Objectives (5 - 7 minutes)

1. To understand the historical and literary context of the medieval period, focusing on Trovadorism and Humanism.
   • Identify the main characteristics and elements of each literary movement.
   • Relate the characteristics of the historical context to the literary production of the period.
2. To analyse literary texts representing each movement.
   • Interpret literary works, identifying present themes, structures and styles.
   • Compare the differences and similarities between the works of the Trovadorism and Humanism movements.
3. To develop critical skills for the appreciation and understanding of literature.
   • Reflect on the role of literature in society, both in the Middle Ages and in the present context.

Secondary objectives:

• To encourage students' critical thinking and argumentation skills.
• To stimulate students' active participation, promoting discussions and group analyses.
• To encourage autonomous research and study through the use of digital and bibliographical resources.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher begins the class by reviewing the basic concepts of literary movements, which have already been studied. He/she can ask the students specific questions to check their level of understanding. Some topics that can be addressed are: "What is a literary movement? What are the main literary movements studied so far?" (3 - 5 minutes)

2. Problem situation 1: The teacher asks the following question: "Imagine that you are writers in the 13th century. How would the social, political and cultural conditions of the time influence your writing?" This question aims to arouse the curiosity of the students and prepare them for the study of the historical contexts of literary movements. (2 - 3 minutes)

3. Contextualization: The teacher explains the importance of studying literary movements, highlighting how literature reflects and influences the society in which it is produced. He/she can cite examples of how medieval literature still influences contemporary culture, either through adaptations of works or through the preservation of certain themes and styles. (2 - 3 minutes)

4. Problem situation 2: The teacher asks the following question: "Have you ever thought about how the literature you read today can be seen as a reflection of our time?" This question aims to stimulate the students' reflection on contemporary literature, paving the way for the discussion about the role of literature in society. (2 - 3 minutes)

5. Introduction to the topic: The teacher introduces the topic of the class, presenting the literary movements of Trovadorism and Humanism. He/she can briefly tell the origin of these movements, their main characteristics and how they differ from previous movements. To capture the students' attention, the teacher can mention curiosities about the movements, such as the origin of the term "troubadour", or how Humanism marked the beginning of the transition between the Middle Ages and the Renaissance. (3 - 4 minutes)

Development (20 - 25 minutes)

1. Activity 1: "Building Time" (10 - 12 minutes)

   • Objective: To understand the historical context of Trovadorism and Humanism, and how it influences literature.
   • Description: Divide the class into groups of 4 to 5 students. Each group will receive a giant "puzzle" with pieces representing historical, social and cultural events. The events will be related to Trovadorism and Humanism. The objective is for the students to assemble the puzzle in the correct chronological order, discussing and justifying their choices.
   • Materials needed: Giant puzzles, colored markers, cardboard, glue.
   • Steps of the activity:
     1. Distribute the materials to each group.
     2. Explain the activity and the objective.
     3. Start assembling the puzzle.
     4. Walk around the room, encouraging discussion and argumentation.
     5. After completion, each group presents their assembly to the class, explaining the connections between the events and the literary movements.
     6. Conclude the activity with a discussion about the similarities and differences between Trovadorism and Humanism, and how these are reflected in the chosen events.

2. Activity 2: "Verses and Stanzas" (10 - 12 minutes)

   • Objective: To identify characteristics of Trovadorism and Humanism through the analysis of poems.
   • Description: Still in groups, the students will receive a selection of poems by troubadour and humanist authors. They must identify the characteristics of each movement present in the poems, such as the use of figures of speech, the theme, the structure, among others.
   • Materials needed: Printed poems or projected on the board.
   • Steps of the activity:
     1. Distribute the poems to each group.
     2. Explain the activity and the objective.
     3. The students read the poems aloud, discussing and taking notes of the characteristics they identify.
     4. After the reading, each group presents their observations to the class.
     5. Conclude the activity with a discussion about the characteristics of Trovadorism and Humanism present in the poems, and how these relate to the historical context.

3. Activity 3: "The Literature that Changes the World" (5 - 6 minutes)

   • Objective: To reflect on the role of literature in society, both in the Middle Ages and in the present context.
   • Description: Each group must create a short text (poem, story, letter, etc.) that presents in a creative way the importance of literature in Trovadorism and Humanism. The text must be accompanied by a brief justification, explaining the choices made and how they reflect the context of the chosen movement.
   • Materials needed: Paper, pencils, colored pens.
   • Steps of the activity:
     1. Distribute the materials to each group.
     2. Explain the activity and the objective.
     3. The students start creating the text, discussing and elaborating their ideas.
     4. After completion, each group presents their text to the class, explaining the importance of literature in the chosen movement.
     5. Conclude the activity with a discussion about the importance of literature in society, and how it can reflect and influence the context in which it is produced.

Feedback (8 - 10 minutes)

1. Group discussion (3 - 4 minutes): Each group will have up to 3 minutes to share the solutions or conclusions of their activities with the class. The teacher should encourage the students to explain how they arrived at their answers, what they learned and what difficulties they faced. During the presentations, the teacher should ask questions that stimulate students' reflection and promote the connection with the theory.

2. Connection with the theory (2 - 3 minutes): After the presentations, the teacher should summarize the main conclusions, highlighting the connections with the theory presented at the beginning of the class. He/she can emphasize how the concepts of historical context and literary characteristics were applied in the activities, and how these skills are essential for understanding literary movements.

3. Individual reflection (2 - 3 minutes): Finally, the teacher should ask the students to reflect individually on what they have learned in the class. He/she can ask questions like: "What was the most important concept you learned today?" and "What questions have not yet been answered?" The students should write down their answers, which can be shared in the next class or used as a basis for preparing the next topic.

4. Teacher feedback (1 minute): To conclude the class, the teacher should offer general feedback on the class's participation and performance. He/she can praise the strengths, such as collaboration and argumentation, and suggest areas for improvement, such as time management or the depth of the analyses. The teacher should also reinforce the importance of the continued study of literary movements, and how this knowledge can enrich the understanding and appreciation of literature.

Conclusion (5 - 7 minutes)

1. Content summary (2 - 3 minutes): The teacher should recap the main points covered during the class, reinforcing the characteristics of Trovadorism and Humanism, and how these movements reflect the historical context of the Middle Ages. He/she can bring back the activities carried out, highlighting the connections between theory and practice, and how the students were able to apply the concepts learned.

2. Connection between theory, practice and applications (1 - 2 minutes): The teacher should emphasize how the class connected the theory of literary movements with the practice of text analysis, and how these skills can be applied in other contexts. He/she can mention, for example, how the ability to identify characteristics of a literary movement can be useful in analyzing other literary works, or even in other forms of artistic expression.

3. Suggestion of extra materials (1 - 2 minutes): The teacher should suggest additional study materials for students who wish to deepen their knowledge of Trovadorism and Humanism. These may include books, articles, videos, websites and online activities. He/she can, for example, suggest reading more troubadour and humanist poems, researching other authors of these movements, or even comparing Trovadorism and Humanism with other literary movements.

4. Application in everyday life (1 minute): Finally, the teacher should explain the relevance of the topic studied to the students' daily lives. He/she can mention how the knowledge about literary movements can enrich the reading and interpretation of texts, both in school and outside it. In addition, he/she can highlight how the ability to understand and reflect on the context of a work can be useful in various life situations, helping students to develop a critical and contextualized view of the world.