Objectives (5 - 7 minutes)

1. Develop motor coordination: Students should be able to control body movements during the game, jumping rope or participating in the 'ciranda'. Motor coordination is essential for various daily activities and should be stimulated from an early age.

2. Stimulate interaction and teamwork: During the class, students should learn the importance of respecting each other's space and rhythm, as well as collaborating with each other for the smooth running of the games. This helps develop important social skills.

3. Promote movement in a playful way: Through games, students should move and exercise, but in a fun and playful way. This helps prevent sedentary lifestyle and promote an active lifestyle from childhood.

Secondary objectives:

• Stimulate creativity: In addition to traditional rules, students should be encouraged to try new ways of playing, creating their own variations and adaptations of the proposed games.

• Develop logical reasoning: During the games, students should make quick decisions and solve small problems, which helps develop logical reasoning and decision-making skills.

Introduction (10 - 12 minutes)

1. Recalling content: The teacher starts the class by reminding students about the importance of movements and physical activities for health and well-being. He can recall some physical activities that have been done in previous classes, such as running, jumping, and dancing. The teacher can also briefly explain the benefits of these activities for the body and mind.

2. Problem Situations: The teacher then presents two problem situations to instigate curiosity and student participation:

   • Situation 1: 'Have you ever noticed how dancers can move in such a beautiful and coordinated way? How do they manage to do that? Can we learn to move like that too?'
   • Situation 2: 'When you play jump rope, sometimes it's hard to jump at the right rhythm, isn't it? Do you think there are ways to make it easier? How can we jump rope in a more fun and challenging way?'

3. Contextualization: The teacher explains that in today's class they will learn two very fun games that will help improve motor coordination, teamwork, and move in a playful and enjoyable way. He also explains that these games, the 'ciranda' and the jump rope, are very old and are part of our country's culture and tradition, being practiced by many generations.

4. Capturing students' attention: To arouse students' interest, the teacher can briefly tell the story of how these games originated: for example, the 'ciranda' is a very old circle dance that originated in Europe and was brought to Brazil by the colonizers. The jump rope is a very simple toy that can be made with any type of rope and has been around for thousands of years, being practiced by children from various cultures around the world.

5. Introduction of the topic: Finally, the teacher introduces the topic of the class, explaining that they will learn how to play the 'ciranda' and jump rope in a fun and challenging way. He can show images or videos of these games, highlighting the movements and basic rules, so that students can already have an idea of what the activities will be like.

Development (20 - 25 minutes)

1. Ciranda (10 - 12 minutes)

   • Explanation of the Game (2 - 3 minutes): The teacher should start by explaining the basic rules of the 'Ciranda'. It should be explained that all students will form a large circle holding hands, and a child, called the 'queen' or 'king', will stand in the center of the circle. The 'queen' or 'king' will sing a song and, during the song, will choose another child to enter the circle and dance with them. The game continues until all children have had the chance to dance in the center of the circle.

   • Demonstration (3 - 4 minutes): The teacher should then demonstrate the game, inviting a student to be the 'queen' or 'king' and another to dance with him/her in the center of the circle. During the demonstration, the teacher should emphasize the importance of keeping the rhythm of the music, respecting the space of the peer, and moving in a coordinated and graceful manner.

   • Practice (5 - 6 minutes): After the demonstration, students should have the chance to practice. The teacher should divide the class into smaller groups, according to the number of students, and each group should form its own circle. The children should then democratically choose who will be the 'queen' or 'king' and who will dance in the center of the circle. The teacher should walk among the groups, guiding and helping when necessary.

2. Jump Rope (10 - 12 minutes)

   • Explanation of the Game (2 - 3 minutes): The teacher should start by explaining the basic rules of 'Jump Rope'. It should be explained that two children will hold the ends of the rope and spin it, while another child will jump. The goal is to jump the rope without touching it. The teacher can suggest different ways to jump rope, such as facing forward, backward, on one foot, etc.

   • Demonstration (3 - 4 minutes): The teacher should then demonstrate the game, inviting two students to hold the rope and another to jump. During the demonstration, the teacher should emphasize the importance of keeping the rhythm, moving in a coordinated manner, and being careful not to touch the rope.

   • Practice (5 - 6 minutes): After the demonstration, students should have the chance to practice. The teacher should divide the class into smaller groups, according to the number of students, and each group should have its own rope. The children should then take turns jumping rope. The teacher should walk among the groups, guiding and helping when necessary.

3. Variations and Combinations (5 - 6 minutes)

   • Explanation of Variations (2 - 3 minutes): After practicing the games separately, the teacher can propose some variations and combinations of the games. For example, in the 'ciranda', instead of dancing, the child in the center of the circle can jump a sequence of rope, and everyone else jumps along with him/her. Or, in the jump rope, instead of jumping individually, two children can jump together at the same time.

   • Demonstration of Variations (1 - 2 minutes): The teacher should then demonstrate the variations, inviting students to participate in the demonstrations.

   • Practice of Variations (2 - 3 minutes): After the demonstrations, students should have the chance to practice the proposed variations and combinations. The teacher should walk among the groups, guiding and helping when necessary.

This is a suggested plan and the execution time of each activity may vary depending on the class dynamics. The teacher should always pay attention to students' interest and involvement, adapting activities as necessary to ensure that everyone is having fun and learning.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should gather all students in a large circle for a group discussion. He can start by asking students how they felt during the games. The teacher can ask specific questions to stimulate reflection, such as 'What did you like most about the 'ciranda'?' or 'Which jump rope variation did you like the most?'. The teacher should ensure that all students have the opportunity to share their experiences and opinions, respecting each one's speaking time.

2. Connections with Theory (2 - 3 minutes): After the discussion, the teacher should give a brief summary of the main lessons learned during the class. He can highlight the importance of motor coordination, teamwork, and respect for rules and others' space. The teacher can also reinforce the idea that practicing physical activities can be fun and that there are many different ways to move and exercise.

3. Individual Reflection (3 - 4 minutes): To conclude the class, the teacher should propose that students make an individual reflection on what they have learned. He can ask two simple questions to guide this reflection:

   • Question 1: 'Which movement or game do you think challenged you the most today? Why?'
   • Question 2: 'How can you use what you learned today in other games or activities you enjoy doing?'

The teacher should give a minute for students to think about these questions and then can ask for volunteers to share their answers with the class. The teacher should reinforce that there are no right or wrong answers, and that the important thing is that each student reflects on their experience and learning.

4. Closure (1 minute): Finally, the teacher should end the class by thanking everyone's participation and reminding them that they can always continue playing and moving outside of school, whether in the park, at the beach, at home, or with friends. The teacher can suggest that students practice the games learned at home and bring their experiences to share in the next class.