Objectives (5 - 7 minutes)

1. Identify the difference between literary and non-literary text: The teacher should lead the students to a clear and defined understanding of both concepts. This includes the ability to recognize the distinct characteristics of each type of text, as well as the reasons why they are classified in this way.

2. Recognize the characteristics of literary text: Students should be able to identify and describe the characteristics that differentiate a literary text from a non-literary one. This includes elements such as the presence of figures of speech, the subjectivity of the content, and artistic expression.

3. Recognize the characteristics of non-literary text: Similarly, students should also be able to identify and describe the characteristics of non-literary text. This includes elements such as the objectivity of the content, the clarity of information, and the absence of figures of speech.

Secondary Objectives:

• Development of critical thinking: The teacher should encourage students to critically analyze the texts presented, in order to identify their literary or non-literary characteristics. This involves the ability to argue and justify their conclusions.

• Improvement of reading skills: By working with literary and non-literary texts, students will have the opportunity to enhance their reading skills, as well as their understanding and interpretation of different types of text.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher should start the lesson by briefly reviewing the concepts of textual genres and their characteristics. This is crucial, as the ability to identify and distinguish between different types of text is the basis for understanding literary and non-literary texts. Additionally, the teacher should remind students of the importance of each type of text in different communication contexts.

2. Problem situations: The teacher can present two situations that arouse the students' interest. For example, they can ask:

   • "Why are some stories we read in school different from the texts we read in science books or instruction manuals?"
   • "Why is it sometimes harder to understand a poem than a news article?"

   These questions should serve to initiate a class discussion and prepare students for the new content that will be presented.

3. Contextualization: The teacher should explain the importance of differentiating between literary and non-literary texts, highlighting how these types of texts are used in different contexts, such as literature, the press, advertising, instruction manuals, etc. This will help students realize the relevance of the topic to their daily lives and their development as critical readers.

4. Introduction to the topic: The teacher should introduce the topic in an engaging way, highlighting the difference between literary and non-literary texts. For example, they can share curiosities about literature, such as the origin of the term "literary" and the evolution of literature over time. Additionally, the teacher can present examples of literary and non-literary texts, challenging students to identify to which category they belong. This will help spark students' interest and prepare them for the lesson's Development.

Development (20 - 25 minutes)

1. Classification Activity (10 - 12 minutes):

   • Description: The teacher should prepare a series of cards with different types of texts, such as poetry, short stories, news, reports, scientific articles, emails, text messages, etc. Students should be organized into groups and given a set of cards.
   • Step by Step: The teacher should explain that the groups' task is to classify the cards into two categories: "Literary Text" and "Non-Literary Text". They should justify the classification of each text, identifying the characteristics that led them to this conclusion. The teacher should circulate around the room, guiding the groups and clarifying doubts.
   • Objective: With this activity, students will have the opportunity to apply the concepts discussed in the Introduction of the lesson and develop their critical thinking and argumentation skills.

2. Text Analysis Activity (10 - 12 minutes):

   • Description: The teacher should select two short texts, one literary and one non-literary, and distribute them to the groups. The texts should be of appropriate difficulty for the class level and should contain distinct characteristics of literary and non-literary texts.
   • Step by Step: Students should read the texts in their groups and then discuss and record the characteristics they identified in each one. After the discussion, each group should present their conclusions to the class, justifying their classification. The teacher should facilitate the discussion by asking guiding questions and providing constructive feedback.
   • Objective: This activity will allow students to deepen their understanding of the characteristics of literary and non-literary texts, and improve their reading and interpretation skills.

3. Text Creation Activity (5 - 8 minutes):

   • Description: At the end of the lesson, the teacher should propose that students, individually or in groups, create a short text, which can be a story, a poem, a news article, etc. The challenge is for them to consciously choose whether the text will be literary or non-literary, and apply the learned characteristics to justify their choice.
   • Step by Step: The teacher should give time for students to create their texts. Then, they should ask some volunteer students to read their texts to the class and explain why they classified the text as literary or non-literary. The teacher should praise the students' efforts, highlighting the strengths of each text and emphasizing how the characteristics of literary and non-literary texts were applied.
   • Objective: With this activity, students will have the opportunity to consolidate what they have learned by applying the concepts in practice. Additionally, they will develop their writing skills and creativity.

Return (10 - 12 minutes)

1. Group Discussion (5 - 6 minutes):

   • Description: After completing the activities, the teacher should promote a group discussion with the participation of all students. Each group should share their conclusions, explaining how they classified the texts and which characteristics they identified.
   • Step by Step: The teacher should select a representative from each group to present the conclusions. During the presentations, the other students should pay attention, ask questions, and express their opinions. The teacher should mediate the discussion, ensuring that all students have the opportunity to speak, that opinions are respected, and that the focus is on the concepts covered.
   • Objective: This discussion will allow students to learn from each other, see different perspectives, and deepen their understanding of the topic. Additionally, it will help the teacher assess the class's level of understanding and identify any difficulties that need to be addressed.

2. Connection to Theory (2 - 3 minutes):

   • Description: After the group discussion, the teacher should provide a brief recap of the theoretical concepts presented at the beginning of the lesson. They should highlight how these concepts were applied in the activities and how they helped students identify and classify the texts.
   • Step by Step: The teacher should review the main points of the theory, linking them to the examples from the activities and the conclusions of the group discussion. They should clarify any misunderstandings and answer any questions students may have.
   • Objective: This connection between theory and practice will help students consolidate their knowledge and understand the importance of what they have learned.

3. Final Reflection (3 - 4 minutes):

   • Description: To conclude the lesson, the teacher should propose that students reflect individually on what they have learned. They should ask questions that stimulate students to think about the concepts, skills, and attitudes they have developed.
   • Step by Step: The teacher should ask the following questions, giving time for students to reflect and, if they wish, write down their answers:
     1. "What was the most important concept you learned today?"
     2. "What skills do you think you developed by classifying and analyzing the texts?"
     3. "How can you apply what you learned today in your life outside of school?"
   • Objective: This final reflection will help students internalize what they have learned, recognize their own progress, and understand the relevance of the topic to their lives. Additionally, it will provide the teacher with valuable feedback on the effectiveness of the lesson and the students' learning needs.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should start the Conclusion by summarizing the key points of the lesson. They should emphasize the definition and characteristics of a literary and non-literary text, and how to identify and classify texts according to these categories. Additionally, the teacher should recall the activities carried out and the group discussions, highlighting the main insights of the students.

2. Theory-Practice Connection (1 - 2 minutes): Next, the teacher should reinforce how the lesson connected theory and practice. They should emphasize how the activities allowed students to apply theoretical concepts in practice, and how group discussions enriched students' understanding of the topic. The teacher can also mention how the final reflection helped students consolidate their learning and recognize the importance of the topic in their lives.

3. Extra Materials (1 - 2 minutes): The teacher should suggest some extra materials for students who wish to deepen their knowledge on the subject. These materials may include books, articles, websites, videos, and additional exercises. The teacher should briefly explain the content of each material and how it can complement what was learned in the lesson.

4. Practical Applications (1 minute): Finally, the teacher should emphasize the importance of the topic for students' daily lives. They should explain how the ability to identify and distinguish between literary and non-literary texts can be useful in various situations, such as reading books, newspapers, and magazines, writing academic and professional texts, and even interpreting messages and ads in digital media. The teacher should encourage students to apply what they have learned and reflect on the type of text they are reading or writing in different contexts.