Objectives (5 - 7 minutes)

• Main Objective: The teacher should teach students the concept of intertextuality, explaining that it is the relationship between different texts and how they influence each other. The teacher should demonstrate how intertextuality can be used to enrich the understanding and interpretation of a text, as well as how it can be used intentionally and consciously in text production.

• Secondary Objectives:

  1. The teacher should encourage students to identify examples of intertextuality in literary and non-literary texts, emphasizing the importance of this skill for text comprehension.
  2. The teacher should guide students to produce their own texts, inserting intertextual elements consciously and intentionally.
  3. The teacher should promote discussions in the classroom about intertextuality, encouraging students to express their opinions and interpretations on the subject.

• Tertiary Objectives:

  1. The teacher should emphasize the importance of intertextuality in the cultural and literary formation of individuals, encouraging students to explore different types of texts.
  2. The teacher should propose practical activities that allow students to apply the concept of intertextuality, reinforcing the theoretical understanding of the subject.
  3. The teacher should assess students' progress through textual analysis activities and text production, providing constructive feedback and guidance for the improvement of intertextuality skills.

Introduction (10 - 15 minutes)

• Review of Related Content (3 - 5 minutes): The teacher should review the concepts of textual genres, styles, and figures of speech, as these are essential elements for understanding intertextuality. It is important for students to have a solid foundation on these subjects before addressing intertextuality.

• Problem Situations (3 - 5 minutes): The teacher can propose the following questions to stimulate students' critical thinking and prepare them for the new content:

  1. "Have you noticed that many books, movies, and songs make references to other texts? Is this a coincidence or is there an intention behind it?"
  2. "How can intertextuality help us better understand a text, whether it's a book, a song, or a movie?"

• Subject Contextualization (2 - 3 minutes): The teacher should explain that intertextuality is a common phenomenon and is present in our daily lives, whether in conversations, social networks, advertisements, movies, music, books, etc. It is a tool that authors use to dialogue with other texts and with the reader, enriching the reading experience and providing new meanings to the text.

• Attention Gain (2 - 3 minutes): The teacher can spark students' interest in the subject by presenting the following curiosities:

  1. "Did you know that most Pixar movies reference other films, series, books, and even other Pixar movies? This is an example of intertextuality in cinema."
  2. "And that famous songs like 'Billie Jean' by Michael Jackson and 'Uptown Funk' by Mark Ronson use elements from old songs? This is an example of intertextuality in music."

• Introduction Objectives (2 - 3 minutes): By the end of the Introduction, students should:

  1. Understand what intertextuality is and how it manifests in various types of texts.
  2. Recognize the importance of intertextuality for the interpretation and production of texts.
  3. Be motivated to explore and apply the concept of intertextuality in practical activities.

Development (20 - 25 minutes)

• Conceptualization (5 - 7 minutes): The teacher should start developing the lesson content by explaining the concept of intertextuality. They should emphasize that intertextuality is the relationship between different texts, where one refers to the other, quotes it, parodies it, contests it, complements it, etc. It is important for students to understand that intertextuality is not limited to literature but is present in all forms of communication, such as advertising, journalism, cinema, music, social networks, etc.

• Types of Intertextuality (5 - 7 minutes): The teacher should present the different types of intertextuality, explaining each one and providing examples. The types of intertextuality to be addressed may include:

  1. Quotation: when a text literally reproduces a fragment from another text. Example: "Place your bets," a reference to the movie Tron: Legacy, in Zootopia.
  2. Parody: when a text imitates or mocks another text. Example: The book "O Guarani" by José de Alencar is a parody of chivalry novels.
  3. Reference: when a text mentions or alludes to another text without reproducing it literally. Example: The song "Vou Deixar" by Skank references the song "Pra Dizer Adeus" by Titãs.
  4. Dialogue: when two texts respond to or complement each other. Example: The book "Dom Casmurro" by Machado de Assis is a dialogue with William Shakespeare's work "Othello."
  5. Revisitation: when a text, in an original way, takes elements from another text. Example: The movie "Star Wars: The Force Awakens" revisits elements from the original "Star Wars" trilogy.

• Practical Examples of Intertextuality (5 - 7 minutes): The teacher should present examples of intertextuality in different types of texts, such as excerpts from books, songs, movies, advertisements, news, etc. Students should be encouraged to identify the types of intertextuality present in the examples.

• Discussion on Intertextuality (5 - 7 minutes): The teacher should lead a classroom discussion on intertextuality, asking students what they understood from the concept, which examples they were able to identify, and how intertextuality can enrich the understanding and interpretation of a text.

• Practical Activities (5 - 7 minutes): After the discussion, the teacher should propose practical activities that allow students to apply the concept of intertextuality. These activities may include the production of an intertextual text, the analysis of an intertextual text, and the identification of examples of intertextuality in various texts. The teacher should guide students during the activities, clarifying doubts and providing constructive feedback.

Return (8 - 10 minutes)

• Review and Connection with Theory (3 - 4 minutes): The teacher should review the main points covered during the lesson, reinforcing the definition of intertextuality and the different existing types. Additionally, the teacher should connect the theory presented with the practical activities carried out, explaining how students applied the concept of intertextuality in the production of their own texts and in the analysis of intertextual texts. It is important for students to understand how theory applies in practice and how practice reinforces the theoretical understanding of the subject.

• Students' Reflection (3 - 4 minutes): The teacher should ask students to reflect for a minute on the following questions:

  1. "What was the most important concept you learned today?"
  2. "What questions have not been answered yet?"

• Sharing Reflections (2 - 3 minutes): After the reflection time, the teacher should ask some students to share their answers to the reflection questions. The teacher should listen carefully to the students' responses and clarify any doubts that may arise. Additionally, the teacher should highlight the main contributions of the students to the discussion, reinforcing the importance of active participation and critical reflection.

• Feedback and Final Guidance (1 - 2 minutes): Finally, the teacher should provide general feedback on the lesson, praising strengths and suggesting improvements for the future. The teacher should also give final guidance on studying the subject, indicating additional readings, reference websites, explanatory videos, among other resources that students can use to deepen their knowledge of intertextuality. Additionally, the teacher should reinforce homework assignments and deadlines, if applicable.