Objectives (5 - 7 minutes)

1. Introduce students to the concept and practice of traditional games and play, focusing on Circle and Rope, encouraging active and cooperative participation.
2. Develop fine and gross motor skills, balance, rhythm, concentration, attention, respect for rules and others, through playful and challenging activities.
3. Stimulate understanding and respect for cultural diversity, exploring the origin and importance of traditional games in the social and cultural formation of individuals.

Introduction (10 - 15 minutes)

1. Recalling previous content: The teacher starts the lesson by reminding students about the concepts of movement, coordination, rhythm, and cooperation, which were addressed in previous classes. They can propose brief warm-up activities, such as imitation games or circle games, to reactivate these concepts.

2. Problem situations: The teacher proposes two situations to stimulate students' thinking:

   • "Have you noticed that on some days, during recess, girls play in one way and boys in another? Why do you think this happens?"
   • "Do you know what a tradition is? And a culture? How can these words be related to the games you play?"

3. Contextualization: The teacher explains that the games and play they will learn are very special because they have been part of many people's culture for a long time. They show images or videos of children from different places in Brazil and around the world playing Circle and Rope, emphasizing how these games are important for socialization and fun.

4. Capturing students' attention: The teacher can share curiosities or stories related to the theme to spark students' interest. Some examples are:

   • "Did you know that Circle is a game that has existed for over 200 years? It was very popular among children in Colonial Brazil!"
   • "And the Rope, did you know it was invented over 4,000 years ago, in Egypt? The Egyptians used the Rope to play and exercise!"

At this point, students should be curious and eager to learn more about the Circle and Rope games. The teacher then moves on to the content development stage.

Development (20 - 25 minutes)

In this stage, students, divided into groups, will have the opportunity to explore and experience the Circle and Rope games in a practical and fun way.

1. Circle Game (10 - 12 minutes):

   • The teacher guides the formation of a large circle with all students, holding hands.
   • Then, they explore the rhythm and melody of the Circle music with them, which can be a song known to the students or a specific Circle song.
   • The teacher then chooses a child to start dancing in the center of the circle, while the other children sing and clap, respecting the rhythm.
   • The child in the center of the circle can choose another child to enter the circle and continue the game.
   • This dynamic is repeated until all children have had the opportunity to dance in the center of the circle.

2. Rope Game (10 - 12 minutes):

   • The teacher divides the children into two groups. Each group holds one end of the rope.
   • The game is explained: the goal is to jump the rope without getting tangled and without letting the rope touch oneself. Initially, only one child from each group will jump the rope. Then, 2, 3, 4...
   • The teacher adjusts the height of the rope as needed by the students.
   • If a child gives up or gets tangled in the rope, they leave the game and another takes their place.
   • The game continues until all children have had the opportunity to jump the rope.

During the games, the teacher observes the students' development and intervenes when necessary, encouraging cooperation, respect for rules and others, and reinforcing the importance of staying active and healthy. At the end of the games, the teacher promotes a group discussion for students to share their experiences and learnings.

To conclude the development stage, the teacher can propose an extra challenge for children who feel more confident: trying to jump the rope at different rhythms (slow, fast, with little jumps, etc.), thus exploring adaptation to rhythm and creativity.

It is important to emphasize that all activities should be adapted to the students' needs and abilities, ensuring that everyone can participate and have fun. Additionally, the teacher should always reinforce the importance of respect, cooperation, and safety during the games.

Return (10 - 15 minutes)

1. Group discussion (5 - 7 minutes): The teacher gathers all students in a large circle and promotes a discussion about each group's experience in the games. They ask simple questions to guide the conversation, such as:

   • "What did you like most about Circle and Rope?"
   • "What were the difficulties you faced? How did you overcome them?"
   • "How was the feeling of playing in a group? What do you think is important for good teamwork?"

   The teacher encourages students to share their opinions and feelings, reinforcing the importance of respecting differences and active listening.

2. Connection with theory (3 - 5 minutes): Next, the teacher leads the conversation to the connection between the practice of games and the theory. They ask questions that lead students to reflect on what they have learned, such as:

   • "How did you use motor coordination and balance in the games?"
   • "How did music help in the Circle? And the rope, in the Rope game?"
   • "Did you notice any rules in the games? How was it to respect them?"

   The teacher reinforces the importance of practical learning and respect for rules, and how these elements are fundamental in games and in society.

3. Individual reflection (2 - 3 minutes): Finally, the teacher proposes a moment of individual reflection. They ask students to close their eyes for a moment and think about what they learned in the lesson. The teacher asks two simple questions to guide the reflection, such as:

   • "What did you enjoy learning today and why?"
   • "How can you use what you learned today in other situations, whether at school, at home, or in the park?"

   The teacher gives a minute for students to reflect and then invites those who feel comfortable to share their reflections with the class.

This return moment is crucial to consolidate students' learning, allow them to express their opinions and feelings, and reflect on how they can apply what they learned in their lives. The teacher should be a facilitator during the discussion, encouraging everyone's participation, valuing individual contributions, and promoting an environment of respect and active listening.

Conclusion (5 - 7 minutes)

1. Review of Contents (2 - 3 minutes): The teacher starts the conclusion by recalling the main concepts covered during the lesson. They recap the definition of Circle and Rope, highlighting the importance of these games in the culture and tradition of different peoples. Additionally, they emphasize the practical aspects worked on, such as motor coordination, balance, rhythm, cooperation, and respect for rules.

2. Connection between Theory and Practice (1 - 2 minutes): The teacher explains how the lesson connected theory and practice. They emphasize that by experiencing the Circle and Rope games, students were able to experiment in practice the theoretical concepts discussed. Furthermore, they reinforce that the playful activity allowed students to understand the importance of respecting rules, teamwork, and the value of cultural diversity.

3. Suggestion of Extra Materials (1 minute): The teacher suggests some extra materials for students to deepen their knowledge on the subject at home. These materials may include:

   • Children's books that address the theme of traditional games, such as "The Book of Games" by Ruth Rocha.
   • Educational videos available on the internet showing the practice of other traditional games, such as "Ciranda, Cirandinha".
   • Apps or games that encourage physical activities and teamwork, such as "Move the Turtle" or "Heads Up!".

4. Importance of the Subject (1 - 2 minutes): Finally, the teacher emphasizes the importance of the topic for students' daily lives. They explain that games and play are not just leisure activities, but also tools that contribute to the physical, cognitive, social, and emotional development of children. Additionally, the teacher highlights that by playing, students are exercising creativity, imagination, autonomy, and cooperation, essential skills for life in society.

This conclusion stage is essential to consolidate students' learning, reinforce the importance of the subject, and stimulate ongoing interest in the topic. The teacher should encourage students to continue exploring and learning about traditional games, whether at school, at home, or in other environments.