Lesson Plan | Active Learning | Textual Types: Grammatical

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 minutes)

This stage of the lesson plan is crucial to guide students on what will be the focus of study during the session. By establishing clear objectives, students can better direct their learning efforts and prior preparation, ensuring greater effectiveness in applying knowledge. Additionally, defining objectives helps align the teacher's expectations with those of the students, facilitating the evaluation of progress throughout the class.

Main Objectives:

1. Empower students to identify and differentiate various textual types, with a special focus on the narrative type.

2. Develop analytical skills and linguistic comprehension to recognize the grammatical specifics of each textual type.

Side Objectives:

1. Encourage active participation from students in the discussion and practical application of the studied concepts.

Introduction

Duration: (15 minutes)

The introduction serves to engage students with the content they studied previously through problem situations that make them think and apply their knowledge in a practical way. Additionally, the contextualization aims to show the relevance of the topic in everyday life, motivating students to perceive the usefulness of studying textual types in their real and academic lives.

Problem-Based Situations

1. Imagine you received an email from a friend describing an event that happened at their school. What linguistic clues would you use to identify whether the email is predominantly narrative, descriptive, or argumentative?

2. You are reading a book and realize that the author is telling the story in a way that makes you want to know what will happen next. How do grammatical structure and the use of verbs help create that sense of progression in the narrative?

Contextualization

The ability to recognize and utilize different textual types, such as narrative, is essential not only for understanding literary and academic texts but also for daily communication. For example, when writing an essay, knowing how to structure a narrative can make the text more engaging and persuasive. Additionally, understanding how grammar adapts to each type of text can help in interpreting messages on social media and other digital platforms, where different writing styles are common.

Development

Duration: (75 - 80 minutes)

The Development stage is designed to put into practice and deepen students' prior knowledge of textual types, with a special focus on the narrative type. By utilizing active and collaborative learning methods, students will have the opportunity to apply theoretical knowledge in practical and contextualized situations, reinforcing their understanding and ability to differentiate and effectively use textual types.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Textual Detectives

> Duration: (70 - 75 minutes)

- Objective: Develop analytical and presentation skills, reinforcing knowledge about textual types, especially the narrative.

- Description: In this activity, students will be divided into groups of up to 5 people to investigate different textual types in small provided texts and excerpts from books or articles they have brought. Each group will receive a toolkit that includes a magnifying glass, measuring tape, and dictionary. The challenge is to identify and classify the textual types (narrative, descriptive, argumentative, etc.) and present their findings to the class using a creative and theatrical approach.

- Instructions:

• Divide the classroom into groups of up to 5 students.

• Distribute the toolkits to each group.

• Hand out texts for analysis, some clearly indicating their textual type and others being more challenging.

• Each group should use the tools to 'investigate' the texts, marking characteristics that indicate the textual type.

• After the analysis, each group prepares a small skit or presentation to explain their findings.

• Each presentation should include a brief description of the identified textual type and examples from the analyzed text.

Activity 2 - Story Builders

> Duration: (70 - 75 minutes)

- Objective: Practice writing and understanding different types of texts, focusing on grammar and narrative structure.

- Description: Students, organized in groups, will receive cards with opening sentences from stories in various textual types. The challenge is to complete the story while maintaining coherence and the style of the textual type. Each group will choose a different textual type to work on. At the end, each group will present their complete story, discussing the strategies used to maintain coherence and the grammar of the chosen textual type.

- Instructions:

• Form groups of up to 5 students.

• Distribute the cards with opening sentences from stories in different textual types.

• Each group chooses a textual type to work on.

• The groups complete the story while maintaining the style and grammar of the chosen textual type.

• Prepare a presentation of the complete story, discussing the grammatical and structural choices made to maintain coherence.

• Present to the class, followed by a brief discussion about the differences between the textual types used.

Activity 3 - Word Filmmakers

> Duration: (70 - 75 minutes)

- Objective: Foster creativity and understanding of textual types through the creation and presentation of scripts focused on different types of texts.

- Description: In this activity, grouped students will create short film scripts based on different textual types. Each group will choose a textual type and develop a short script, incorporating specific elements of the chosen textual type. After writing, the groups will creatively present their scripts, using visual and sound resources if possible.

- Instructions:

• Divide students into groups of up to 5.

• Each group chooses a textual type to base its script on.

• The groups write a short script, incorporating key elements of the chosen textual type.

• They prepare a creative presentation of the script using visual resources if available.

• Present their scripts to the class, followed by a discussion about how the elements of the textual type were incorporated.

Feedback

Duration: (10 - 15 minutes)

This stage of the lesson plan is designed to allow students to articulate and reflect on what they learned during the practical activities. The group discussion helps consolidate knowledge, allowing students to share their experiences and learn from each other. Additionally, the proposed key questions serve to direct reflection and ensure that the key learning points are addressed and understood by all.

Group Discussion

To start the group discussion, the teacher can ask each group to briefly share the textual type they chose to work on and the most interesting discoveries they made during the activities. Following this, a broader discussion can take place, where students are encouraged to reflect on how grammar adapts to different textual types and what challenges they encountered while applying knowledge in practical situations.

Key Questions

1. What were the biggest difficulties encountered when trying to identify and classify the textual types in the analyzed texts?

2. How does the grammatical structure of the texts influence reading and interpretation?

3. In what way did the story or script-building activity help to better understand the use of textual types in practice?

Conclusion

Duration: (5 - 10 minutes)

The purpose of this stage of the lesson plan is to ensure that students have consolidated the knowledge acquired throughout the lesson, clearly linking theory and practice. Additionally, it is important to emphasize the relevance of studying textual types for developing critical and communicative skills essential in different spheres of students' academic and personal lives.

Summary

In the conclusion, the teacher will summarize the main points covered, reinforcing the identification and differentiation of textual types, with a special focus on the narrative type. The application of grammar in each textual type will be reviewed, highlighting practical examples from the activities carried out.

Theory Connection

Today's class connected theory and practice by exploring grammar in textual types. Through interactive activities, students were able to apply theoretical knowledge in the analysis and production of texts, providing a deeper understanding of how grammar operates in the construction of different narratives.

Closing

Finally, the teacher will emphasize the importance of studying textual types in everyday life, highlighting how understanding narrative structures can improve writing and text interpretation in various contexts, from academic reading to digital communication.