Objectives (5 - 7 minutes)

1. Understand the concept of a lived experience report in narrative typology, identifying its characteristics and main elements.
2. Analyze examples of lived experience reports, highlighting the narrative structure, language used, and particularities of this type of text.
3. Develop textual production skills through the creation of a lived experience report, using the structure and language characteristic of this narrative type.

Secondary Objectives:

• Stimulate reading and interpretation of narrative texts.
• Promote reflection on the importance of personal experiences in narrative construction.
• Encourage written expression, valuing the subjectivity and originality of the student.

Introduction (10 - 15 minutes)

1. Review of Previous Content:

   • The teacher starts the lesson by reviewing the concepts of narrative typology and the different types of narrative texts already studied, such as short stories, novels, fables, legends, among others. It is important that students have a solid foundation in these concepts to understand the new content.
   • The teacher may propose a brief review activity, such as reading a short excerpt from a narrative text and identifying the type of text and its characteristics.

2. Presentation of Problematic Situations:

   • The teacher can present two situations to arouse students' interest: the first, a student who needs to write a report of a lived experience to participate in a writing contest; the second, a journalist who must report a personal experience in an article. Both situations require knowledge of the narrative typology of lived experience reports.
   • Then, the teacher can ask students what they understand by a lived experience report and how they imagine the structure of this type of text.

3. Contextualization of the Subject:

   • The teacher can explain that the lived experience report is a very common type of text in various everyday situations, such as school essays, internship reports, testimonials, autobiographies, among others. Therefore, it is essential that students know how to produce and interpret this type of text.
   • The teacher can mention some examples of lived experience reports that are well known and valued in literature and journalism, such as Anne Frank's Diary and Tarsila do Amaral's report on the Week of Modern Art in 1922.

4. Engaging Students' Attention:

   • To arouse students' curiosity, the teacher can share some curiosities about lived experience reports, such as the fact that this type of text values the author's subjectivity and their ability to observe and reflect on the world around them.
   • The teacher can also propose an initial challenge, such as reading a short excerpt from a lived experience report and identifying its characteristics.

Development (20 - 25 minutes)

1. Theory - Concept and Characteristics (5 - 7 minutes)

   • The teacher presents the theory on lived experience reports, explaining that it is a type of narrative text in which the author recounts a personal experience they have lived, whether real or fictional, using a more colloquial and informal language.
   • The teacher highlights the main characteristics of this type of text, such as the presence of a narrator-character who is the author themselves, the valorization of subjectivity and emotion, detailed description of situations and characters, chronological sequence of events, among others.
   • The teacher can use practical examples to illustrate each of the characteristics presented, such as reading excerpts from lived experience reports and identifying their particularities.

2. Practice - Analysis of Examples (8 - 10 minutes)

   • The teacher proposes reading two or three examples of lived experience reports and asks students to identify the characteristics of this type of text, according to what was presented in the theory.
   • After the reading, the teacher leads a classroom discussion, asking students what they noticed in the texts read, what were the most striking characteristics, if they could identify with the experiences narrated, among others.

3. Theory - Structure of Lived Experience Reports (5 - 7 minutes)

   • The teacher explains the basic structure of a lived experience report, which usually consists of: Introduction (presentation of the theme and context of the lived experience), Development (narration of the facts, actions, and emotions experienced), and Conclusion (reflection on the experience and its consequences).
   • The teacher can use a visual scheme to represent this structure and facilitate students' understanding.

4. Practice - Production of a Lived Experience Report (7 - 10 minutes)

   • The teacher proposes that students individually produce a short lived experience report. The theme can be free, or the teacher can suggest a theme related to the students' reality, such as 'An unforgettable day at school', 'The first time I traveled by plane', among others.
   • The teacher guides students to follow the structure of the lived experience report and to use a more colloquial and personal language.
   • After the production, the teacher can select some texts to be read in the classroom. Then, students can comment on the productions, highlighting what they liked the most and what could be improved.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher organizes students into groups of five and asks them to share the lived experience reports they produced with each other.
   • Each group chooses a report to be read aloud to the class.
   • After the reading, the teacher leads a classroom discussion, asking students about the similarities and differences between the reports produced.
   • The teacher can also inquire about the difficulties encountered in producing the text and how they managed to overcome them.

2. Connection with Theory (3 - 5 minutes)

   • The teacher revisits the concepts of lived experience reports and the structure of this type of text, and connects them with the students' productions.
   • The teacher highlights the positive aspects of the texts, emphasizing the characteristics of the lived experience report that were well explored.
   • The teacher also points out possibilities for improvement in the texts, indicating, for example, the need for a clearer Introduction, a more detailed description of the facts, or a more reflective Conclusion.

3. Individual Reflection (2 - 3 minutes)

   • The teacher suggests that students reflect individually on what they learned in the lesson.
   • The teacher asks the following questions to guide the reflection:
     1. What was the most important concept learned today?
     2. What were the main difficulties encountered in producing the lived experience report?
     3. What could be done differently next time to improve the text production?
   • The teacher may ask students to write down the answers to share in the next lesson or to submit as homework.

4. Teacher Feedback (2 - 3 minutes)

   • The teacher concludes the lesson by giving overall feedback on the class performance, highlighting the positive points and pointing out possibilities for improvement.
   • The teacher also reinforces the importance of lived experience reports as a type of text widely used in everyday life and in the workplace, and encourages students to continue practicing writing this type of text.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes)

   • The teacher summarizes the main points covered during the lesson, reinforcing the concept of lived experience reports, their characteristics, the text structure, and the importance of colloquial and personal language.
   • For example, the teacher can revisit the visual scheme that represented the structure of the lived experience report and recall the main characteristics of this type of text.

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

   • The teacher highlights how the lesson connected theory, practice, and reflection.
   • The teacher can mention how analyzing examples of lived experience reports helped to better understand the concept and characteristics of this type of text, and how individual production allowed students to apply what they learned in a practical way.
   • The teacher can also emphasize how group discussion and individual reflection promoted reflection on the learning process, encouraging students to identify their difficulties and think of strategies to overcome them.

3. Supplementary Materials (1 - 2 minutes)

   • The teacher suggests supplementary study materials for students who wish to deepen their knowledge of lived experience reports.
   • These materials may include articles, books, videos, websites, and online exercises on the subject.
   • For example, the teacher may suggest reading lived experience reports from renowned authors, analyzing journalistic texts that use this type of narrative, producing more lived experience reports as homework, among others.

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

   • Finally, the teacher emphasizes the importance of lived experience reports in daily life, both in school, in essays and reports, and in the workplace, in activities that require the ability to communicate personal experiences clearly and engagingly.
   • For example, the teacher may cite examples of professions where the ability to produce and interpret lived experience reports is valued, such as journalism, literature, psychology, among others.
   • The teacher concludes the lesson by reinforcing the relevance of the subject and encouraging students to continue practicing writing this type of text.