Objectives (5 - 7 minutes)

1. Provide students with an understanding of what theater characters are and how they are created. The teacher should explain that characters are figures created to represent people, animals, or entities in a theatrical piece. They are created through descriptions and actions written by the playwright and brought to life by the actors.
2. Facilitate the identification of characters in a theatrical piece. The teacher can present a simplified theater piece to the students and ask them to identify the characters present in the story.
3. Stimulate the practice of imitation and make-believe as a way to explore character creation. The teacher should encourage students to imitate known characters or create their own characters, using imagination and body expression.

Introduction (10 - 15 minutes)

1. The teacher should start the lesson by reminding students of the basic concepts of Theater previously learned, such as what a theatrical piece is, who the actors are, and what the stage is. This is important so that students can contextualize the new information that will be presented.
2. Next, the teacher should propose two problem situations to arouse students' interest. The first one could be: 'Have you ever watched a cartoon or a movie and wondered how the characters were created? How do they seem so real?' The second problem situation could be: 'Have you ever played make-believe? If you were to create a character for a make-believe theater, how would you do it?' This will help students engage with the lesson topic.
3. After discussing the problem situations, the teacher should contextualize the importance of the topic. For example, he can say, 'Character creation is an important skill not only for actors but also for writers and even for us in our daily lives. When we play make-believe or when we tell a story, we are creating characters. Understanding how this is done can help us be more creative and expressive.'
4. Finally, to introduce the topic and capture students' attention, the teacher can share some curiosities or stories about character creation. For example, he can mention that the characters in some of the world's most famous theater pieces, such as those by William Shakespeare, are so well created that people still study and interpret them hundreds of years later. Or that some characters are created based on real people. The teacher can also highlight how character creation allows actors to explore different personalities and emotions, which can be very fun and interesting.

Development (25 - 30 minutes)

Here are three practical activity suggestions that students can perform in the classroom. These activities aim to help students become familiar with the process of character creation and also to actively engage in make-believe and imitation. The activities should be carried out in groups of 3 to 5 students to encourage collaboration and interaction among them. The teacher is free to choose one or more activities, depending on the available time.

1. Character Creation with Playdough

   • The teacher should provide playdough to each group of students and ask them to create characters from a theatrical piece. Before modeling, it is interesting for the group to structure the characteristics of the character they will model, such as personality, clothing, emotions conveyed, etc.
   • During the modeling process, the teacher should encourage students to present the characters they are creating and share what makes these characters unique.
   • In the end, each group should present their characters and the justification of their construction to the whole class.

2. Theatrical Mime Game

   • The teacher should write names of popular characters from cartoons, movies, or fairy tales on pieces of paper and put them in a hat or box.
   • Each group should select a piece of paper without looking and then start planning and rehearsing a small mime presentation representing that character.
   • After a set time for preparation, each group should perform their mime presentation in front of the class, and the rest of the students should try to guess who the character is.

3. 'I Am the Character' Workshop

   • The teacher should present the activity by explaining that each student will have the chance to become a character from a fictional story. In their groups, students should create a quick story involving different characters.
   • Each student, in turn, should assume the personality of one of the characters from the story, answering questions and acting as they believe the character would act.
   • The challenge in this activity is to stay 'in character' and respond consistently to the questions posed by group mates.

These activities should be guided and supervised by the teacher to ensure organization, mutual respect among students, and the adequacy of the activities to the lesson's objective. With this, students can both have fun and learn about character creation in theater.

Return (8 - 10 minutes)

1. Debate and Discussion (3 - 4 minutes): The teacher should gather all students in a large circle to promote a group discussion about the activities carried out. Each group should briefly share the characters they created or imitated, and explain how they came up with these creations. Students should be encouraged to comment on other groups' presentations, highlighting what they liked the most or found most creative. The teacher should guide the discussion to ensure that all students have the chance to speak and that the conversation remains respectful and productive.

2. Review and Reflection (3 - 4 minutes): After the discussion, the teacher should briefly recap the main points learned during the lesson, connecting the practical activities with the theoretical concepts presented at the beginning. The teacher can ask: 'What have you learned about character creation in theater? How does the activity we did help understand this process?' This helps reinforce learning and make students realize the practical application of what they have learned.

3. Final Reflection (2 minutes): To conclude the lesson, the teacher should propose that students reflect individually on what they have learned. Two simple questions can be suggested to guide this reflection: 'What was the most challenging part of creating or imitating a character? How can you use what you learned today in other situations, inside or outside the classroom?' The teacher should emphasize that there are no right or wrong answers to these questions - the important thing is that students take a moment to think about the lesson and what it means to them.

This final return stage is crucial to ensure that students absorb and apply the knowledge acquired during the lesson. Additionally, it provides an opportunity for students to develop reflection and self-criticism skills, which are important for continuous and autonomous learning.

Conclusion (5 - 7 minutes)

1. Summary and Recap (2 - 3 minutes): The teacher should end the lesson by summarizing the main points covered during the lesson. He should reinforce the concept of characters in theater and how they are created, highlighting the importance of detailed description, body expression, and imitation in creating a convincing character. The teacher should also recap the practical activities carried out and how they helped students better understand the process of character creation.

2. Connection between Theory, Practice, and Application (1 - 2 minutes): The teacher should explain to students how the lesson connected the theory of character creation with the practice of the activities carried out. He should emphasize that the theory provided the basis for understanding the concept, while the practice allowed students to experience the process of character creation firsthand. Additionally, the teacher should mention that the skills learned in the lesson can be applied in other subjects and situations, such as in writing stories or solving problems in a group.

3. Extra Materials (1 minute): The teacher should suggest some extra materials for students who wish to deepen their knowledge on the lesson's topic. This may include books on theater, children's theater plays for reading, movies or cartoons that present character creation in an interesting way, or educational websites with games and activities related to the topic. The teacher should remind students that learning is not limited to the classroom and that they can continue exploring the subject at home or in the library.

4. Importance of the Subject for Daily Life (1 - 2 minutes): Finally, the teacher should emphasize the relevance of the subject for students' daily lives. He can explain that character creation is not limited to theater but is a skill that can be used in various situations, such as in creating stories, solving problems in a group, and even in understanding people and situations in the real world. The teacher should encourage students to apply what they have learned in the lesson in their daily lives, whether by reading a book, watching a movie, or playing make-believe.

The conclusion is an essential part of the lesson plan, as it allows the teacher to reinforce the main points learned, connect theory to practice, suggest resources for continuous learning, and highlight the relevance of the topic to students' lives. By doing this, the teacher helps ensure that students leave the lesson with a clear understanding of the subject, as well as with the motivation and resources to continue learning.