Objectives (5 - 10 minutes)

1. Introduce students to the world of dance, emphasizing dance as a form of body and cultural expression. This includes exploring the different types of dances practiced in their community and region.

2. Develop students' body awareness, allowing them to identify and reproduce simple dance movements.

3. Promote cooperation and mutual respect through group dance activities, encouraging students to work together to learn and perform a dance.

Secondary Objectives:

• Stimulate students' creativity by allowing them to create their own simple dance steps.

• Encourage appreciation of cultural diversity by exploring the different forms of dance practiced in their community and region.

Introduction (10 - 15 minutes)

1. The teacher starts the lesson by reminding students of what they have learned in previous Physical Education classes. He may ask them to remember different types of physical activities and sports they have already practiced, such as running, jumping rope, circle games, among others. The teacher can then explain that dance is another form of physical activity, which also involves moving the body, but in a more artistic and expressive way.

2. Next, the teacher proposes two problem situations to contextualize the importance of dance:

   • Situation 1: 'Imagine you are at a community party, and everyone is dancing to the sound of music. How would you feel if you didn't know how to dance any of the dances being performed? How do you think you could learn these dances?'

   • Situation 2: 'Now, imagine you have been invited to a school performance, and you have decided to perform a dance. What type of dance would you choose? Why? How do you think you could learn this dance?'

3. The teacher explains that during the lesson, they will learn about different types of dances practiced in their community and region, and how they can learn and create their own dances. He also highlights that dance is an activity that can be done by everyone, regardless of their physical abilities, and that each person can express their individuality through dance.

4. To spark students' interest, the teacher can share two fun facts about dance:

   • Fun Fact 1: 'Did you know that dance is a form of communication that has existed for thousands of years? In many cultures, people used dance to tell stories, express their feelings, and celebrate important dates.'

   • Fun Fact 2: 'Did you know that dance can be a great way to exercise and stay healthy? When we dance, we move our whole body, which is good for our muscles and our heart!'

5. Finally, the teacher introduces the lesson topic: 'Today, we will learn about dances, and how they are part of our daily lives, both in our community and region. Shall we begin?'

Development (20 - 25 minutes)

The teacher, with the help of the assistant and previously prepared materials, will guide students through a series of practical and playful activities. These activities will allow students to explore and learn about different community and regional dances, thus developing their body awareness and appreciation for cultural diversity.

Activity 1: 'Musical Statues Game'

1. The teacher organizes the students in a large circle in the courtyard or classroom and explains the rules of the game:

   • When the music starts, everyone should start dancing freely around the space.
   • When the music stops, everyone should freeze in the position they are in, like statues.
   • The teacher will then call out the name of a previously taught community or regional dance, for example, 'ciranda,' 'samba,' 'frevo,' 'carimbo,' 'catira,' etc.
   • Students who think they are in the correct position for that dance remain as they are. Others can try to readjust or change position.
   • Those who are in the correct position earn a point.

2. The teacher starts the game by playing a dance music and stopping it after a few seconds.

3. The teacher calls out a dance name, and students try to assume the correct position.

4. The game continues until all dances are mentioned or until the teacher decides to end it.

5. In the end, the teacher reviews with the students, asking what they learned from the activity and which dances were the most difficult and easiest to reproduce.

Activity 2: 'Group Dance Creation'

1. The teacher divides the class into small groups of 4 to 5 students.

2. Each group is tasked with creating a short dance, with a maximum duration of 1 minute, that represents something about their community or region.

3. The teacher gives time for the groups to discuss and plan their movements. He may suggest that they think of elements of nature, local festivals, typical foods, among others, as inspiration for creating the dance.

4. After planning, the groups start rehearsing their dances.

5. The teacher and the assistant circulate, helping and guiding the groups as needed.

6. When all groups finish, they present their dances to the class. The teacher and other students watch and applaud.

7. After the presentations, the teacher leads a discussion about the dances created, asking students what they liked the most, what they found most challenging, and how they felt expressing their creativity through dance.

Activity 3: 'Dance Memory'

1. The teacher organizes the students in a large circle and explains the rules of the game:

   • Each student, in turn, must enter the center of the circle and recreate a dance movement that has already been taught.

   • After showing the movement, the student returns to the circle, and the next person goes to the center.

   • The goal is to remember and recreate as many dance movements as possible.

2. The teacher starts the game by entering the center of the circle and showing a dance movement.

3. The game continues until all students have had the chance to enter the center of the circle.

4. In the end, the teacher reviews with the students, asking what they learned from the activity and which dance movements were the easiest and most difficult to remember and recreate.

These activities allow students to explore dance as a form of cultural expression, develop their body awareness, and have fun at the same time. The teacher should ensure that all activities are inclusive and that all students have the opportunity to participate according to their abilities and interests.

Return (10 - 15 minutes)

1. The teacher starts the return phase with a group conversation, where students can share their experiences and feelings about the dance activities they performed. He can ask the following questions to stimulate the discussion:

   • 'Which dance did you enjoy learning the most and why?'
   • 'Who here felt more challenged when trying to learn a new dance? How did you deal with this challenge?'
   • 'Who here felt more comfortable creating their own dance? Why do you think you felt that way?'

2. The teacher then makes a connection between students' dance experiences and the concepts that were addressed during the lesson. He can say:

   • 'Do you remember when we talked about how dance is a form of expression and communication? Today, you had the chance to experience this, both by learning new dances and by creating your own dances.'
   • 'We also talked about the importance of respecting cultural diversity. By learning about community and regional dances, we can better understand the richness and variety of the cultures around us.'

3. The teacher then moves on to the reflection stage, where students are invited to think about what they learned during the lesson. He can ask the following questions to guide this reflection:

   • 'What did you discover today about dance that you didn't know before the lesson?'
   • 'How did today's lesson change the way you view dance? Do you feel that you appreciate dance more now? Why?'

4. To conclude the lesson, the teacher proposes that students apply what they learned at home. He can suggest two simple activities:

   • 'Think of a dance you learned today and try to recreate it at home. You can invite your family to join if you want!'
   • 'Watch the dances you see on TV or the internet more closely. Try to identify the movements and body expressions being used and think about what these dances might be trying to communicate.'

5. The teacher reminds students that learning is a continuous process, and they can continue to explore dance and its cultural diversity even outside the classroom.

6. Finally, the teacher thanks the students for their participation and dedication during the lesson, concluding the return.

The return is a crucial stage to solidify students' learning, allowing them to reflect on what they learned and how they can apply that knowledge in their lives. Additionally, the return also serves for the teacher to assess the effectiveness of the lesson and make adjustments, if necessary, for future lessons.

Conclusion (5 - 10 minutes)

1. The teacher concludes the lesson by summarizing the main points covered. He reinforces the idea that dance is a form of body and cultural expression, allowing people to communicate their emotions, traditions, and identities. He also highlights the importance of body awareness, which is the ability to understand and control body movements, and how this is fundamental for dance practice. Additionally, the teacher emphasizes the importance of cooperation and mutual respect, which were promoted during the group dance activities.

2. The teacher then connects the lesson content with students' everyday practice. He may mention that from now on, when students go to a community party or watch a dance performance, they will be able to appreciate and better understand the different dances being performed. Additionally, the teacher may suggest that students explore different types of dances at home, school, or in the community as a way to have fun, express themselves, and stay active.

3. Next, the teacher provides extra materials for home study. He may suggest that students:

   • Look for videos of different community and regional dances on the internet and try to learn some basic steps.
   • Create their own dances inspired by elements of their community or region.
   • Perform a dance presentation for family or friends, showing what they learned during the lesson.

4. The teacher ends the lesson by reinforcing the importance of the topic for students' lives. He may say that dance is an activity that can bring many benefits, such as improving motor coordination, strengthening muscles, expressing emotions and feelings, valuing culture, and promoting diversity. Additionally, the teacher can emphasize that dance is an inclusive activity that can be practiced by people of all ages, abilities, and backgrounds.

5. Finally, the teacher thanks the students for their participation and effort during the lesson, reminding them that learning is a continuous process and that they are on the right path to becoming great dancers. He also makes himself available to answer any questions or doubts students may have.

The conclusion is a crucial stage to consolidate students' learning, encourage them to continue exploring the topic, and value the effort and dedication they put into the lesson. Additionally, the conclusion also serves as a moment of reflection for the teacher, allowing him to assess the effectiveness of the lesson and plan for future lessons.