Learn English through stories and fablesLearn English through stories and fablesLearn English through stories and fablesLearn English through stories and fables
By teacherLENI SALVADOR YOSHIHARA
CADERNO PEDAGÓGICO DE LÍNGUA INGLESA
Who tells a tale, tells his/her own tale
Professor PDE: Leni Salvador Yoshihara
Caderno Pedagógico de LEM – Língua Estrangeira Moderna – Inglês, apresentado à SEED (Secretaria de Estado da Educação) como resultado parcial do PDE (Programa de Desenvolvimento Educacional), desenvolvido numa parceria entre as IES (Instituição de Ensino Superior) UEL (Universidade Estadual de Londrina) e FECILCAM (Faculdade Estadual e Ciências e Letras de Campo Mourão), sob a orientação da Professora Doutora Edcleia A. Basso.
Jandaia do Sul 2008
Apresentação
Who tells a tale, tells... é um caderno pedagógico que visa contribuir para a aprendizagem da Língua Inglesa, Ensino Fundamental resgatando a prática de leitura de histórias e fábulas que tanto enriquecem nossa cultura. É destinado a alunos adolescentes da 5. série, podendo ser ampliado para as séries posteriores. Ele foi elaborado conforme orientações contidas nas Diretrizes Curriculares Educacionais, levando-se em conta o perfil sócio-econômico-cultural dos alunos da Rede Pública de Ensino. A utilização de textos para contação de histórias traz a língua para o contexto real e espera-se que seja um valioso desafio para professores e alunos no avanço do conhecimento da Língua Inglesa. Este caderno é composto por duas unidades temáticas relacionadas à contação de histórias buscando-se despertar o interesse e motivação pela língua inglesa para que os alunos percebam valores e diferenças culturais trazidas pelo contato direto com as diferentes línguas/linguagens utilizando a literatura para torná-lo um leitor capaz. Unidade I - The very hungry Caterpillar Unidade II - The Fox and the Crow
UNIT I
“Who tells a tale, tells his/her own tale”
Write to be understood, speak to be heard, read to grow...(Lawrence Clark
Powell)
Pre-listening-to
Section I
Answer these questions:
1. Have you ever read stories about animals?
2. Do you remember any title?
3. Did you use to read story about animals? Give us an example
4. Do you know the names of some animals in English?
5. Try to match the picture to the n
“Who tells a tale, tells his/her own tale”
Write to be understood, speak to be heard, read to grow...(Lawrence Clark
to-a-tale
Answer these questions:
Have you ever read stories about animals?
Do you remember any title?
Did you use to read story about animals? Give us an example
Do you know the names of some animals in English?
Try to match the picture to the name of the animal and color
Fish
Cat
Bear
Dog
Lion
Write to be understood, speak to be heard, read to grow...(Lawrence Clark
Did you use to read story about animals? Give us an example
Do you know the names of some animals in English?
and color.
6. What about fruits? Do you like them?
Let’s know some fruits and their names in English.
Orange Strawberry Plum Pear Apple
7. How much do you like fruits?
A bit
A lot Very much
Pretty much
So much
I don’t like any
fruit
I hate fruits
8. What is your favorite fruit?
9. How many times a week do you usually have your favorite fruit?
10. Now, let’s remember the numbers in English:
0 1 2 3 4 5 zero one two three four Five
6 7 8 9 10 Six seven eight nine ten
11. Do you remember the days of the week? Let’s read them:
DAYS OF THE WEEK
SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
12. Let’s play with Fruit Salad Game.
13. On what day of the week do you have fruits in your house?
14. Who likes orange in this class?
15. Who likes apples?
16. Who likes plums?
17. Who likes strawberries?
18. Who likes pears?
19. Do you like green salad and vegetables?
20. Look at the vegetables and greens and after try to say their names in
English.
LETTUCE TOMATE ONION CABBAGE CARROT
21. What about dessert? Do you like it?
22. Observe some desserts and their names in English:
CAKE ICE-CREAM LOLLIPOP COOKIES PIE
23. Draw a famous dessert in Brazil and write its name in English.
Section II
Look at the picture bellow.
Certainly it makes you remember your Science classes, right? Now, with a
partner, discuss the following questions:
• Do you know the name of those animals in English?
• Do you know how the butterflies are born?
Looking at the illustration again, write a sentence or a paragraph about the
topic.
Now you are going to listen to a short story that tells us about a real situation,
different from many stories you have already known. It is a story about a caterpillar
that used to eat a lot. Do you have an idea of what has happened to it?
Pay attention to understand the story.
While-listening-to-a-tale
Section III
1. Matching the story to the fruits.
1.1. You will get fruit pictures related to the story. Every time you
listen to the fruit you have, raise it.
2. Matching the caterpillar and the days of the week.
2.1. You will get the days of the week and some food cards. Try to
match them according to the story.
3. Now the teacher will tell the story again, and you will repeat the refrain
only:
“On ______, (day of the week) he ate through (number) (food), but he was
still very hungry.”
4. Listen to the story again. As soon as you hear the part of the story you
have in your hands, go to the front of the class and put the sentence aside the
illustrations on the floor/board.
Post-listening-to-a-tale
Section IV
1. Now you will complete the worksheet. Try to unscramble the food the
caterpillar ate throughout the story.
2. Order the sentence cards according to the events.
3. Now in pairs, read and answer these questions:
3.1. Have you ever seen a caterpillar with so many colors?
Yes!! No, I haven’t I can’t remember
3.2. How big is a caterpillar?
Very small Very big I don’t have an idea!!
3.3. In this story, the caterpillar has eaten inadequate food. In real,
what do caterpillars usually eat?
3.4. Give examples of healthy and unhealthy food.
3.5. Identify important themes and topics related to this story.
4. Draw the part of the story you liked most and write down a sentence or
a paragraph about it.
Section V
Games:
1. Use mime to represent actions, emotions while your teacher reads the
story again.
2. Repeat it if it is true
Section VI
Focus on language structures and pronunciation.
THE VERY HUNGRY CATERPILLAR
Eric Carle
In the light of the moon a little egg lay on a leaf.
One Sunday morning the warm sun came up and pop!
– Out of the egg came a tiny and very hungry caterpillar.
He started to look for some food.
On Monday he ate through one apple. But he was still very hungry.
On Tuesday he ate through two pears, but was still hungry.
On Wednesday he ate through three plums, but he was still hungry.
On Thursday he ate through four strawberries, but he was still hungry.
On Friday he ate through five oranges, but he was still hungry.
On Saturday he ate through one piece of chocolate cake, one ice-cram cone,
one pickle, one slice of Swiss cheese, one slice of salami, one lollipop, one piece of
cherry pie, one sausage, one cupcake and one slice of watermelon.
That night he had a stomachache!
The next day was Sunday again.
The caterpillar ate through one nice green leaf and after that he felt much
better.
Now he wasn’t hungry anymore – and he wasn’t a little caterpillar any more.
He was a big, fat caterpillar.
He built a small house, called a cocoon, around itself. He stayed inside for
more that two weeks. Then he nibbled a hole in the cocoon, pushed his way out
and…
He was a beautiful butterfly!
1. These sentences are not correct. Read the story and try to correct them.
a) He is a beautiful butterfly.
b) The chrysalis forms around the caterpillar.
c) A tiny caterpillar emerges from the egg.
d) The egg lay on the leaf.
a)__________________________________________________________
b)__________________________________________________________
c)___________________________________________________________
d)__________________________________________________________
2. Draw pictures that complete each sentence.
The Very Hungry Caterpillar
A tiny _____________ hatched out of the egg on the leaf.
On Monday, he ate one _____________.
He ate two ___________ on Tuesday.
On Wednesday, he ate three ____________.
On Thursday, he ate four ______________.
He ate five ____________ on Friday.
He ate so many kinds of food on Saturday that he got a stomachache.
The caterpillar built a _________________ around himself and stayed there
for two weeks.
Then, a beautiful _____________ emerged from the cocoon
3. Draw a picture and write a sentence for each of the main events in the
story.
Be sure the events are in the same order as they are in the story.
1.
2
3
4
Talking about the story (genre- tale)
In groups of 4, the students will discuss and present their opinions about the
story, trying to know when, how, who, where the genre telling tales is usually told.
After this, they open a circle and share their opinions and impressions about the tale.
Re-telling the story
Section VII
1. Try to remember the story e rewrite it changing or creating some parts
of it. You can change the start, the middle or the end.
2. In pairs, tell the new tale to your friend. She/he has to stop at each
change you have made.
3. Sitting down in a circle, let’s try to re-tell the story together
Unit II
“Who tells a tale, tells she/he own tale”
“Nature gave us one tongue and two ears so we could hear twice as
much as we speak.” (Epictetus)
Pre-listening-to-a-fable
Section I
1. Try to answer the questions bellow orally:
1.1. What is your favorite food?
1.2. What kind of house do you live?
1.3. Can you sing?
1.4. Can you dance?
1.5. Can you write?
1.6. Can you walk?
1.7. Can you swim?
2. Look at the pictures and try to answer the questions orally
2.1. Do you know these animals?
2.2. What are their names?
2.3. What do they eat?
2.4. What can the fox do?
2.5. What can the crow do?
2.6. Which animal is cleverer, more intelligent?
2.7. Which are the qualities of the Fox?
2.8. Which are the qualities of the crow?
3. Let’s color the fox and crow and write their qualities in English
3.1. Do you like animals?
3.2. What is your favorite animal?
3.3. Do you have a pet?
3.4. You have already studied the names of some animals in English. Let’s
remember them.
3.5. Read some qualities related to people on TV pen
into a sentence.
3.6. Let’s observe the qualities o
3.7. Think a bit. What is your greatest quality?
3.8. And what is your worst quality?
3.9. What is the best quality you admire in a person?
3.10. Could you draw this quality?
What can the crow do?
Which animal is cleverer, more intelligent?
Which are the qualities of the Fox?
Which are the qualities of the crow?
the fox and crow and write their qualities in English
Do you like animals?
What is your favorite animal?
Do you have a pet?
You have already studied the names of some animals in English. Let’s
Read some qualities related to people on TV pen
Let’s observe the qualities of our friends in the classroom.
Think a bit. What is your greatest quality?
And what is your worst quality?
What is the best quality you admire in a person?
you draw this quality?
the fox and crow and write their qualities in English.
You have already studied the names of some animals in English. Let’s
Read some qualities related to people on TV pen drive and put them
f our friends in the classroom.
Section II
1. Observe the animals and try to discover their characteristics:
2. Sometimes we transfer qualities from animals to people. Try to find
some qualities and share with your classmates.
3. Look at the pictures and say
looked at it for the first time.
Section III
While-listening
1. The teacher will read the story. When you hear the part you have, show
it to everyone in the class, and repeat it.
2. The teacher will give you parts of the story. As soon as you listen to the
part you have, go to the board and match it to the related picture.
3. Listen the fable with attention to identify some changes.
Observe the animals and try to discover their characteristics:
Sometimes we transfer qualities from animals to people. Try to find
some qualities and share with your classmates.
Look at the pictures and say what the sensation you have when have
looked at it for the first time.
listening-to-a-fable
The teacher will read the story. When you hear the part you have, show
it to everyone in the class, and repeat it.
The teacher will give you parts of the story. As soon as you listen to the
part you have, go to the board and match it to the related picture.
Listen the fable with attention to identify some changes.
Observe the animals and try to discover their characteristics:
Sometimes we transfer qualities from animals to people. Try to find
what the sensation you have when have
The teacher will read the story. When you hear the part you have, show
The teacher will give you parts of the story. As soon as you listen to the
part you have, go to the board and match it to the related picture.
Listen the fable with attention to identify some changes.
4. In groups, dramatize the fable. Remember that the crow had something
in its mouth.
Section IV
Post-listening-to-a-fable
Read the question and try to answer them
1. Where do you think that story happened? Why?
____________________________________________________
2. How did the fox get the crow open her mouth?
____________________________________________________
3. Give a different title for the fable.
____________________________________________________
Focus language structures and pronunciation.
1. Explain the meaning of these words in Portuguese:
Smell:_____________________________________________________
Give me:___________________________________________________
Said:______________________________________________________
Can’t:_____________________________________________________
Fly: _______________________________________________________
All right:___________________________________________________
Beak: _____________________________________________________
2. Answer these questions using: Yes, I can or No, I can’t.
2.1. Can you read?
____________________________________________________
2.2. Can you fly?
____________________________________________________
2.3. Can you run?
____________________________________________________
2.4. Can you love?
____________________________________________________
2.5. Can you sing?
The Fox and the Crow
An adaptation of Aesop’s fable
Éva Benkö
One day, a fox saw a crow. The crow was sitting in a tree, eating some
cheese.
“Hello, crow. Give me the cheese,” said the fox.
“No!” said the crow. “I like cheese and I don’t like you!”
“Give me your cheese!” said the fox. “It smells great and I’m very hungry.”
“No!” said the crow. “This is my cheese and you can’t have it.”
“Can you fly?” asked the fox.
“Of course I can,” said the crow.
“No, you can’t,” said the fox.
“Yes, I can!!!”
“Fly then,” asked the fox.
“All right,” said the crow. “Look.” It flew around the tree.
“Can you sing?” asked the fox.
“Of course I can,” said the crow.
“No you can’t,” said the fox.
“Yes, I can!!!”
“Sing then!” said the fox.
“All right,” said the crow. “Listen.” It opened its beak wide and sang.
“La-la-la-la... . Oh, no! My cheese!”
“Ha-ha-ha-ha!” said the fox. “Thanks for the cheese. It’s my favorite! Yummy-yummy!”
3. Crack the codes.
A B C D E F G H I J K L M
26 25 24 23 22 21 20 19 18 17 16 15 14
N O P Q R S T U V W X Y Z
13 12 11 10 9 8 7 6 5 4 3 2 1
Use the number and alphabet code to form the messages below.
a) __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
7, 19, 22 24, 9, 12, 4 4, 26, 8 18, 13 7, 19, 22 7, 9, 22, 22
b) __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
7, 19, 22 21, 12, 4 8, 26, 4 7, 19, 22 24, 19, 22, 22, 8, 22
4. Write an interesting beginning or ending for these sentences.
a) __________________________________________________________
disappeared with the cheese.
b) __________________________________________________________
the cheese would taste delicious.
c) The crow thought that next time
__________________________________________________________
Section V
Talking about the fable
In groups, discuss about this fable and its moral. Use these questions to help:
What? Where? Who? What starts the fable? What makes the fable
exciting? Was the problem solving? How does the fable end?
Section VI
Re-telling the fable
1. On a separate piece of paper draw your favorite part of the fable and
write about it
2. Rewrite the fable adding more animals, making the story more
interesting.
3. In groups of 4, select the best creation and choose a way to display the
new fable.
SUGGESTIONS FOR THE TEACHER
UNIT I
“I believe it is the easiest thing in the world to tell a story - and the hardest to
be a fine storyteller.” (Sawyer, 199)
“... os contos são verdadeiras obras de arte. É uma grande arte que pertence
ao patrimônio cultural de toda a humanidade e representa a visão do mundo, as
relações entre o homem e a natureza sob as formas estéticas mais acabadas;
aquelas que provocam precisamente o maravilhoso.” (Jean-Marie Giling)
The telling story is a popular art and it will be remembered long after.
Read the story about “The Very Hungry Caterpillar”
• This story is supposed to be told by the teacher. So the students will
listen to it, as many times as necessary to be understood. It will be read by the
students only in Section VI – Focus on language structure.
Warming up questions:
• Vocês ouviam ou liam histórias quando eram crianças?
• Quem contava as histórias para vocês?
• Vocês gostavam de ouvi-las?
• Vocês já contaram histórias a alguém?
• E hoje? Vocês ainda gostam de histórias?
• Que tipo de histórias vocês gostavam/gostam?
• Vocês conhecem alguma história de pescador?
As histórias fazem parte da nossa vida. Através delas podemos descobrir
coisas importantes, dar sentido a fatos que antes não conhecíamos. Portanto,
mesmo sem perceber, vivemos uma história, pode ser a minha, a sua, de qualquer
pessoa que viva neste planeta.
As histórias tradicionais em Inglês iniciam-se assim: “Once upon a time...
Vamos conhecer as pessoas que contavam/contam histórias em casa ou na
escola: mother, grandmother, older brother/sister, teacher... e essas pessoas
contavam/contam sobre: Pretty Princesses, Princes in a white horse, Bad Queens,
Kings, Witches, poisoned fruit, castles, imprisonment, help, betrayal, love, friendship,
and happy endings... mas, será que é sempre assim?
Antigamente, nas pequenas comunidades, havia a figura de um contador de
histórias. Ele era muito importante e necessário para a população que não contava
com a televisão para se distrair, e em sua grande maioria não sabia ler. Assim, o
contador de histórias desempenhava um papel importante para a compreensão da
realidade, que muitas vezes parecia assombrosa. Através de suas histórias, seus
“causos”, fábulas, lendas, etc., ele apresentava uma visão de mundo, com seus
conflitos humanos e sociais, com suas lições de vida.
As histórias podem nos divertir, assustar, ensinar, nos levar a mundos
distantes que só existem na nossa imaginação, ou podem ser contadas a partir de
fatos reais que nos orientam, conscientizando-nos da realidade através de histórias.
• From this moment on, there are exercises involving the students in
solving them individually, in pairs or in groups.
NOTES FOR THE TEACHERS
UNIT I
Section I
Number 10 - The teacher can review the number orally, using the classroom
objects or counting the students
Number 12 - At this point, the teacher can do the Fruit Salad Game, in order
to help the students to improve their listening skills
Number 13 - The teacher gives the students the number of the fruit according
to the story she/he will tell the students asking the following questions or similar
Number 18 - The students leave the fruits on the desk.
Number 20 - The teacher reads the name of each item and the students
repeat after her/him
Number 22 - The teacher reads each word until the students are able to
repeat it properly and after should try to insert the word in a sentence or paragraph
Section III
At this moment the teacher reads the tale.
Number 3 - The students observe the sequence of the seven events from the
story relating them to the day of the week.
The teacher repeats the story again, but now, giving the students pictures
about parts of the story. Along as the teacher tells the story again, the students show
the pictures and try to say the sentences with the teacher.
OR
The teacher puts some illustrations about the parts of the story on the floor (or
on the board), and gives the students some sentences about each illustration. When
the teacher says each part, the students put their sentences aside the illustration.
Section IV
Number 2 - The teacher gives the students the sentence cards and they try to
order them according to the events. The teacher may ask questions such as:
• What happened at the beginning of the story?
• Why did the caterpillar get fat?
Section V
Number 2 - The teacher shows a picture and makes a statement about it. If
the statement is true, the students should repeat it, and if it is not true they should
remain silent.
Section VI
Number 2 - The teacher can help the students to read aloud the sentences for
their classmates.
Section VII
Number 3 - The teacher can help them using the interrogative words: Who?
When? Where? What? Why? And with the words they don’t know. The story can be
written on the board too.
UNIT II
A fable is a short, pithy animal tale, most often told or written with a moral
tagged on in the form of a proverb. Thus to convey a moral is the aim of most fables,
and the tale is the vehicle by which this is done, providing both an illustration of and
compelling argument for the moral.
The teacher can brainstorm the student asking questions such as the following
or talking to them about the origins and characteristic of the fable.
Warming up questions (Portuguese is recommended at this moment).
• Vocês sabem o que é uma fábula
• Quem já ouviu uma fábula?
• Se ouviram, onde foi?
• Quem se lembra do nome de alguma fábula?
• Vocês gostam de histórias com animais?
• Vocês conhecem a fábula da Tartaruga e a Lebre? (Contar sem
detalhes)
• Que outras fábulas vocês conhecem?
Sempre tiramos algum ensinamento quando lemos uma fábula, pois através
das atitudes dos personagens, pode-se perceber que há sempre alguém tentando
levar vantagem.
Muitas vezes isso também ocorre na vida real e temos que reconhecer o certo
do errado para não cometermos injustiças.
As fábulas geralmente são divertidas e mostram que devemos pensar antes
de agir, pois algumas conseqüências podem ser terríveis.
Vamos conhecer um pouco sobre este gênero narrativo que tanto nos faz
refletir.
Fábula é um jogo ágil e lógico, cujo resultado é um ensinamento.
Ao falarmos em fábula, Esopo (século VI a.C.) é sempre o primeiro a ser
lembrado. Depois dele, dois mil anos depois, apareceram outros como La Fontaine,
na França. Mas o que é mesmo uma fábula?
Às vezes confundimos fábulas, mitos, lendas porque são histórias escritas
para adultos, mas agora as crianças, adolescentes também as compreendem.
A fábula é uma narrativa em forma de prosa ou verso, cujos personagens são
geralmente animais com características humanas. Eles sustentam um diálogo, cujo
desenlace reflete uma lição de moral, característica essencial. É uma narrativa
inverossímil, com fundo didático. Quando os personagens são seres inanimados,
objetos, a fábula recebe o nome de apólogo. A temática é variada e contempla
tópicos como a vitória da fraqueza sobre a força, da bondade sobre a astúcia e a
derrota de presunçosos.
Some ideas for the teacher in English now:
• What is the difference between a myth, legend, fable and folk
tales?
Myths, legends and fables are old stories written for adults and children.
Differently from the past, nowadays fairy tales were written specially for
children.
“Myth” comes from the Greek word “mythos” which means “word of
mouth”.
Legends are about people and their actions or deeds. Usually people mentioned
in the story lived long time ago. The stories are told for a purpose and are based on
facts, but they are not necessarily true.
After this preparation, tell the fable, and asking the students for paying
attention.
Extra Suggestion:
The teacher should put something in his/her mouth to seem being the cheese
the crow had in its mouth.
At this point the teacher can give the student’s part to do the exercises
individually, in pairs or in groups. From now on there are notes for the teachers to
follow the activities.
Section I
Number 1.3 – The teacher elicits questions to listen the students’ opinions
about fables showing them that we have abilities.
Number 2 – The teacher shows the pictures of The Fox and the Crow, and
asks some questions about them. In this moment, the teacher explains about abilities
using this verb.
Number 2.1 – The students answer these questions and also should do mimic
according to the animal.
Number 2.6 – Highlight the animals’ qualities and the students’ qualities as
well.
Number 3.5 – The teacher presents on TV pen-drive a list of adjectives to
describe people, trying to read each one, inserting it in a sentence. It is supposed to
be as examples of how using the new words.
Number 3.10 – The students should realize that the qualities only exist only
through concrete things ( person, animals, objects..)
Section II
Number 1 - The teacher shows some pictures of the animals and the students
should discover what they represent.
Section III
Number 1 – Read the fable slowly till the end. The students only listen to you.
The teacher reads it again, stopping at each sentence. The students repeat it
until they feel able to read alone. Remember that the aim is to encourage them to
read and not to memorize the sentences.
Number 2 – Give parts of fable to the students, each student should read
their part when the teacher reads.
Put the illustrations on the floor or on the board and give parts of the fable for
the students. As soon as the students listen to the part of fable they have in their
hands they go to match it to the picture.
Divide the class in two parts - fox and crow. They will represent these animals
with their speech.
Number 3 – The teacher reads the fable and adds or changes some words in
the text. The students should be quiet and as soon as they notice any change, they
should clap their hands.
Section IV
Number 1 – The students can work in groups and use the dictionaries to do
these exercises.
Section V
The students should also do mimic according the animal.
Section VI
The students can choose or raffle parts of the text to represent and try to write
the new text in the poster with drawings.
References:
GILING, Jean Marie. Uma arte dos dias de ontem para revitalizar os recursos
humanos de hoje. Disponível em: (http://www.emerson.org.uk/)
SAWYER, Ruth. The Way of the Storyteller. Penguin. 1998
WRIGHT, Andrew. Storytelling with children, 1997.
www.escritorasteens.wordpress.com - Acesso: 17/10/2008
www.zirulart.com/images/drawings5.jpg - Acesso: 17/10/2008
www.kioskerman.com.ar/metamorfosis.jpg - Acesso: 17/10/2008
www.thevirtualvine.com/images/theveryhungryca...Acesso: 17/10/2008
www.maakherumusic.com – Acesso: 17/10/2008
www.writeronlinebooks.com/covers/caterpillar2.jpg - Acesso: 17/10/2008
www.clipart.org - Acesso: 03/12/2008
CONTRATO DE CESSÃO DE DIREITOS AUTORAIS
Pelo presente instrumento particular, de um lado LENI SALVADOR
YOSHIHARA, brasileira, casada, professora, CPF nº 39715191991, Cédula de Identidade RG nº 1962072-7 residente e domiciliado à Rua Presidente Kennedy - 341, na cidade de Jandaia do Sul, Estado do Paraná, denominado CEDENTE, de outro lado a Secretaria de Estado da Educação do Paraná, com sede na Avenida Água Verde, nº 2140, Vila Izabel, na cidade de Curitiba, Estado do Paraná, inscrita no CNPJ sob nº 76.416.965/0001-21, neste ato representada por seu titular Yvelise Freitas de Souza Arco-Verde, portadora do CPF/MF nº 392820159-04 ou, no seu impedimento, pelo seu representante legal, doravante denominada simplesmente SEED, denominada CESSIONÁRIA, têm entre si, como justo e contratado, na melhor forma de direito, o seguinte:
Cláusula 1ª – O CEDENTE, titular dos direitos autorais do texto intitulado WHO TELLS A TALE, TELLS HIS/HER OWN A TALE, cede, a título gratuito, à CESSIONÁRIA o direito de edição, reprodução, impressão, publicação e distribuição para fins específicos, educativos, técnicos e culturais, nos termos da Lei 9.610 de 19 de fevereiro de 1998 – sem que isso implique em ônus à CESSIONÁRIA. Cláusula 2ª – A CESSIONÁRIA fica autorizada pelo CEDENTE a publicar o texto ao qual se refere a cláusula 1.ª deste contrato em qualquer tipo de mídia - impressa, digital, audiovisual e web – que se fizer necessária para sua divulgação. Cláusula 3ª – Com relação a mídias impressas, a CESSIONÁRIA fica autorizada pelo CEDENTE a publicar em tantas edições quantas se fizerem necessárias em qualquer número de exemplares, bem como a distribuir gratuitamente essas edições. Cláusula 4ª – Com relação à publicação em meio digital, a CESSIONÁRIA fica autorizada pelo CEDENTE a publicar o texto em tantas cópias quantas se fizerem necessárias, bem como a reproduzir e distribuir gratuitamente essas cópias. Cláusula 5ª - Com relação à publicação em meio audiovisual, a CESSIONÁRIA fica autorizada pelo CEDENTE a publicar o texto tantas vezes quantas se fizerem necessárias, seja em canais de rádio, televisão ou web. Cláusula 6ª - Com relação à publicação na web, a CESSIONÁRIA fica autorizada pelo CEDENTE a publicar o texto tantas vezes quantas se fizerem necessárias, em arquivo para impressão, por escrito, em página web e em audiovisual. Cláusula 7ª – O presente instrumento vigorará pelo prazo de 05 (cinco) anos contados da data de sua assinatura, ficando automaticamente renovado por igual período, salvo denúncia de quaisquer das partes, até 12 (doze) meses antes do seu vencimento. Cláusula 8ª – O CEDENTE se compromete a comunicar à CESSIONÁRIA as alterações substanciais que fizer na obra, no prazo de 30 dias, ficando resguardado para a CESSIONÁRIA o direito de uso da obra original pelo prazo de 5 anos.
Cláusula 9ª – As partes poderão renunciar ao presente contrato nos casos em que as suas cláusulas não forem cumpridas, ensejando o direito de indenização pela parte prejudicada. Cláusula 10ª – A CESSIONÁRIA garante a indicação de autoria em todas as publicações em que o texto em pauta for veiculado. Cláusula 11ª – O CEDENTE poderá publicar o texto em outra(s) obra(s) e meio(s). Cláusula 12ª – O CEDENTE declara que o texto em pauta é de sua exclusiva autoria com o que se responsabiliza por eventuais questionamentos judiciais ou extrajudiciais em decorrência de sua divulgação. Cláusula 13ª – Fica eleito o foro de Curitiba, Paraná, para dirimir quaisquer dúvidas relativas ao cumprimento do presente contrato.
E por estarem em pleno acordo com o disposto neste instrumento
particular a CESSIONÁRIA e o CEDENTE assinam o presente contrato. Apucarana, 06 de agosto de 2009.
LENI SALVADOR YOSHIHARA CEDENTE
SEED CESSIONÁRIA
DIEGO ALBERTO TAVARES TESTEMUNHA 1
MILTON EIJI YOSHIHARA TESTEMUNHA 2
