Objectives (5 - 7 minutes)

1. Understand the structure of a short story: Students should be able to identify the fundamental elements that make up a short story, such as plot, characters, time, and space. They should also understand how these elements interact to create a coherent narrative.

2. Identify the short story genre: Students should be able to differentiate the short story from other narrative genres, such as the novel and novella. They should understand the specific characteristics of a short story, such as conciseness, unity of effect, and the presence of a climax.

3. Analyze short stories: Based on the understanding of the structure and genre of a short story, students should be able to analyze short stories, identifying the narrative elements and discussing the effect of these elements on the story.

Secondary objectives:

• Promote reading and appreciation of short stories: In addition to acquiring knowledge about the structure and genre of short stories, students should be encouraged to read and appreciate short stories, recognizing the richness and diversity of this narrative genre.

• Develop critical and analytical skills: Through the analysis of short stories, students should develop critical and analytical skills, learning to examine texts in depth and formulate arguments based on textual evidence.

Introduction (10 - 12 minutes)

1. Review of previous content: The teacher should start the lesson by briefly reviewing the concepts of narrative, genre, and narrative elements (plot, characters, time, and space). It is important for students to have these concepts well-established so they can understand the new content that will be presented. (2 - 3 minutes)

2. Problem situations: The teacher can propose two situations that arouse the students' interest and make them think about the theme of the lesson. For example:

   • "Have you ever read a short story that didn't seem like a short story? What makes a text a short story and not a novella or a novel?"

   • "Have you ever tried to write a short story? If so, what difficulties did you encounter? If not, what is stopping you from trying?" (3 - 4 minutes)

3. Contextualization: The teacher should then explain the importance of the short story genre, highlighting that, despite being one of the oldest genres in literature, it remains very relevant and influential. The teacher can mention examples of renowned authors who excelled in writing short stories, such as Edgar Allan Poe, Machado de Assis, and Clarice Lispector. Additionally, the teacher can mention that the ability to analyze short stories can be useful in other areas, such as interpreting texts for college entrance exams and competitions. (2 - 3 minutes)

4. Capture students' attention: To arouse students' interest, the teacher can:

   • Share a curiosity about the short story genre, such as, for example, that the oldest known short story is "The Tale of Sinuhe," written in Ancient Egypt around 1800 B.C.

   • Present an excerpt from a famous short story that illustrates well the characteristics of the genre, such as Edgar Allan Poe's short story "The Black Cat," which has a concise and impactful plot, well-developed characters, and a surprising ending.

   • Propose a challenge, such as asking students to try to summarize a short story they have read in just one paragraph, highlighting the essential elements of the narrative. (3 - 4 minutes)

Development (20 - 25 minutes)

1. Activity 1 - "The Short Story Game" (10 - 12 minutes)

   • Preparation: The teacher should prepare in advance small envelopes containing cards with different narrative elements (plot, characters, time, space) and cards with descriptions of these elements. For example, an envelope may contain a card with the word "plot" and another with the description "the sequence of events that make up the story." The teacher should prepare one envelope for each group of 4-5 students.

   • Execution: The students, divided into groups, should receive an envelope. They should then match the cards in their envelope, associating each narrative element with its description. Once all groups have finished, the teacher should go through the groups, checking their answers and clarifying any doubts. This activity aims to reinforce students' understanding of the narrative elements, which are fundamental for the analysis of a short story.

2. Activity 2 - "Creating a Mini Short Story" (10 - 12 minutes)

   • Preparation: The teacher should prepare in advance a list of words or phrases that will serve as "triggers" for the creation of a short story. These words or phrases should represent different narrative elements (for example, "a sunny day," "a mysterious door," "a brave main character," "a problem to be solved").

   • Execution: The students, still divided into groups, should randomly choose a word or phrase from the list prepared by the teacher. They should then use this word or phrase as a starting point for creating a mini short story. The goal is for students to apply the knowledge acquired about narrative elements and the short story genre in the creation of their own narrative. At the end of the activity, groups can share their mini short stories with the class, if they wish.

3. Activity 3 - "Analysis of a Short Story" (5 - 8 minutes)

   • Preparation: The teacher should pre-select a short and accessible short story for the students. The short story should be by a known and respected author and should exemplify well the characteristics of the short story genre.

   • Execution: The students, still in their groups, should read the short story and identify the different narrative elements present in the story. They should also discuss how these elements contribute to the structure and effect of the short story. The teacher should circulate around the room, guiding the students and clarifying any doubts that may arise. At the end of the activity, groups can share their analyses with the class, if they wish.

These activities aim to provide students with a practical and concrete understanding of the short story genre, while developing their reading, writing, teamwork, and critical thinking skills. Additionally, the activities are designed to be fun and engaging, which helps maintain students' attention and interest.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher should gather all students and ask each group to briefly share their conclusions or solutions found during the activities. This allows students to learn from each other and see different ways to approach the analysis and creation of short stories.

   • The teacher should guide the discussion by asking questions that encourage students to reflect on what they have learned. For example, "What difficulties did you face when trying to create a short story? How did you overcome them?" The teacher can also ask students what they thought of the activities and if they felt that the activities helped improve their understanding of the short story genre.

2. Connection to Theory (2 - 3 minutes)

   • The teacher should then make the connection between the practical activities carried out by the students and the theory presented at the beginning of the lesson. For example, the teacher can highlight how the "Short Story Game" activity helped reinforce students' understanding of the narrative elements, and how the "Analysis of a Short Story" activity allowed students to apply this understanding in practice.

   • The teacher should emphasize how understanding the structure and genre of a short story can be useful in text analysis and creative writing. The teacher can also talk about how the ability to analyze short stories can be useful in other disciplines, such as interpreting texts for college entrance exams and competitions.

3. Individual Reflection (2 - 3 minutes)

   • To conclude the lesson, the teacher should propose that students make a brief individual reflection on what they have learned. The teacher can ask questions like: "What was the most important concept you learned today?" and "What questions have not been answered yet?".

   • Students should have a minute to think about these questions, and then the teacher can ask for some volunteers to share their answers with the class. This allows the teacher to assess students' understanding and identify any areas that may need review or clarification in future lessons.

This Feedback is a crucial part of the lesson plan, as it allows the teacher to assess the effectiveness of the lesson and make necessary adjustments for future lessons. Additionally, by asking students to reflect on what they have learned, the teacher is encouraging students to become active learners and take responsibility for their own learning.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes)

   • The teacher should summarize the main points covered during the lesson, reinforcing the definition and characteristics of the short story genre, as well as the basic structure of this type of narrative.
   • The teacher should also review the fundamental elements of a narrative and how they apply to the short story. Additionally, the teacher should emphasize the importance of understanding the structure and genre of a short story for the analysis of this type of text.

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

   • The teacher should highlight how the practical activities carried out during the lesson allowed students to apply the presented theory.
   • It should be emphasized that the analysis and creation of short stories are valuable skills that can be applied not only in literature but also in other areas, such as interpreting texts for college entrance exams and competitions, creative writing, and even problem-solving.

3. Extra Materials (1 - 2 minutes)

   • The teacher should suggest additional materials for students who wish to deepen their knowledge of the short story genre. These materials may include other short stories for reading, educational videos, literature websites, and online exercises for short story analysis.
   • For example, the teacher may suggest reading short stories by renowned authors such as Machado de Assis, Clarice Lispector, Edgar Allan Poe, and Guy de Maupassant, and analyzing these stories in light of the concepts discussed during the lesson.

4. Importance of Short Stories in Everyday Life (1 minute)

   • To conclude, the teacher should reinforce the relevance of the short story genre in everyday life, highlighting that the skills acquired during the lesson, such as the ability to analyze texts and tell stories concisely and impactfully, are useful in various everyday situations, from interpreting a newspaper article to preparing a work report.
   • Additionally, the teacher can remind students that reading short stories can be a source of entertainment and personal enrichment, allowing them to explore different realities and perspectives.