Objectives (5 - 10 minutes)

1. Understand what a chronicle is:

   • Identify the elements that characterize a chronicle (everyday theme, informal language, free structure, etc.)
   • Differentiate the chronicle from other textual genres (short story, fable, news, etc.)

2. Analyze and interpret chronicles:

   • Identify the author's main message
   • Recognize the author's tone and intention in writing

3. Write a chronicle:

   • Practice writing a chronicle, applying the knowledge acquired about the genre
   • Develop creativity and writing skills

Secondary objectives:

• Develop critical reading skills and text interpretation
• Stimulate students' oral and written expression
• Promote debate and exchange of ideas about the texts read

Introduction (10 - 15 minutes)

1. Review of Previous Contents:

   • The teacher should start the class by reviewing the concepts of textual genres already studied, such as short stories, fables, news, among others. (3 - 5 minutes)

2. Problem Situations:

   • The teacher can propose two initial situations to the students:
     1. "After reading a short and relaxed text about a daily event, would you be able to identify if it is a chronicle or not?"
     2. "If I asked you to write a text similar to what you just read, could you do it?" (3 - 5 minutes)

3. Contextualization:

   • The teacher should contextualize the importance of chronicles, explaining that they are very present in our daily lives, whether in newspapers, magazines, blogs, among others. In addition, chronicles are a form of artistic and cultural expression that allows the author to share their views on society and the world. (2 - 3 minutes)

4. Introduction to the Topic:

   • The teacher can then introduce the topic of chronicles, explaining that they are short texts, usually humorous or ironic, that portray everyday situations. The teacher can share with the students the origin of the word "chronicle," which comes from the Greek "chronos," meaning "time," and explain that, therefore, chronicles are texts that talk about the present time. (2 - 3 minutes)

   • Curiosity: To arouse students' curiosity, the teacher can mention that the chronicle is a very flexible textual genre and that's why many famous writers, such as Machado de Assis and Rubem Braga, started their literary careers by writing chronicles. In addition, chronicles are also highly appreciated and read by people of all ages, due to their simple and direct language, which allows for quick and enjoyable reading.

Development (20 - 25 minutes)

1. Theory - What is a chronicle? (5 - 7 minutes)

   • The teacher should explain that a chronicle is a textual genre that reflects on a daily fact, usually in a humorous or ironic way. He should emphasize that the chronicle is a very flexible genre, which does not have a fixed structure and allows the author great creative freedom.

   • The teacher should present the main characteristics of a chronicle, which are:

     1. Everyday theme: The chronicle talks about situations that happen in people's daily lives.
     2. Informal language: The chronicle uses a more colloquial language, close to spoken language.
     3. Free structure: The chronicle does not have a fixed structure like other textual genres. It can be divided into paragraphs, but it does not necessarily need to have Introduction, Development, and Conclusion.
     4. Reflection on the everyday: The chronicle is not limited to telling a story, but rather to reflecting on a daily situation.

2. Theory - How to identify a chronicle? (5 - 7 minutes)

   • The teacher should present some examples of chronicles and other textual genres, such as short stories, fables, news, etc., to the students. He should ask the students to compare the texts and identify the differences between them.

   • The teacher should explain that to identify a chronicle, it is important to observe the language used in the text, the type of situation portrayed, and the way the author reflects on that situation.

3. Practical Activity - Reading and Analysis of Chronicles (5 - 7 minutes)

   • The teacher should distribute some chronicles to the students for reading. He should ask the students to, after reading, identify the elements that characterize the chronicles and reflect on the text's theme.

   • After the activity, the teacher should promote a classroom discussion, where students can share their interpretations and discuss the characteristics of chronicles.

4. Practical Activity - Writing a Chronicle (5 - 7 minutes)

   • The teacher should propose to the students to write a chronicle. He should explain that the chronicle can talk about any everyday situation and that the students should try to use a more informal language.

   • The teacher should give the students time to write their chronicles. After writing, the students should share their productions with the class, promoting a moment of exchange and discussion.

These activities aim to deepen students' understanding of the textual genre chronicle, allowing them to identify its characteristics and be able to produce texts in this genre.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher should start a group discussion, where each student will have the opportunity to share their interpretations of the chronicles read and of their own production.
   • The teacher should encourage students to express their opinions, asking them what they understood from the text, which elements they identified as characteristics of a chronicle, and what challenges they encountered in producing the text.
   • The teacher should mediate the discussion, asking questions that stimulate students to reflect on the textual genre and improve their interpretation and writing skills.

2. Connection with Theory (3 - 5 minutes)

   • After the discussion, the teacher should review the theoretical concepts presented at the beginning of the class and connect this information with the observations, interpretations, and productions of the students.
   • The teacher should reinforce the importance of understanding the characteristics of a textual genre to be able to identify and produce it.

3. Final Reflection (2 - 3 minutes)

   • The teacher should propose that students reflect individually on what they learned in the class.
   • He can ask questions like: "What was the most important concept you learned today?" and "What questions have not been answered yet?".
   • The teacher should encourage students to write down their reflections so they can review them later and deepen their understanding of the textual genre chronicle.

4. Teacher's Feedback (2 - 3 minutes)

   • The teacher should give overall feedback on the students' participation, praising the contributions made and pointing out aspects that can be improved.
   • The teacher should encourage students to continue practicing reading and writing chronicles, as this is the best way to improve their skills in this textual genre.

This Return moment is essential to consolidate the acquired knowledge, promote reflection and self-assessment of the students, and plan the next steps of learning. In addition, by giving feedback to the students, the teacher motivates them to continue striving and improving their skills.

Conclusion (5 - 7 minutes)

1. Summary of Learned Contents (2 - 3 minutes)

   • The teacher should summarize the main points covered during the class, reinforcing the concept of a chronicle as a textual genre that reflects on everyday situations in a humorous or ironic way.
   • He should remind the students of the characteristics of chronicles, such as the use of informal language, the free structure, and the reflection on the everyday.
   • The teacher should also highlight the skills developed during the class, such as text interpretation, creative writing, and the ability to differentiate the chronicle from other textual genres.

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

   • The teacher should explain how the class connected theory, practice, and applications. He should emphasize that the theoretical explanation was followed by practical activities, which allowed students to apply and deepen their knowledge.
   • He should also mention that the ability to identify and produce chronicles has practical applications, both in the school context and in everyday situations, where reading and writing chronicles can be useful for understanding and reflecting on the world around us.

3. Extra Materials (1 - 2 minutes)

   • The teacher should suggest extra materials for students who wish to deepen their knowledge of the textual genre chronicle. These materials may include books of chronicles, websites and blogs of authors who write chronicles, and videos or podcasts that discuss and analyze chronicles.
   • He should remind students that reading is one of the best ways to improve writing skills, so it is important for them to read many chronicles before writing their own.

4. Importance of the Subject (1 minute)

   • Finally, the teacher should reinforce the importance of the textual genre chronicle, explaining that it is very present in our daily lives, whether in newspapers, magazines, blogs, social networks, etc.
   • He should also emphasize that, in addition to being a widely read genre, the chronicle is a form of artistic and cultural expression that allows the author to share their views on society and the world.
   • The teacher should end the class by encouraging students to continue reading and writing chronicles, and reminding them that, even if they do not want to become writers, the skills developed during this practice will be useful in various areas of life.