Objectives (5 - 7 minutes)

1. Foster students' text production skills, enabling them to express themselves clearly and coherently through writing.
2. Develop text revision skills, leading students to identify simple grammatical errors and enhance the structuring of their ideas.
3. Stimulate students' creativity and imagination, encouraging them to create original stories and narratives in their textual productions.

The objectives are established by the teacher and must be clear and achievable. They are essential to guide lesson planning and should be communicated to students at the beginning of the lesson so they know what is expected of them. The teacher can explain the objectives in a simple and direct way, ensuring that all students understand.

Introduction (10 - 15 minutes)

1. Recalling content: The teacher starts the lesson by reminding students about what texts are and what they are used for. Questions like 'What is a text?' and 'Why do we write texts?' can be asked. This review should be brief, as students should already have basic knowledge on the subject.
2. Problem situation: The teacher presents two situations to the students:
   • First situation: 'Imagine you are writing a letter to a friend who lives in another country. How would you make sure they understand what you mean?'
   • Second situation: 'Now, think that you have won a writing contest and your text will be published in a book. How would you ensure that the text is well-written and error-free?'
3. Contextualization: The teacher explains the importance of text production and revision in daily life, citing examples such as writing notes, letters, emails, text messages, among others. Additionally, it mentions that the ability to produce and revise texts is fundamental for effective communication and for good performance in other subjects, such as science and mathematics.
4. Engaging students' attention: The teacher proposes two playful activities to introduce the topic and spark students' interest:
   • Word game: The teacher writes a word on the board and students must think of how many words they can form from the letters of the written word. For example, if the teacher writes the word 'house', students can form words like 'use', 'shoe', 'house', among others.
   • Dramatized reading: The teacher chooses a short excerpt from a children's book and asks some students to read it aloud, trying to bring the characters and events of the story to life.

The teacher must ensure that all students are involved and attentive during the introduction, asking questions to students and encouraging everyone's participation. Additionally, it should remind students that the lesson will be fun and that they will have the chance to use their imagination and creativity in their textual productions.

Development (20 - 25 minutes)

In this stage, students will be divided into small groups and will have the opportunity to work collaboratively. Each group will receive a text production activity that must be completed within the stipulated time. The teacher will circulate around the room, guiding and assisting the groups as needed.

Activity 1: Creating an Ending for a Story

1. The teacher pre-selects a short story and prints it on different sheets of paper. Each group receives a copy of the story.
2. The teacher explains that students will have to read the story and then use their imagination to write an ending for it. They can change the ending of the original story as they wish, as long as the new ending makes sense and is coherent with the story.
3. Students begin reading the story in groups and discussing possible endings. The teacher circulates around the room, clarifying doubts and encouraging the exchange of ideas.
4. When the groups finish writing their endings, the teacher will collect the productions for the revision stage.

Activity 2: Letter to a Book Character

1. The teacher prepares cards with names of characters from children's books. Each group receives a card with the name of a character.
2. The teacher explains that students will have to write a letter to the character on their card. In the letter, students can tell the character about their daily life, ask questions, or share their feelings.
3. Students begin writing their letters, remembering to include a greeting, a main paragraph, and a closing.
4. When the groups finish writing their letters, the teacher will collect the productions for the revision stage.

Activity 3: Diary of a Space Student

1. The teacher distributes a sheet of paper to each student and explains that they will create a diary of a student living in space.
2. Students should imagine what a student's life in space would be like and write a day of their lives in the diary. They can include events, feelings, discoveries, etc.
3. Students begin writing their diaries, remembering to use complete sentences, punctuation, and paragraphs.
4. When all students finish writing their diaries, the teacher will collect the productions for the revision stage.

It is important for students to know that the revision of their texts will be done by the teacher and that the goal is not to point out errors, but to help them improve their writing skills. Collaboration among group members and creative freedom are fundamental aspects of these activities and should be encouraged by the teacher.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher gathers all students in a large circle and promotes a group discussion about the activities carried out. Each group will have the opportunity to share a bit about what they wrote and how they reached those conclusions. The teacher can ask questions like 'What was the most difficult part of writing the story/the diary/the letter?' and 'How did you decide on the story ending/the letter content/what happened in the diary?'. This discussion allows students to learn from each other and values the diversity of ideas and solutions.
2. Connection with Theory (3 - 5 minutes): The teacher reviews the theoretical concepts covered in the lesson, such as the importance of text production and revision, the basic structure of a text, and the need for clarity and coherence in writing. The teacher can do this interactively by asking students how they applied these concepts in their activities. For example, the teacher can ask: 'How did you ensure that the story ending/the letter/the diary made sense and was coherent?' and 'How did you structure the text to make it clear and easy to understand?'.
3. Final Reflection (2 - 3 minutes): The teacher ends the lesson by asking students to reflect on what they have learned. This can be done through two simple questions:
   • First question: 'What did you learn today about the importance of text production and revision?'.
   • Second question: 'How can you apply what you learned today in your lives, both at school and at home?'.

Feedback is a crucial stage of the lesson plan, as it allows the teacher to assess students' learning and identify any comprehension gaps that need to be addressed. Additionally, it helps consolidate learning, as students have the opportunity to reflect on what they have learned and how they can apply that knowledge in the future.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher summarizes the main points covered during the lesson. It reminds students about the importance of text production and revision, the basic structure of a text (introduction, development, and conclusion), and the need for clarity and coherence in writing. The teacher can reinforce these concepts with practical examples and questions to verify students' understanding.
2. Connection between Theory and Practice (1 - 2 minutes): The teacher explains how the lesson connected theory to practice. It highlights that, by writing their stories, letters, and diaries, students had the opportunity to apply the theoretical concepts they learned. Additionally, by discussing their textual productions in groups, students were able to learn from different approaches and solutions from their peers, enriching the learning experience.
3. Extra Materials (1 minute): The teacher suggests extra materials for students who wish to deepen their knowledge on the subject. These may include children's books that stimulate imagination and creativity, educational websites or apps that offer interactive writing activities, and videos or online games that address the theme of text production and revision in a playful and fun way. The teacher can suggest that students explore these materials at home, as part of their homework, or during free study periods at school.
4. Importance of the Subject in Daily Life (1 minute): Finally, the teacher emphasizes the importance of text production and revision in daily life. It explains that the ability to communicate in writing clearly and coherently is fundamental in various situations, from writing a note or email to solving problems in other subjects. Additionally, the teacher emphasizes that writing is a powerful tool to express ideas, feelings, and opinions, and that regular practice of writing can help students become more critical and creative thinkers.

The conclusion is an essential stage of the lesson plan, as it allows the teacher to effectively close the lesson, reinforcing the main learning points and providing students with additional opportunities to deepen their knowledge. Additionally, it helps establish the relevance and applicability of the subject in students' daily context, encouraging them to continue practicing and improving their writing skills.