Objectives (5 - 7 minutes)

1. Understanding what is verse and prose: Students should be able to distinguish between verse and prose, understanding that verse is a line of a poem, while prose is the common way of writing, without the rhythmic organization of verse.

2. Identification and analysis of literary texts in verse and prose: Students should be able to identify if a text is written in verse or prose. Furthermore, they should be able to analyze the characteristics of each type of literary text.

3. Construction of a text in verse and prose: Students should be able to write their own text, whether in verse or prose, respecting the characteristics of each. This includes the application of appropriate literary resources for each type of text.

Secondary objectives:

• Development of critical thinking: Through the analysis of literary texts, students will be encouraged to develop critical thinking, evaluating the authors' choices and how these choices affect the reading of the text.

• Improvement of writing: The practice of writing, whether in verse or prose, will contribute to the improvement of students' writing skills, including fluency, creativity, and the proper use of the Portuguese language.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher should start the lesson by briefly reviewing the concepts of literature and poetry, explaining that literature is a form of artistic expression that uses the written word and that poetry is a literary genre that uses linguistic and aesthetic resources to convey emotions and feelings. This will serve as a basis for the introduction of the topic of verses and prose.

2. Problem situations: The teacher can propose two problem situations to arouse students' interest and initiate the discussion on the topic. The first situation could be reading a poem without line breaks in verses, challenging students to identify the characteristics that differentiate it from a prose text. The second situation could be reading a prose text with line breaks in verses, questioning students on how this affects the reading and understanding of the text.

3. Contextualization: The teacher should explain the importance of the theme, showing how the ability to identify and construct texts in verse and prose can be useful in various situations, such as in the interpretation of poems, creative writing, literary analysis, and even in everyday communication, as we often use language poetically, even without realizing it.

4. Introduction to the topic: To arouse students' interest, the teacher can share some curiosities about the theme. For example, the teacher can mention that the distinction between verse and prose dates back to antiquity when texts were written in verse form to facilitate memorization. Another curiosity is that, although most modern literary texts are written in prose, poetry remains a very popular and influential form of expression, with contemporary poets winning awards and international recognition.

Development (20 - 25 minutes)

1. Reading and analysis activity of texts (10 - 12 minutes):

   1.1. Preparation: The teacher should prepare a selection of short texts in advance, some in verse and others in prose, from different literary genres (poems, excerpts from novels, short stories, etc.). The texts should be printed and distributed to the students.

   1.2. Instructions: Students should read the texts silently and then discuss in small groups the characteristics that identify whether the text is in verse or prose. They should take notes of their observations.

   1.3. Group discussion: The teacher should promote a group discussion, asking each group to share their observations. The teacher should ask questions to guide the discussion and clarify any doubts that may arise.

2. Text transformation activity (5 - 7 minutes):

   2.1. Preparation: The teacher should prepare some prose texts in advance that can be transformed into verses. The texts should be of different genres and complexities, to meet the different skills and comprehension levels of the students.

   2.2. Instructions: Students should choose one of the texts and try to transform it into verse. They can work individually or in pairs. The goal is to maintain the meaning of the original text but organize it into lines of poetry.

   2.3. Sharing and discussion: After finishing, students should share their transformed versions with the class. The teacher should promote a discussion, highlighting the choices made by the students and how they affected the reading of the text.

3. Text writing activity (5 - 6 minutes):

   3.1. Preparation: The teacher should prepare some inspiring images or topics for the texts in advance. The images can be landscapes, people, objects, etc. The topics can be questions, unfinished sentences, etc.

   3.2. Instructions: Students should choose one of the images or topics and write a text, whether in verse or prose, inspired by them. They should try to apply the concepts learned in class, such as the rhythmic organization of verse and the freedom of expression in prose.

   3.3. Sharing and discussion: After completing the activity, students should share their texts with the class. The teacher should promote a discussion, highlighting the characteristics of each type of text and providing constructive feedback on the students' texts.

Return (10 - 12 minutes)

1. Group discussion (3 - 4 minutes): The teacher should gather all students and promote a group discussion about the solutions or conclusions found by each team in the text transformation activity. This is an opportunity for students to learn from each other and for the teacher to clarify any misunderstandings or doubts that may have arisen.

2. Connection with Theory (3 - 4 minutes): After the discussion, the teacher should review the theoretical concepts presented at the beginning of the lesson and connect them with the practical activities carried out. For example, the teacher can highlight how line breaks and the rhythmic organization of verse affect the reading and understanding of the text, and how prose, by not having this organization, allows for greater freedom of expression.

3. Individual Reflection (2 - 3 minutes): The teacher should propose that students reflect for a minute on the following questions:

   3.1. What was the most important concept learned today?

   3.2. What questions have not been answered yet?

4. Sharing Reflections (2 - 3 minutes): After a minute of reflection, the teacher should ask some students to share their answers with the class. This will allow the teacher to assess the level of understanding of the students and identify any areas that may need review or additional clarification.

5. Feedback and Closure (1 - 2 minutes): Finally, the teacher should provide feedback to the students, praising their contributions, clarifying any misunderstandings, and reinforcing the most important concepts of the lesson. The teacher can also provide guidance for future studies, such as additional readings or practice exercises. The teacher should end the lesson by reinforcing the importance of understanding and applying the concepts of verse and prose in the reading and writing of literary texts.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should start the Conclusion by briefly summarizing the main points covered during the lesson. This includes the definition of verse and prose, the difference between them, the analysis of texts in verse and prose, the transformation of texts, and the writing of original texts. The teacher should reinforce the key concepts and highlight the skills and knowledge that students have acquired.

2. Connection between Theory and Practice (1 - 2 minutes): Next, the teacher should explain how the lesson connected theory, practice, and application. The teacher should emphasize that through the reading and analysis of texts in verse and prose, students were able to observe the application of theoretical concepts. Furthermore, the practical activities of text transformation and writing allowed students to apply these concepts in a creative and expressive way.

3. Supplementary Materials (1 minute): The teacher should suggest supplementary materials for students who wish to deepen their knowledge on the subject. This may include additional readings, such as famous poems in verse and prose, and practice exercises, such as text transformation and writing of original texts. The teacher should encourage students to explore these materials at their own pace, offering to answer any questions that may arise.

4. Practical Applications (1 - 2 minutes): Lastly, the teacher should highlight the importance of the concepts learned in the lesson for everyday life. The teacher should explain that although most texts that students read and write are in prose, understanding and appreciating poetry can enrich the reading and writing of any type of text. Furthermore, the ability to identify and construct texts in verse and prose can be useful in various situations, such as in the interpretation of poems, creative writing, literary analysis, and even in everyday communication, as we often use language poetically, even without realizing it.

5. Closure (1 minute): Finally, the teacher should end the lesson by thanking the students for their participation and effort. The teacher should encourage students to continue exploring and practicing the concepts learned, and reinforce that they are available to assist with any questions or difficulties that may arise.