Objectives (5 - 7 minutes)

1. Understand the concept of social denunciation in literature: The teacher should explain to the students what social denunciation means in literature, highlighting that it is the expression of criticisms and protests against social injustices through literary art.

2. Identify characteristics of social denunciation in literary works: Students should learn to identify the main characteristics of social denunciation in different literary works, such as the use of characters representing marginalized groups, the exposure of situations of inequality, and the criticism of power structures.

3. Analyze the effectiveness of social denunciation in contemporary society: The teacher should encourage students to reflect on the importance of social denunciation in today's society, discussing how literature can contribute to awareness and social transformation.

Secondary Objectives:

• Develop critical analysis skills: The teacher should promote students' ability to critically analyze literary works, encouraging them to form their own opinions and arguments.

• Stimulate oral and written expression: During the class, students should be encouraged to express their ideas orally and in writing, contributing to the development of their communication skills.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher should start the class by briefly reviewing the concepts of literature as an artistic expression and a tool for social criticism. Additionally, it may be useful to review the main literary movements that gave rise to social denunciation, such as Realism and Naturalism. (3 - 5 minutes)

2. Problem situations: The teacher can present two situations to the students that serve as a starting point for the discussion on social denunciation in literature. For example, the first situation could be the representation of a marginalized group in a contemporary literary work, and the second situation could be the exposure of a social inequality in a classic work. (3 - 5 minutes)

3. Contextualization: Next, the teacher should contextualize the importance of the theme, explaining how social denunciation in literature can contribute to awareness and social transformation. Examples of literary works that have had a significant impact on society can be mentioned, such as George Orwell's "1984" and "Animal Farm". (2 - 3 minutes)

4. Engage students' attention: To arouse students' interest, the teacher can share curiosities or stories related to the theme. For example, it can be mentioned how some literary works were censored or banned due to their content of social denunciation. Another interesting curiosity is the existence of specific literary awards for works of social denunciation, such as the Sakharov Prize for Freedom of Thought in the European Union. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Theory - Social Denunciation in Literature (5 - 7 minutes):

   1.1. The teacher should explain the concept of social denunciation in literature. It should be emphasized that social denunciation is a form of criticism and protest against social injustices, done through literary art. Literature, in this sense, is not only a form of entertainment, but also a powerful tool for social change.

   1.2. It is important for the teacher to highlight that social denunciation can be expressed in various ways in literature. It can be through the representation of characters belonging to marginalized or oppressed groups, the exposure of situations of social inequality, or the criticism of power structures. The teacher can give examples of literary works that use these strategies, such as "Barren Lives" by Graciliano Ramos, which portrays the life of a family of northeastern migrants in extreme poverty conditions, or George Orwell's "1984", which criticizes totalitarianism and mass surveillance.

2. Activity 1 - Analysis of Literary Works (10 - 12 minutes):

   2.1. The teacher should divide the students into groups and provide each group with a literary work that fits the genre of social denunciation. The works can be from different periods and authors, so that students can perceive how social denunciation manifests itself in different ways over time and in different contexts.

   2.2. Each group should read the work and identify the characteristics of social denunciation present in it. Students should discuss in their groups and prepare a brief presentation for the class, in which they will share their findings.

   2.3. After the presentations, the teacher should lead a classroom discussion so that students can compare the different works and their approaches to social denunciation. The teacher should encourage students to express their opinions and make connections with the real world.

3. Activity 2 - Debate on the Effectiveness of Social Denunciation (5 - 6 minutes):

   3.1. To conclude the theoretical part of the class, the teacher can propose a debate on the effectiveness of social denunciation in contemporary society. The teacher should divide the class into two groups, one in favor and the other against the idea that social denunciation literature can effectively promote social change.

   3.2. Each group should prepare their arguments, based on the concepts learned during the class and on examples of literary works. The teacher should moderate the debate, ensuring that all students have the opportunity to speak and that the discussion remains respectful and focused on the topic.

   3.3. At the end of the debate, the teacher should summarize the main points discussed and reinforce the importance of social denunciation in literature. The teacher can also encourage students to continue reading social denunciation works on their own, as a way to deepen their knowledge and develop their critical analysis skills.

Return (10 - 12 minutes)

1. Group Discussion (3 - 4 minutes):

   1.1. The teacher should gather all students and allow each group to share their conclusions from the literary works analysis activity. Each group should have a maximum of 3 minutes for the presentation.

   1.2. During the presentations, the teacher should ensure that all students are attentive and encourage them to ask questions or make comments to promote interaction and debate.

   1.3. The teacher should make notes of the main ideas and observations presented by the groups to use in the reflection stage.

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

   2.1. After the presentations, the teacher should give a brief summary of the main characteristics of social denunciation in literature, reinforcing the concepts discussed during the class.

   2.2. The teacher should then connect the theory with practice, pointing out how the elements of social denunciation identified by the students in the analyzed literary works relate to the presented theory.

   2.3. For example, the teacher can highlight how the characters and situations of social inequality present in the literary works are used to criticize and protest against social injustices, as discussed in the theory.

3. Individual Reflection (3 - 4 minutes):

   3.1. The teacher should propose that students spend a minute in silence to reflect on what they learned during the class.

   3.2. After the minute of silence, the teacher should ask questions to guide the students' reflection. Some possible questions are: 1. What was the most important concept learned today? 2. What questions have not been answered yet? 3. How can social denunciation in literature contribute to our society? 3.3. Students should be encouraged to express their answers and share their reflections with the class. The teacher should listen carefully to the students' responses and, if necessary, clarify any doubts or misunderstandings.

4. Teacher's Feedback (1 minute):

   4.1. To conclude the class, the teacher should provide general feedback on the students' participation and performance during the class, highlighting the positive points and areas that need improvement.

   4.2. The teacher should also reinforce the importance of the class theme and encourage students to continue exploring the concept of social denunciation in literature in their readings and future studies.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (1 - 2 minutes):

   1.1. The teacher should start the Conclusion of the class by giving a brief summary of the main points discussed and learned. This includes the concept of social denunciation in literature, the characteristics that social denunciation can take in literary works, and the importance of critical analysis of these works.

   1.2. The teacher should reiterate the examples of literary works that were discussed in the class and how they illustrate the presented concepts.

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

   2.1. The teacher should explain how the class connected theory, practice, and applications. This can be done by highlighting how the theory of social denunciation in literature was applied in the analysis of literary works and how this analysis can be applied in understanding society and forming a critical view.

   2.2. The teacher can also emphasize how the ability to critically analyze works of social denunciation can be useful in other contexts, such as reading news and understanding social issues.

3. Extra Materials (1 - 2 minutes):

   3.1. The teacher should suggest extra materials for students who wish to deepen their knowledge of social denunciation in literature. This may include reading other works of social denunciation, watching movies or documentaries based on these works, or researching authors and literary movements dedicated to social denunciation.

   3.2. The teacher can also suggest websites, blogs, or discussion forums where students can find more information and discuss the topic with other interested parties.

4. Relevance of the Subject (1 minute):

   4.1. Finally, the teacher should emphasize the importance of the theme presented for the students' daily lives. It should be emphasized how social denunciation in literature not only allows us to better understand the society we live in, but also gives us the tools to question and challenge the injustices we see around us.

   4.2. The teacher can encourage students to apply what they learned in the class in their readings and future discussions, and to think about how they, as readers and citizens, can contribute to the denunciation and transformation of social injustices.