – The People of Brazil - Worksheet 1, Pg. 2/2 – L5
02. Now, answer the following questions related to your research:
a. What is miscegenation? How is it depicted in the lyrics/poem/movies/series/book?
b. What is the message this artistic expression tries to convey?
c. What is the genetic make-up of Brazilian people?
d. Are there any cultural traditions in the work of art that can be related to the African, Indigenous and/or Portuguese people? Which ones?

NAME:
01. What color or race do you consider yourself? Why?
02. Do you know the origin of your ancestors? If yes, what are they?
03. Access the suggested links or others and find out information about the origin of your surname. Then, research the immigration process from your surname’s country of origin to Brazil. Register your findings and share them with your classmates.
Geneanet: s.systemic.com.br/ geneaneteng

Family Search: s.systemic.com.br/ familysearcheng

Forebears: s.systemic.com.br/ forebears


Reference: shutterstock.com/ photomontage: Krakenimages.com / SilverCircle / Systemic


