Objectives (5 - 7 minutes)

1. Main Objective: Introduce students to the sport of Judo, presenting its origin, basic rules, and philosophy.

   • Sub-Objectives:
     • Explain the importance of discipline and respect in Judo.
     • Discuss the relevance of Judo as a form of physical and mental development.

2. Secondary Objective: Promote students' understanding of the fundamental terms and concepts of Judo.

   • Sub-Objectives:
     • Define the terms 'Dojo', 'Sensei', and 'Gokyo'.
     • Explain the meaning of the main movements and techniques of Judo.

3. Secondary Objective: Stimulate active participation of students in the class, encouraging questioning and discussion about the sport.

   • Sub-Objectives:
     • Conduct group activities to promote interaction among students.
     • Encourage students to share their perceptions and opinions about Judo.

Introduction (10 - 12 minutes)

1. Content Review: The teacher will start the class by briefly reviewing the concepts of combat sports and the importance of respect and discipline in these types of activities. This will serve as a basis for the Introduction to Judo, a sport that emphasizes these principles. (3 minutes)

2. Problem-Solving Scenarios: The teacher will present two problem-solving scenarios to pique the students' interest:

   • Scenario 1: 'Imagine you are practicing a combat sport and your opponent falls to the ground. What would you do? How do you think you should act?' This scenario will highlight the difference of Judo compared to other combat sports, as in Judo, the goal is to throw the opponent and immobilize them on the ground, not to harm them.

   • Scenario 2: 'Think of a sport where discipline and respect are as important as physical ability. What do you think this sport could be?' This scenario will help students make the connection between the concepts discussed in the review and the sport that will be presented. (5 minutes)

3. Contextualization: The teacher will explain that Judo is an Olympic sport, widely practiced worldwide, and is often taught as a form of self-defense. Additionally, the teacher may mention that Judo was developed in Japan, a country known for its tradition of discipline and respect. (2 minutes)

4. Attention Grabber: To capture the students' attention, the teacher may share two curiosities:

   • Curiosity 1: 'Did you know that Judo was created by Jigoro Kano, a Japanese martial arts master, in the late 19th century? He wanted to create a sport that promotes physical and mental development, in addition to teaching self-defense.'

   • Curiosity 2: 'Did you know that Judo is the only combat sport present in every Olympic Games since 1964, when Tokyo hosted the Games for the first time?' (2 minutes)

Development (20 - 25 minutes)

1. 'Dojo Master' Activity: The teacher will divide the class into groups of 5 students. Each group will receive a list of 10 questions about Judo, involving history, rules, philosophy, and terminology. The goal of the game is for the students, as 'Dojo Masters', to correctly answer the questions. The group that answers the most questions correctly will be the winner. This activity aims to deepen students' knowledge of Judo in a playful and interactive way. (10 - 12 minutes)

   • Material Preparation: The teacher will prepare the question lists in advance, ensuring they are varied and cover all aspects of Judo discussed in the Introduction.

   • Activity Execution: The teacher will distribute the question lists to each group and give a time limit for them to discuss and write down their answers. Then, the teacher will ask each group to reveal their answers, clarifying any doubts and providing additional explanations if necessary.

2. 'Building the Gokyo' Activity: To introduce students to the terminology and techniques of Judo, the teacher will conduct a practical activity. The teacher will provide each group of students with a series of cards, each representing a Judo technique from the Gokyo, a classification of techniques used in Judo. The goal of the game is for the students to 'build' the Gokyo by placing the cards in the correct order. This activity will help students understand the different movements and techniques used in Judo. (10 - 12 minutes)

   • Material Preparation: The teacher will prepare the cards in advance, each containing the name of a Judo technique and an illustration representing the movement.

   • Activity Execution: The teacher will distribute the cards to each group and explain the rules of the game. Then, the students will work together to 'build' the Gokyo, discussing among themselves and using the illustrations on the cards as a guide. The teacher will circulate around the room, providing guidance and clarifying doubts if necessary.

3. 'Creating a Judoka' Activity: To conclude the practical part of the class, the teacher will organize a paper doll building activity. The teacher will provide the students with a paper doll template and a variety of clothes and accessories to dress up the doll. Each group of students will have to 'dress' their paper doll as a judoka, using the provided clothes and accessories. This playful activity will help students consolidate what they have learned about Judo, while promoting creativity and group cooperation. (5 - 7 minutes)

   • Material Preparation: The teacher will prepare the paper doll templates and the clothes and accessories for decorating them in advance.

   • Activity Execution: The teacher will distribute the materials to each group and explain the rules of the activity. The students will work together to 'dress' their paper dolls as judokas, using the terminology and concepts they learned during the class. The teacher will circulate around the room, providing guidance and clarifying doubts if necessary.

These activities will promote interaction among students, encouraging them to work together to solve problems and achieve common objectives. Additionally, they will help students apply the theoretical knowledge they have acquired in a practical and meaningful way.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher will gather all students and ask each group to share their solutions or conclusions from the 'Dojo Master', 'Building the Gokyo', and 'Creating a Judoka' activities. Each group will have up to 2 minutes to present. The teacher will encourage students to ask questions and make comments, promoting an open and collaborative discussion. The objective of this stage is to consolidate students' learning, allowing them to share their experiences and understandings.

   • Facilitator Preparation: The teacher must ensure that all groups have the opportunity to speak and that the discussion remains focused on the learning objectives of the class.

2. Connection to Theory (2 - 3 minutes): After the groups' presentations, the teacher will summarize the main ideas and concepts that emerged during the discussion. The teacher can use this moment to reinforce the connections between the theory (Introduction to Judo) and the practice (group activities), highlighting how the concepts were applied and understood by the students.

   • Facilitator Preparation: The teacher must review their class notes to ensure that all key points are addressed during the summary.

3. Individual Reflection (2 - 3 minutes): To conclude the class, the teacher will propose that students reflect individually on what they have learned. The teacher will ask questions such as:

   1. 'What was the most important concept you learned today?'
   2. 'What questions have not been answered yet?'
   3. 'How can you apply what you learned in Judo to your daily life?'

   The teacher will ask students to write down their answers, encouraging them to be honest and reflective. This activity will help students consolidate their learning and identify any areas that may need further study or clarification.

   • Facilitator Preparation: The teacher must be prepared to answer any questions students may have and provide constructive feedback on students' reflections.

4. Teacher Feedback (1 minute): The teacher will give a brief feedback on the class, praising the efforts and participation of the students. The teacher may also provide guidance for future studies, highlighting areas of focus and useful resources.

   • Facilitator Preparation: The teacher must keep in mind the strengths and areas for improvement of the class, so they can provide constructive and helpful feedback.

This Feedback process will help consolidate students' learning, allowing them to reflect on what they have learned and identify any areas that may need further study. Additionally, the teacher's feedback will help motivate students and guide their future study.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes): The teacher will summarize the main points discussed during the class, reinforcing key concepts such as the origin of Judo, its basic rules, philosophy, terminology, and techniques. The teacher may use a whiteboard or a slide presentation to visually highlight these points. The objective is to ensure that students have a clear understanding of what was learned.

2. Connecting Theory to Practice (1 minute): The teacher will reiterate how the group activities, such as 'Dojo Master', 'Building the Gokyo', and 'Creating a Judoka', helped students apply Judo theory in a practical way. The teacher will emphasize that the combination of theory and practice is essential for effective learning.

3. Additional Materials (1 - 2 minutes): The teacher will suggest additional materials for students to deepen their knowledge of Judo. These materials may include books, documentaries, online training videos, and Judo federation websites. The teacher may also recommend watching a local or Olympic Judo competition, if there is an opportunity.

   • Suggestions for Additional Materials:
     • Book: 'Judo: History, Theory, Practice' by Louis Frey.
     • Documentary: 'Judo: A Way of Life' (available on YouTube).
     • Website: International Judo Federation (IJF) - www.ijf.org.

4. Relevance of Judo (1 minute): Finally, the teacher will highlight the importance of Judo in everyday life. The teacher will explain that besides being an effective form of self-defense, Judo also teaches valuable skills such as discipline, respect, teamwork, and self-confidence. The teacher may share examples of how these skills can be applied in different contexts, such as school, home, work, and the community.

   • Examples of Judo Application:
     • Discipline: following rules and training regularly to improve.
     • Respect: treating others with courtesy and consideration, on and off the mat.
     • Teamwork: cooperating with training partners to enhance skills.
     • Self-confidence: believing in oneself and overcoming challenges.

By the end of the class, students will have a solid understanding of Judo, its history, rules, philosophy, and techniques. They will also be equipped with resources to continue learning about the sport and an appreciation of how Judo principles can be applied in their daily lives.