Objectives (5 - 7 minutes)

1. Understand the role of the literary reader: Students should be able to identify the role of the literary reader in the construction of the story. They should understand that the reader interprets the story according to their own experience and knowledge, which can influence how the story is understood.

2. Identify the elements of the narrative: Students should be able to identify the main elements of a narrative: characters, setting, plot, and message. They should understand that these elements work together to tell a story.

3. Analyze simple narratives: Students should be able to analyze simple narratives, identifying the characters, setting, plot, and message. They should be able to describe the story in their own words and identify the message or lesson the story is trying to convey.

Introduction (10 - 12 minutes)

1. Review of Previous Concepts: The teacher should start the lesson by reminding students of some basic concepts that are fundamental to understanding the lesson. This may include defining story, characters, and setting, which are elements they should have already learned in previous classes. It is important to ensure that all students have a clear understanding of these concepts before moving on.

2. Problem Situations: The teacher can then present two problem situations that will motivate students to learn about the role of the literary reader and the elements of the narrative. For example, the teacher may ask: "Why can two people interpret the same story in different ways?" or "How can we understand what a story is trying to teach us?" This will help engage students and stimulate critical thinking.

3. Contextualization of the Subject's Importance: The teacher should explain to students why it is important to understand the role of the literary reader and the elements of the narrative. For example, the teacher may say: "When we read a story, we become part of it. We use our imagination to imagine how the characters feel and how the setting looks. This helps us understand the story and enjoy reading. Additionally, by understanding the elements of the narrative, we can learn to tell our own stories!"

4. Introduction of the Topic with Curiosities: To spark students' interest, the teacher can share some curiosities about the topic. For example, the teacher may say: "Did you know that when an author writes a story, they cannot control how each reader will interpret it? Each reader brings their own experience and knowledge to the story, which can influence how they understand it." Another curiosity could be: "Did you know that all stories have characters, setting, plot, and message? These are the elements that make a story interesting and make us want to keep reading!"

Development (20 - 25 minutes)

1. Theory of the Role of the Literary Reader (5 - 7 minutes):

   • The teacher should start by explaining that when we read a story, we become the literary reader.

   • It should be emphasized that each reader has a unique experience and brings different knowledge and interpretations.

   • The teacher can give simple examples to illustrate this idea. For example, it can be mentioned that when reading about a birthday party, one student may remember their own birthday party and feel happy, while another student may remember a sad party and feel sad.

2. Theory of Narrative Elements (5 - 7 minutes):

   • The teacher should introduce the four main elements of the narrative: characters, setting, plot, and message.

   • Explain each one separately and use simple examples to illustrate them.

   • Characters: They are the people, animals, or objects that are part of the story. They have personalities, feelings, and desires. For example, in a story about an ant that wants to carry a leaf to its home, the ant is the main character.

   • Setting: It is the place and time where the story takes place. It can be real, like a classroom, or imaginary, like a distant planet. For example, the story of the ant can take place in a garden on a sunny day.

   • Plot: It is the sequence of events that happen in the story. The plot usually has a beginning, middle, and end. In the story of the ant, the plot can be the ant encountering obstacles along the way, but persisting until it manages to take the leaf to its home.

   • Message: It is the lesson or meaning that the story wants to convey. In the story of the ant, the message can be about the importance of persistence and hard work.

3. Application of the Theory (10 - 12 minutes):

   • Now, with the theory presented, the teacher should move on to the application.

   • A short and well-known story among students, such as "The Tortoise and the Hare," should be selected and worked on in groups.

   • First, the teacher can ask students to identify the characters, setting, plot, and message of the story.

   • Then, each group can discuss and present their answers to the class, allowing students to learn from different interpretations and ideas.

   • Finally, the teacher can reinforce the idea that even in the same story, different readers can have different interpretations and that all these viewpoints are valid.

4. Conclusion of Development (2 - 3 minutes):

   • To conclude the theoretical part of the lesson, the teacher should summarize the key concepts presented and reinforce their importance.

   • Students should be reminded that each of them is a literary reader and that when reading a story, they bring their own experiences and knowledge to the interpretation.

   • It should also be reinforced that understanding the elements of the narrative allows students to better appreciate the stories they read and to tell their own stories.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes):

   • The teacher should gather all students in a large circle and promote a group discussion.

   • Each group will have the opportunity to share their conclusions and interpretations of the story "The Tortoise and the Hare."

   • This discussion will allow students to see different perspectives and interpretations from their peers, reinforcing the idea that all readers have their own way of understanding the story.

2. Connection with Theory (3 - 4 minutes):

   • The teacher should then connect the students' conclusions with the theory presented.

   • For example, the teacher may say: "Remember when we talked about the role of the literary reader? Here we have different interpretations of the same story. This shows how each of us, as readers, brings our own experience and knowledge to the reading."

   • The teacher can also reinforce the importance of the narrative elements, saying: "By identifying the characters, setting, plot, and message, we can better understand the story and appreciate it in different ways."

3. Final Reflection (2 - 3 minutes):

   • To conclude the lesson, the teacher should propose that students reflect on what they have learned.

   • The teacher can ask two simple questions to guide students' reflection:

     • "What did you find most interesting about the role of the literary reader and the elements of the narrative?"

     • "How could you use what you learned today when reading other stories or telling your own stories?"

   • Students will have a minute to think about their answers, and then, those who wish, can share their reflections with the class.

4. Conclusion (1 minute):

   • The teacher should end the lesson by reinforcing that all students are literary readers and that each of them has a unique way of understanding stories.

   • The teacher can then congratulate the students for their effort and participation during the lesson and reinforce that they can always ask questions and share their ideas in the upcoming classes.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes):

   • The teacher should start the conclusion by summarizing the main points covered during the lesson.

   • The central idea that each reader brings their own experience and knowledge to the story, influencing how the story is interpreted, should be recalled.

   • Additionally, it should be emphasized that all stories have characters, setting, plot, and message, and that understanding these elements helps to understand and appreciate the narrative.

2. Connection of Theory with Practice (1 - 2 minutes):

   • The teacher should then explain how the theory presented in the lesson was applied in practice.

   • It should be mentioned that students had the opportunity to analyze the story "The Tortoise and the Hare," identifying the characters, setting, plot, and message.

   • Furthermore, it should be highlighted that during the group discussion, students were able to see in practice how different readers can interpret the same story in different ways.

3. Suggestions for Extra Materials (1 - 2 minutes):

   • The teacher should suggest some extra materials for students who wish to deepen their knowledge on the subject.

   • Reading other fables, such as "The Lion and the Mouse" or "The Ant and the Grasshopper," could be suggested so that students can practice identifying the elements of the narrative.

   • Additionally, the teacher can suggest the activity of telling their own stories, encouraging students to create their own characters, settings, plots, and messages.

4. Importance of the Subject for Daily Life (1 minute):

   • Finally, the teacher should emphasize the importance of the subject for students' daily lives.

   • It should be explained that by understanding the role of the literary reader and the elements of the narrative, students can better enjoy the stories they read and hear.

   • Furthermore, it should be highlighted that these skills are also useful for writing, as they help structure ideas and convey a clear and coherent message.

5. Closing (1 minute):

   • The teacher should conclude the lesson by reinforcing that students are literary readers and that each of them has a unique way of understanding stories.

   • The teacher can then congratulate the students for their effort and participation during the lesson and reinforce that they can always ask questions and share their ideas in the upcoming classes.