Objectives (5 - 7 minutes)

Main Objectives:

1. Understand what a diary and a travelogue are, differentiating them from other types of narrative texts.
2. Identify the structural and stylistic characteristics of a diary and a travelogue, highlighting the presence of the lyrical self and the description of the visited locations.
3. Analyze examples of diaries and travelogues from famous authors, such as Jules Verne and Anne Frank, to develop a deeper understanding of these textual genres.

Secondary Objectives:

1. Stimulate the reading and interpretation of literary texts, expanding students' repertoire.
2. Promote discussion in the classroom about travel experiences, encouraging oral expression and the exchange of ideas.
3. Develop narrative writing skills through the production of a short travel diary or fictional account.

Introduction (10 - 15 minutes)

Review of Necessary Contents:

1. The teacher starts the lesson by briefly reviewing the concepts of narrative and types of texts that were covered in previous classes, so that students have a solid foundation to understand the new topic. (3 - 5 minutes)

Problem Situations:

1. The teacher proposes the following situation: 'Imagine you are about to embark on an incredible journey, but you cannot take any objects with you, only a notebook and a pen. How would you describe your experience during the trip? What details would you include in your diary?' This situation aims to arouse students' interest, making them think about the importance of a travel diary and how it differs from a simple description of an event. (2 - 3 minutes)

2. Next, the teacher presents another situation: 'Now, imagine you are a 19th-century traveler, exploring an unknown region of the world. How would you recount this experience to the people in your hometown? What would be the challenges of describing this journey in a travelogue?' This situation aims to introduce the concept of a travelogue and highlight its specific characteristics. (2 - 3 minutes)

Contextualization:

1. The teacher contextualizes the importance of diaries and travelogues, explaining that these literary genres not only allow us to learn about different cultures and places, but also give us a glimpse of the personal experiences and emotions of travelers. Additionally, the teacher may mention that many diaries and travelogues have become famous literary works, contributing to world literature. (3 - 5 minutes)

Engaging Students' Attention:

1. The teacher shares two curiosities about diaries and travelogues to attract students' attention. The first curiosity is that the oldest known travel diary was written by a man named Hammurabi, who lived in Babylon around 2200 B.C. The second curiosity is that, although many travel diaries are written by famous travelers, such as Charles Darwin and Mark Twain, anyone can write one, documenting their own adventures and experiences. (2 - 3 minutes)

2. The teacher then introduces the topic of the lesson, revealing that students will have the opportunity to read and analyze excerpts from diaries and travelogues by famous authors, such as Jules Verne and Anne Frank, and even create their own travel diary or fictional account. (2 - 3 minutes)

Development (20 - 25 minutes)

Theoretical Core:

1. What is a travel diary? (5 - 7 minutes)

   • The teacher explains that a travel diary is a literary genre that consists of a personal and intimate record of the traveler's experiences, thoughts, and feelings during a journey.
   • He emphasizes that, although the travel diary is a narrative text, its structure differs from other types of narratives, as it is organized chronologically and often includes detailed descriptions of the visited locations, the people encountered, and the situations experienced by the author.
   • The teacher can use the example of Anne Frank's travel diary to illustrate these points, emphasizing how the text is personal and how the author describes her experiences in detail.

2. What is a travelogue? (5 - 7 minutes)

   • The teacher defines the travelogue as a narrative text that aims to inform and describe the experiences of a traveler in a specific location or during a particular journey.
   • He points out that, unlike the travel diary, the travelogue is less personal and more factual, focusing on the description of the visited locations, the analysis of the people and cultures encountered, and the challenges faced during the journey.
   • The teacher can use the example of Jules Verne's book 'Around the World in 80 Days' to exemplify these characteristics, highlighting how the author describes the various countries and cultures that the main character encounters during his journey.

3. Differences between diary and travelogue: (5 - 7 minutes)

   • The teacher explains that, although the diary and the travelogue have similarities, such as both being narrative texts that describe travel experiences, they have some important differences.
   • He emphasizes that the main difference lies in the author's perspective: while the travel diary is written in the first person, the travelogue can be written in the first or third person.
   • Additionally, the teacher points out that the travel diary is more subjective, focusing on the author's personal emotions and impressions, while the travelogue is more objective, focusing on facts and descriptions of the visited places.

Practical Activities:

1. Text analysis: (10 - 12 minutes)

   • The teacher distributes excerpts from diaries and travelogues by famous authors, such as Anne Frank and Jules Verne, to the student groups.
   • Each group is tasked with reading the text and identifying the characteristics that make it a travel diary or a travelogue, noting their findings on paper.
   • After the analysis, each group shares their conclusions with the class, and the teacher provides feedback and clarifies any doubts.

2. Production of a travel diary or fictional account: (10 - 12 minutes)

   • The teacher proposes a writing activity in which students are encouraged to create their own travel diary or fictional account, based on a real or imaginary journey.
   • Students can choose between writing a travel diary, focusing on their personal experiences and emotions, or a travelogue, focusing on the objective description of the visited locations and situations experienced.
   • The teacher provides guidance and tips for writing, and circulates around the room, offering support and individualized feedback.
   • At the end of the activity, students are encouraged to share their texts with the class, promoting discussion and the exchange of ideas.

Theory-Practice Connection:

1. The teacher emphasizes that by analyzing texts from diaries and travelogues and producing their own texts, students are applying the theoretical knowledge acquired about these textual genres.
2. Additionally, the teacher highlights that this connection between theory and practice is crucial for the development of reading and writing skills, and that regular practice of these skills is essential for improving fluency and textual comprehension.
3. Finally, the teacher reinforces the importance of diaries and travelogues in literature and culture, and how they allow us to learn about different places and cultures, expanding our horizons and understanding of the world.

Return (8 - 10 minutes)

Review of Concepts (3 - 5 minutes):

1. The teacher begins by reviewing the essential concepts of the lesson, asking students what a travel diary and a travelogue are. He may ask one or two students to explain these concepts, allowing the class to contribute additional information.
2. Next, the teacher can recap the main differences between travel diaries and travelogues, reinforcing that the former is more subjective and focused on the author's personal experiences, while the latter is more objective and descriptive.
3. The teacher can also review the structural and stylistic characteristics of each genre, reminding students that travel diaries are generally organized chronologically and include detailed descriptions, while travelogues focus more on facts and situations.

Reflection on Learning (2 - 3 minutes):

1. The teacher asks students to reflect on what they learned in the lesson. He may ask questions such as:
   • What was the most important concept you learned today?
   • What questions have not been answered yet?
   • How can you apply what you learned today in real situations or in other disciplines?
2. Students have a minute to think about their answers. Then, the teacher asks some students to share their reflections with the class. He may ask different students to get a variety of perspectives.

Feedback and Evaluation (3 - 5 minutes):

1. The teacher requests feedback from students about the lesson. He may ask what they liked most, what they found most challenging, and what they would like to learn more about.
2. The teacher can use this feedback to adjust future lessons and ensure that students' needs and interests are met.
3. The teacher can also assess students' understanding of the topic by asking additional questions or requesting that students reflect in writing on what they learned.
4. Additionally, the teacher can assess students' participation and engagement during the lesson, noting how they contributed to discussions and activities.

Lesson Closure:

1. The teacher concludes the lesson by summarizing the main points discussed and reinforcing the importance of diaries and travelogues in literature and culture.
2. He may suggest additional reading materials on the topic for students who wish to deepen their knowledge.
3. Finally, the teacher may give a preview of what will be covered in the next lesson, keeping students interested and engaged.

Conclusion (5 - 7 minutes)

1. Recap of Contents (2 - 3 minutes):

   • The teacher reviews the main points covered during the lesson, recalling the definition of travel diary and travelogue, their differences, and structural and stylistic characteristics.
   • He may also reiterate the examples of famous authors that were used to illustrate each genre and how reading and analyzing these texts contributed to students' understanding.

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

   • The teacher highlights how the lesson provided a significant connection between theory, practice, and application.
   • He emphasizes that, in addition to learning about textual genres, students had the opportunity to apply their knowledge in text analysis and in the production of their own travel diaries or fictional accounts.
   • Additionally, the teacher may mention how these writing and text analysis skills are useful in various real-life situations and in other disciplines.

3. Extra Materials (1 - 2 minutes):

   • The teacher suggests some additional reading materials for students who wish to deepen their knowledge on the subject.
   • He may recommend other diaries and travelogues by famous authors, such as 'On the Road' by Jack Kerouac, or travel websites and blogs where students can find contemporary examples of these textual genres.

4. Importance of the Subject (1 - 2 minutes):

   • Finally, the teacher emphasizes the importance of diaries and travelogues in literature and culture.
   • He points out that these genres not only allow us to learn about different places and cultures, but also give us an intimate view of travelers' experiences and emotions.
   • Additionally, the teacher may mention that the ability to write a travel diary or a travelogue can be valuable for students in their own travels, allowing them to document their experiences and reflections in a meaningful and personal way.