Objectives (5 - 7 minutes)

1. Understanding of Textual Genres: Students should be able to distinguish between fables, myths, and legends, understanding their characteristics and purposes. This includes identifying recurring elements in each of these genres and understanding their original context.

2. Reflection on Messages and Values: In addition to understanding the structure and particularities of textual genres, students should be able to analyze the messages and values present in fables, myths, and legends. This involves critically interpreting the content, identifying moral lessons, and reflecting on how these stories relate to society and culture.

3. Text Production: Finally, students should be able to produce texts of the studied genre. They should be able to create their own fables, myths, and legends, incorporating the learned elements and expressing their ideas coherently and creatively.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher starts the lesson by reminding students about the concept of textual genre and how they are classified. This is essential for students to understand the distinction between fables, myths, and legends. Furthermore, it is important to reinforce the importance of reading and interpreting texts for the understanding of these genres.

2. Problem-Solving Scenarios: The teacher proposes two problematic situations to stimulate students' critical thinking. The first situation involves reading two stories, one fitting the fable genre and the other fitting the myth genre. Students should try to identify the characteristics of each genre and justify their answers. The second situation involves a discussion about the importance of legends in transmitting stories and cultural knowledge.

3. Contextualization: The teacher highlights the presence of these textual genres in our daily lives, whether in literature, media, or cultural traditions. For example, the teacher may mention the presence of fables in children's books, the representation of myths in movies and series, and the importance of legends in shaping the cultural identity of a people.

4. Introduction to the Topic: To spark students' interest, the teacher can start the lesson by telling a fable, a myth, and a legend from different cultures. After each story, the teacher can ask students what they understood and what lessons they drew. This activity not only introduces the topic in a playful way but also serves to assess students' prior knowledge on the subject.

5. Curiosities and Related Stories: To conclude the Introduction, the teacher can share some curiosities about fables, myths, and legends. For example, the teacher may mention that many fables are attributed to Aesop, a Greek slave who lived in the 6th century BC, or that many Greek myths were used to explain natural phenomena. This not only increases students' engagement but also enriches the lesson content.

Development (20 - 25 minutes)

1. Theory on Fables (7 - 10 minutes)

   • Definition and Characteristics of Fables: The teacher begins the explanation about fables, explaining that they are short narratives, usually with animal characters, aimed at conveying a moral lesson. The teacher emphasizes that fables are symbolic narratives, meaning that the characters and their actions represent human ideas and behaviors. Additionally, it should be mentioned that fables have a universal character, meaning their lessons apply to all cultures and times.
   • Origin and Examples of Fables: Next, the teacher discusses the origin of fables, highlighting Aesop as one of the first authors of this genre. The teacher can then present some famous examples of fables, such as 'The Ant and the Grasshopper,' 'The Tortoise and the Hare,' and 'The Wolf and the Lamb.' For each fable, the teacher should explain the moral lesson it conveys.
   • Interactive Activity: The teacher can propose an activity where students, in groups, must create a fable. The teacher provides a set of animal characters, and students must think of a problematic situation and the moral lesson they wish to convey.

2. Theory on Myths (7 - 10 minutes)

   • Definition and Characteristics of Myths: The teacher introduces myths as narratives that explain the origin of the world, humans, and natural phenomena. The teacher emphasizes that myths are an integral part of a people's beliefs and religion, and that, unlike fables, they do not have an explicit moral lesson.
   • Origin and Examples of Myths: The teacher discusses the origin of myths, mentioning that they are passed down orally from generation to generation, and that many of them are of Greek origin. The teacher can then present some examples of Greek myths, such as 'Prometheus and the Fire,' 'Perseus and Medusa,' and 'Orpheus and Eurydice.' For each myth, the teacher should explain the characteristics that distinguish it from a fable.
   • Interactive Activity: The teacher can propose that students, in groups, create a myth that explains the origin of a natural phenomenon or a cultural tradition. Students must think of characters, a plot, and an explanation that is coherent with the chosen context.

3. Theory on Legends (7 - 10 minutes)

   • Definition and Characteristics of Legends: The teacher begins the explanation about legends, explaining that they are popular narratives that explain the origin of something or tell the story of supernatural beings or entities. The teacher emphasizes that legends are passed down orally or in writing from generation to generation and are a fundamental part of a people's culture and identity.
   • Origin and Examples of Legends: The teacher discusses the origin of legends, mentioning that many of them are based on real facts but have gained fantastic elements over time. The teacher can then present some famous legends, such as 'The Curupira,' 'The Pink River Dolphin,' and 'The Iara.' For each legend, the teacher should explain the elements that distinguish it from a fable or a myth.
   • Interactive Activity: The teacher can propose that students, in groups, create a legend based on a cultural tradition from their region. Students must think of characters, a plot, and a moral that is coherent with the chosen tradition.

Return (10 - 12 minutes)

1. Group Discussion (5 - 6 minutes)

   • The teacher should open a group discussion about the activities carried out. Each group should share the fable, myth, and legend they created, explaining the context of origin, the characters, the plot, and the moral.
   • During the presentation, the teacher should ask questions to stimulate students' critical thinking. For example, the teacher can ask: 'Why did you choose these characters for the fable/myth/legend?' 'How does the moral you chose relate to the story you created?' or 'How does the fable/myth/legend you created reflect the culture of your region?'
   • The teacher should also encourage other students to ask questions and provide feedback on their classmates' presentations. This not only promotes interaction and collaboration among students but also helps reinforce the lesson content.

2. Connection with Theory (2 - 3 minutes)

   • After the presentations, the teacher should summarize the activities carried out, highlighting how they relate to the discussed theory. For example, the teacher can mention that fables, myths, and legends are narrative forms aimed at conveying knowledge and values, and that creating these stories allows students to better understand these textual genres.
   • The teacher should also reinforce the importance of reflecting on the messages and values present in fables, myths, and legends. For example, the teacher can ask: 'What are the main lessons you learned from the fables, myths, and legends you created?' or 'How can fables, myths, and legends help us better understand our own culture?'

3. Final Reflection (3 - 4 minutes)

   • To conclude the lesson, the teacher proposes that students reflect for a minute on the following questions:
     1. What was the most important concept you learned today?
     2. What questions have not been answered yet?
   • After the reflection time, the teacher asks some students to share their answers. The teacher should encourage students to express their opinions honestly and respectfully, and should be ready to clarify any doubts that may arise.
   • This final reflection stage is essential for students to consolidate what they have learned and to express their doubts and difficulties. Additionally, it allows the teacher to assess the effectiveness of the lesson and plan future activities according to the needs and interests of the students.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes)

   • The teacher should provide a brief summary of the main points covered during the lesson, reinforcing the definition, characteristics, and examples of fables, myths, and legends. It is important for the teacher to highlight the difference between these textual genres and the importance of each in transmitting cultural knowledge and values.
   • For example, the teacher can recall the classic fables of Aesop, such as 'The Ant and the Grasshopper,' the Greek myths that explain the origin of natural phenomena, and Brazilian legends, such as the legend of the Curupira.
   • Additionally, the teacher should emphasize the importance of reflecting on the messages and values present in fables, myths, and legends. For example, the teacher can recall the morals proposed by students during the activity of creating fables, myths, and legends.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes)

   • The teacher should explain how the lesson connected theory, practice, and applications. For example, the teacher can mention how the theoretical discussion about fables, myths, and legends allowed students to better understand these textual genres and how the creation activity allowed students to apply this knowledge in a creative and reflective way.
   • The teacher should also reinforce the practical relevance of the studied textual genres, explaining how the ability to identify and interpret fables, myths, and legends can enhance the reading and understanding of other texts, and how the skill of creating these texts can develop students' writing expression and creativity.

3. Supplementary Materials (1 - 2 minutes)

   • The teacher should suggest supplementary materials for students who wish to deepen their study of fables, myths, and legends. These materials may include books, websites, videos, movies, and games that explore these textual genres in a playful and educational way.
   • For example, the teacher can suggest reading other fables by Aesop, researching myths from other cultures, reading regional legends, watching movies based on myths, or participating in educational games that allow the creation of fables, myths, and legends.

4. Importance of the Subject for Daily Life (1 minute)

   • Finally, the teacher should highlight the relevance of the subject for students' daily lives. For example, the teacher can explain that the ability to identify and interpret fables, myths, and legends can enhance the understanding of literary, journalistic, and advertising texts.
   • Additionally, the teacher can emphasize that the skill of creating fables, myths, and legends can be useful in various situations, from writing a story for a school project to creating a narrative for an advertising campaign or a tradition for a cultural event.