Prática Pedagógica_ANA CLAUDIA FREITAS PANTOJA_NRECuritiba_25/11/25_Língua Portuguesa_DifEstrEnsino

Understanding the Structure of a Review

Introduction to the Lesson

• Professor Ana Cláudia introduces herself and explains that the lesson will focus on understanding the structure and characteristics of a review (resenha).

• The objective is for students to comprehend how to produce a review, following a sequence of actions including theoretical lessons and practical activities.

Overview of Activities

• A theoretical class was conducted discussing reviews, with three literary review examples provided. Materials are available on Google Classroom for reference.

• The lesson includes an activity where students will create their own reviews using the Redação Paraná platform after completing various tasks.

Methodology and Learning Styles

• The practical activity employs an active methodology called "pedagogical clock," where materials come to students instead of them moving around.

• Questions are tailored to different learning styles: active, reflective, pragmatic, and theoretical learners. Each style has specific questions designed for engagement.

Engagement in Group Activity

Group Dynamics

• Students are divided into nine groups; each group will answer three questions within five minutes. If more time is needed, it can be negotiated.

• After answering their initial questions, groups will exchange answers with neighboring groups without changing their response sheets.

Clarifications During Activity

• As students work through their tasks, Professor Ana Cláudia circulates to address any questions or concerns regarding the assignment.

• Specific guidance is given about what should be included in a review's conclusion—summarizing key points without revealing spoilers or promotional content.

Key Elements of Writing a Review

Important Considerations

• Emphasis is placed on avoiding spoilers in reviews; providing too much information can ruin surprises for readers.

• Students learn that while critiques can be negative, they must still adhere to certain guidelines when writing reviews.

Discussion on Evaluation and Group Work

Overview of Group Activity

• The facilitator checks in with the group, asking if there are any doubts regarding their tasks and confirming that everyone is progressing well.

• Participants discuss the varying lengths of their responses, indicating some questions require more elaboration than others. They mention dividing the work among themselves to cover different aspects.

• Clarification on individual contributions is made, with one participant noting they wrote a longer response while another contributed a shorter one.

Instructions for Completing Tasks

• The facilitator emphasizes the importance of marking answers correctly (A, B, or C), highlighting that some questions are brief while others demand more detailed responses.

• A reference to evaluation criteria is made, suggesting participants should look at specific sections for guidance on how to present their conclusions effectively.

Engagement and Time Management

• The facilitator engages with participants about their previous recordings and reassures them about their presence in this session as well.

• As time runs short, the facilitator prepares to switch questions among groups, ensuring all participants have an opportunity to engage with different content.