Objectives (5 - 10 minutes)

Main Objectives:

1. Understand the concept of literary genres and their importance in literature.
2. Identify and differentiate the main literary genres: epic, lyric, and dramatic.
3. Analyze and interpret texts to classify them into the studied literary genres.

Secondary Objectives:

1. Develop critical and analytical thinking skills when working with literary texts.
2. Foster appreciation for the diversity of literary styles and forms.
3. Promote active participation and debate in the classroom through practical and interactive activities.

Introduction (10 - 15 minutes)

1. Review of Previous Content:

   • The teacher should start the lesson by reviewing the basic concepts of literature, highlighting the importance of literary genres in the classification and understanding of works. Briefly review the textual genres already studied, reinforcing the distinction between textual genre and literary genre. (3 - 5 minutes)

2. Problem Situations:

   • The teacher can propose the following situations to arouse students' interest:
     1. 'Imagine you are reading a poem and then a short story. How could you differentiate these two types of texts?'
     2. 'If you were writing a story about a hero fighting a dragon, what type of text would you be writing? And if you were writing about your deepest feelings?' (3 - 5 minutes)

3. Contextualization:

   • The teacher should contextualize the importance of literary genres, explaining how they assist in the interpretation of works, in the appreciation of literary diversity, and in textual production. Mention the presence of literary genres in our daily lives, such as in music, movies, and series. (2 - 3 minutes)

4. Introduction to the Topic:

   • The teacher should introduce the topic in a way that arouses students' interest. Some suggestions are:
     1. Share curiosities about literary genres, such as the origin of the terms epic, lyric, and dramatic.
     2. Present examples of famous works from each genre, such as the Iliad (epic), Sonnet of Fidelity (lyric), and Romeo and Juliet (dramatic), and discuss how the classification into a genre influences the reading and interpretation of the work. (2 - 3 minutes)

Development (20 - 25 minutes)

Activity 1: Literary Genres in Scene

1. Divide the class into groups of up to 5 students.
2. Each group should receive a 'kit' containing cardboard, pens, colored pencils, and magazine cutouts.
3. The teacher should then propose a challenge: each group must create a scene from a literary work, but without using words. They should use drawings, magazine cutouts, shapes, and colors to represent the scene.
4. After the completion of the scenes, the groups must present their productions to the class.
5. Then, each group must explain which literary genre their scene represents and why.
6. The teacher should guide the discussion, highlighting the elements that characterize each literary genre and how they were represented in the scenes.

Activity 2: Literary Bingo

1. The teacher should prepare bingo cards in advance, with each space containing the name of a literary work.
2. Next, the teacher should prepare a list with excerpts from different literary works, varying between genres (epic, lyric, and dramatic) and difficulty.
3. Each student receives a bingo card.
4. The teacher draws an excerpt from the list and reads it aloud to the class. Students must identify the literary genre of the excerpt and, if they have the corresponding work's name on their card, mark the space.
5. The game continues until a student completes a line or column on their card and shouts 'Bingo!'.
6. After the game ends, the teacher should review the excerpts read, discussing with the class why each one belongs to a certain literary genre.

Activity 3: Creation of a Book Quiz

1. In groups, students must create a small book quiz containing questions and answers about literary genres.
2. The book quiz must contain at least 10 questions, with 3 about the epic genre, 3 about the lyric genre, and 4 about the dramatic genre.
3. Questions can be multiple choice, true or false, complete the sentence, among others.
4. The answers should be written in an envelope, which will be glued to the page next to each question.
5. Students should use classroom materials (colored papers, pens, colored pencils, etc.) to decorate the book quiz and make it more attractive.
6. At the end of the activity, each group must present their book quiz to the class, explaining the questions and answers chosen.
7. The teacher should collect the book quizzes and use them in future classes as a revision tool.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes):

   • The teacher should promote a group discussion where each team will share the solutions or conclusions found in their activities. This will allow students to see different approaches to the same problem and learn from each other.
   • The teacher should encourage students to ask questions and make comments about the presentations of other groups, thus promoting a collaborative learning environment.

2. Connection with Theory (3 - 5 minutes):

   • After the discussion, the teacher should revisit the theoretical concepts presented at the beginning of the lesson and make the connection with the practical activities carried out by the students.
   • The teacher should emphasize how understanding literary genres helps in the analysis and interpretation of works, as evidenced in the scenes created by the students and in the excerpts of works used in the Literary Bingo.

3. Individual Reflection (2 - 3 minutes):

   • The teacher should propose that students reflect individually on what they learned in the lesson.
   • To facilitate reflection, the teacher can ask questions like:
     1. 'What was the most important concept you learned today?'
     2. 'What questions have not been answered yet?'
   • Students should write down their answers, which will serve as a starting point for the next lesson or for review activities at home.

4. Teacher's Feedback (1 - 2 minutes):

   • Finally, the teacher should provide feedback to the students, highlighting the positive points and areas that still need improvement.
   • The teacher should encourage students to continue practicing and studying literary genres, emphasizing the importance of this knowledge not only for the Portuguese discipline but also for reading and appreciating literature in general.

Conclusion (5 - 10 minutes)

1. Recapitulation (2 - 3 minutes):

   • The teacher should start the Conclusion by recalling the main points discussed in the lesson. This includes the definition of literary genres, the difference between literary genre and textual genre, and the classification of texts into epic, lyric, and dramatic genres.
   • It should also reinforce the importance of literary genres in the understanding and interpretation of works, and how they influence how we read and perceive texts.

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

   • The teacher should emphasize how the practical activities carried out during the lesson helped reinforce the theoretical concepts. For example, the 'Literary Genres in Scene' activity allowed students to explore how the elements of literary genres can be visually represented, while the Literary Bingo provided practice in identifying literary genres from excerpts of works.
   • The teacher should highlight that the theoretical understanding of literary genres is essential for carrying out more complex practical activities, such as creating the book quiz.

3. Supplementary Materials (1 - 2 minutes):

   • The teacher should suggest supplementary study materials for students who wish to deepen their knowledge of literary genres. This may include books, articles, videos, educational websites, among others.
   • For example, the teacher may recommend reading works of different literary genres and observing how the elements of these genres are used in texts.

4. Application in Daily Life (1 - 2 minutes):

   • Finally, the teacher should emphasize the relevance of literary genres in everyday life. It should be emphasized that the ability to identify and understand literary genres is useful not only in the classroom but also in everyday situations, such as reading a book, understanding a news article, appreciating music, among others.
   • The teacher may mention how identifying the literary genre of a text can help us understand the author's purpose, reading expectations, and how we should interpret the text.