Objectives (5 minutes)

1. Introduce the concept of theatrical elements and their importance in the development of a play.
2. Promote the recognition of theatrical elements in everyday life, encouraging students to identify and discuss these elements in daily situations.
3. Develop collaboration skills through group activities that involve the creation of small theatrical scenes, where students must incorporate and highlight the discussed theatrical elements.

Introduction (15 minutes)

1. Review of previous contents: The teacher starts the class with a quick review exercise, asking students to remember the last time they watched a play or a movie and what they liked the most. The intention is to recall the concept of storytelling, characters, settings, and plots that have been addressed in previous Arts classes.

2. Problem situations:

   • The teacher presents the first situation: "Imagine if we were watching a play without a set, without costumes, and the actors didn't speak, only moved. How would that play be? Would we be able to understand the story?".
   • The second situation presented is: "Now, imagine if all the actors spoke at the same time, without waiting for their turn, and they were all dressed the same way. Would we be able to identify who is who and what is happening in the play?".

3. Contextualization: The teacher then explains that for a play to be understood and appreciated, it is necessary to have some well-defined theatrical elements, such as characters, setting, costumes, script, lighting, sound, and movement. Just like in real life, where we also have different roles, settings, and scripts in our daily routines.

4. Introduction to the topic with curiosities and applications:

   • The teacher can start by saying that theater has existed for over 2,500 years and was created by the Greeks to honor the gods. At that time, actors used masks to represent different characters and emotions.
   • Next, the teacher can propose a reflection: "Did you know that we are all a bit like actors in real life? When we are happy, sad, surprised, scared, we show it through our facial expressions, tone of voice, and gestures, just like actors on the theater stage. This shows how theatrical elements are present in our everyday lives".

This introduction aims to arouse students' curiosity, making them realize the presence of theatrical elements in their own lives and understand their importance in creating a play.

Development (20 minutes)

Next, the teacher proposes practical activities to consolidate learning. Three creative and playful activities are suggested, aiming to engage students in exploring theatrical elements and applying them in an integrated way. The teacher can choose one or more activities according to the class dynamics.

1. Activity: "Creating Our Story" (7-10 minutes)

Students are divided into small groups and are given the task of creating a short story. Each group receives a box with various objects (the teacher can prepare these boxes in advance, filling them with items such as sunglasses, scarves, small towels, ribbons, etc.), which will represent the characters and the setting of the story.

• Students must choose the objects and define who the characters will be and what the setting of the story will be.
• Then, the group must build the story, being guided by the teacher that the story must have a beginning, middle, and end.
• Finally, each group presents their story to the class, using the objects from the box. During the presentation, the teacher guides the class to identify the theatrical elements present in their classmates' presentation.

2. Activity: "Theatrical Mime" (7-10 minutes)

In this activity, each group of students receives a card with an emotion or action (for example, joy, fear, jump, run, etc.) written on it. The goal is for students, without using words, to represent that emotion or action in a theatrical way.

• The teacher then instructs the students to spend a few minutes preparing to present the mime to the class.
• When they are ready, each group must present their theatrical representation to the rest of the class.
• The class must try to guess which emotion or action is being represented.

3. Activity: "Playing the Roles" (7-10 minutes)

Students are divided into groups and receive cards containing different everyday roles (for example, teacher, driver, salesperson, doctor, etc.) and must perform a scene that includes these roles.

• The teacher can reserve a few minutes for the groups to decide how their presentation will be.
• The scene can be completely improvised or the group can choose a leader to direct the performance.
• During the performance, the teacher highlights the theatrical elements present and guides the class to identify them.

Finally, the teacher reinforces that all these activities were a way to explore how theatrical elements apply both in a theater environment and in everyday situations.

After the activities, it is important for the teacher to take some time to discuss with the students what they have learned and the difficulties they encountered during the activities. Ensuring that everyone understood how theatrical elements apply both in a theater environment and in everyday situations.

Return (10 minutes)

1. Group Discussion (3-4 minutes)

   • The teacher gathers all students and starts a group discussion about the activities carried out. Encourages each group to share the solutions or conclusions they reached during the activities. The teacher can ask questions like "What kind of story did you create? How did you define the characters? How did you use the objects to represent the setting? How was the process of creating and performing the story? How did you feel representing an emotion or action without using words? How was it to perform an everyday role?".
   • During the discussion, the teacher emphasizes the theatrical elements that were used in each activity, highlighting how they are essential for the understanding and appreciation of a play and making the connection with everyday situations.

2. Connection with Theory (3-4 minutes)

   • The teacher then reviews the theatrical elements discussed in the class introduction (characters, setting, costumes, script, lighting, sound, and movement). Asks students how these elements were used in the activities and how they perceived the importance of these elements for building a narrative and for communicating emotions and actions.
   • The teacher emphasizes that, just like in theater, in our daily lives we also play different roles, are inserted in different settings, and use different "scripts" (that is, ways of expressing ourselves) in our social interactions.

3. Final Reflection (3-4 minutes)

   • To conclude the class, the teacher suggests that students reflect on what they have learned. Two questions are suggested to guide this reflection:
     1. "How can the theatrical elements we learned today be applied in our daily lives?"
     2. "How did you feel being 'actors' and 'directors' in today's activities? What did you learn from this experience?"
   • After a minute of reflection, students are invited to share their answers with the class, thus promoting an exchange of experiences and perceptions.

This moment of return and reflection is crucial to consolidate students' learning, allowing them to articulate what they have learned and how they can apply this knowledge in their lives. In addition, group discussion and reflection encourage active listening and respect for classmates' opinions and experiences.

Conclusion (5 minutes)

1. Review and Recapitulation (1-2 minutes)

   • The teacher concludes the class by reviewing the main points covered. Recaps the importance of theatrical elements (characters, setting, costumes, script, lighting, sound, and movement) both in a play and in everyday life.
   • Emphasizes the learnings from the practical activities, highlighting how each group applied the theatrical elements in the creation and presentation of their stories, mimes, and performances.

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

   • The teacher emphasizes how the class connected theoretical concepts with practical experiences. Explains that by creating their own stories and performances, students had the opportunity to apply the theatrical elements discussed in the classroom.
   • Highlights that through the activities, students were able to experience in practice the importance of these elements for narrative and communication of emotions and actions.

3. Extra Materials (1 minute)

   • The teacher suggests as extra material researching children's plays available online to watch at home. Encourages students to observe the theatrical elements they learned in class while watching the play.
   • Also recommends reading storybooks that have dialogues between characters, so that students can identify and analyze the theatrical elements present in the narrative.

4. Importance of the Subject (1-2 minutes)

   • Finally, the teacher discusses the importance of theatrical elements for daily life. Explains that, just like in theater, in our lives we play different roles, are inserted in different settings, and use different "scripts" in our social interactions.
   • Emphasizes that by identifying and understanding the theatrical elements, we can become more aware of our own actions and emotions, as well as better understand the situations and people around us.

The conclusion serves to reinforce the main points of the class, connect theory with practice, and encourage students to continue exploring the subject outside the classroom. Furthermore, by explaining the importance of theatrical elements for daily life, the teacher helps students value what they have learned and apply this knowledge in their daily lives.