Lesson plan of Textual Typology: Descriptive Practices

Objectives (5-7 minutes)

1. Understand Text Typology: The main objective of this lesson is to ensure that students understand the concept of text typology and are able to identify different types of texts. They should be able to recognise that texts can be classified as descriptive, narrative, argumentative, and expository.

2. Identify and Analyse Descriptive Texts: Another important objective is for students to be able to identify descriptive texts and analyse them. They should be able to distinguish the specific characteristics of a descriptive text and how it differs from other types of texts.

3. Practice Writing Descriptive Texts: Finally, students should be able to apply what they have learnt by producing their own descriptive texts. They should be able to use the typical characteristics and structures of descriptive texts appropriately to describe people, places, objects, or events.

Secondary Objectives:

• Encourage Critical Thinking: In addition to understanding and applying knowledge about descriptive texts, students should be encouraged to think critically about the importance and impact of text typology in communication.
• Promote Active Participation: Through a flipped classroom approach, students will be encouraged to actively participate in the learning process by engaging in discussions and hands-on activities.

Introduction (10-12 minutes)

1. Review of Previous Content: The teacher should begin the lesson by briefly reviewing the concepts of text, text genre, and how written and spoken language are used for different purposes. This will set the stage for the introduction of the new concept of text typology.

2. Problem Situations:

   • The teacher could present students with two texts, one that describes a paradise landscape and another that narrates a horse race. The challenge is to identify which text is descriptive and which is narrative.
   • Another problem situation could be the presentation of a text that mixes characteristics of descriptive and narrative texts. Students should be challenged to identify the descriptive and narrative parts and to classify the text according to the predominant text typology.

3. Contextualisation:

   • The teacher should emphasise the importance of understanding text typology for reading and producing texts. It can be highlighted that by understanding text typology, students will be able to identify the author's purpose, which will facilitate the understanding of the text.
   • In addition, it can be mentioned that the ability to produce descriptive texts is highly valued in various professional fields, such as journalism, advertising, tourism, among others.

4. Gaining Students' Attention:

   • The teacher could start the lesson by telling a curious story about how the description of scenes and characters is used in cinema to create emotions and engage the audience.
   • Another strategy is to present students with an excerpt from a famous book, such as "The Lord of the Rings" or "Harry Potter", that contains a detailed description of a place or a character. The teacher could then ask students how they felt when they read the description and why they think the author chose to use the description at that point in the story.

This introduction will prepare students for an in-depth study of text typology, arousing their interest and curiosity about the subject.

Development (20-25 minutes)

1. Text Classification Activity (10-12 minutes):

   • The teacher should divide the class into groups of no more than 5 students. Each group will receive a series of short and varied texts, such as news articles, short stories, recipes, letters, etc.
   • The objective of the activity is for students to classify the texts according to their text typology (descriptive, narrative, argumentative, expository). They should justify their choices by pointing out the characteristics of the text that led them to classify it in a certain way.
   • To make the activity more dynamic and engaging, the teacher could turn it into a competition, where the group that correctly classifies the most texts in the shortest time wins.
   • At the end of the activity, the teacher should review the classifications made by the groups, clarifying doubts and pointing out possible errors. This is an opportunity to reinforce the concepts of text typology and for students to learn from their mistakes.

2. Text Analysis Activity (5-7 minutes):

   • The teacher should present students with a longer descriptive text, such as an excerpt from a book or a magazine article. The text should be easy to understand and contain a rich and detailed description of a place, person, object, or event.
   • The teacher should then guide students to identify the characteristics of the text that make it descriptive. They should pay attention, for example, to the use of adjectives, the organisation of the text into paragraphs, the presence of metaphors and comparisons, etc.
   • Students should work in their groups to identify the characteristics of the text and to discuss the impact of the description on the understanding and appreciation of the text.
   • At the end of the activity, each group should present their conclusions to the class. The teacher should ask questions to encourage students' reflection and critical thinking.

3. Text Production Activity (5-6 minutes):

   • Finally, the teacher should propose to the students that, in their groups, they produce a short descriptive text. The teacher should provide the theme of the text (for example, describing a famous person, a place they would like to visit, an object they consider special, etc.).
   • Students should apply what they have learnt about descriptive texts, using the typical characteristics and structures of this type of text appropriately.
   • The teacher should circulate around the room, guiding the groups, answering questions, and giving feedback. At the end of the activity, the groups should share their texts with the class. The teacher should praise the positive aspects and point out opportunities for improvement, always constructively.

These fun and collaborative activities will allow students to explore and practise text typology in a meaningful and enjoyable way, promoting understanding and retention of the content.

Feedback (8-10 minutes)

1. Group Discussion (3-4 minutes):

   • The teacher should invite each group to share their conclusions and solutions found during the group activities. Each group will have a maximum of 3 minutes to present. It is important that the teacher keeps control of the time to ensure that all groups have the opportunity to speak.
   • During the presentations, the teacher should ask questions to encourage students' reflection and to ensure that they have understood the concepts covered. For example, the teacher could ask: "Why did you classify this text as descriptive? What characteristics of the text led you to this conclusion?" or "How did the description help you to better understand the text? Do you think the text would be the same if the description were removed?"

2. Connection to Theory (2-3 minutes):

   • After the presentations, the teacher should summarise the main points discussed, reinforcing the connection to the theory. For example, the teacher could highlight the characteristics of a descriptive text, the importance of description for understanding the text, and the application of these concepts in text production.
   • The teacher should also take this opportunity to clarify any doubts that may have arisen during the activities. It is important that students have the opportunity to fully understand the content of the lesson.

3. Individual Reflection (2-3 minutes):

   • To conclude the lesson, the teacher should ask students to reflect individually on what they have learnt. The teacher could ask questions such as: "What was the most important concept you learnt today?" or "What questions have not yet been answered?" Students should write down their answers on a piece of paper, which will be collected by the teacher at the end of the lesson.
   • This individual reflection will allow students to consolidate what they have learnt and to identify any gaps in their understanding. Students' answers will also provide the teacher with valuable feedback on the effectiveness of the lesson and on which topics need to be covered more thoroughly in future lessons.

This feedback will ensure that students have the opportunity to reflect on what they have learnt, to make connections between theory and practice, and to identify any doubts or difficulties. This will promote meaningful learning and retention of the content.

Conclusion (5-7 minutes)

1. Summary and Recap (2-3 minutes):

   • The teacher should begin the conclusion by recalling the main points covered in the lesson, reinforcing the concept of text typology and, more specifically, descriptive typology. They should emphasise the importance of being able to identify and analyse descriptive texts, as well as producing their own texts of this type.
   • The teacher should briefly review the main characteristics of a descriptive text, such as the use of adjectives, the organisation into paragraphs, the presence of metaphors and comparisons, etc. They can also remind them of the problem situations and discussions that occurred during the lesson.

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

   • The teacher should then highlight how the lesson connected the theory, practice, and applications of the content. They could mention the activities of text classification, text analysis, and text production, and how they allowed students to explore and apply the theoretical concepts of text typology and descriptive texts.
   • In addition, the teacher should reinforce the relevance of the content learnt for everyday situations and for future careers. For example, they could mention that the ability to identify and produce descriptive texts is useful in various situations, such as when writing a review of a book or film, when describing a product in an advertisement, or when telling a story in a more vivid and engaging way.

3. Supplementary Materials (1-2 minutes):

   • The teacher should then suggest some extra materials for students to deepen their understanding of the topic. This could include supplementary readings, such as descriptive texts of different genres (literary, journalistic, advertising, etc.), explanatory videos, online exercises, among others.
   • The teacher could also suggest some activities that students could do at home to practise what they have learnt. This could include analysing descriptive texts in magazines, newspapers, books, etc., producing their own descriptive texts on topics of their interest, or revising texts that they have already written to identify whether they have used characteristics of descriptive texts.

4. Importance of the Subject (1 minute):

   • Finally, the teacher should highlight the importance of the lesson content for everyday life. For example, they could mention that the ability to identify and produce descriptive texts is useful in various everyday situations, such as when reading a news article, following a cooking recipe, or writing a formal email, etc.
   • In addition, the teacher should emphasise that the practice of identifying and producing descriptive texts helps to develop critical reading skills, effective writing, text interpretation, among others, which are essential not only for the subject of Portuguese Language, but for various other subjects and for life in society.

This conclusion will allow students to review and consolidate what they have learnt, make connections with theory and practice, and feel motivated to continue learning about the subject. In addition, it will reinforce the relevance of the content for students' lives, encouraging them to apply what they have learnt in their everyday lives.