Objectives (5 minutes)

1. Teach students to identify capital and lowercase letters of the alphabet.
2. Promote students' understanding of the alphabetical order, highlighting the importance of this order for word organization.
3. Develop students' ability to recognize and name the letters of the alphabet, both individually and in sequence.

Secondary objectives:

1. Encourage active participation of students through practical and fun activities.
2. Foster cooperation and teamwork among students, encouraging the exchange of ideas and mutual respect during group activities.
3. Encourage the use of games and play as learning tools, making the learning process more engaging and fun.

Introduction (10 - 15 minutes)

1. Reviewing previous content: The teacher begins the lesson by reminding students about the importance of letters in the reading and writing process. Simple questions can be asked, such as "What is a letter?" and "What do we use letters for?"

2. Problem situations: The teacher presents two problem situations that arouse students' curiosity and prepare them for the new content. For example, students could be asked:

   • "Have you ever imagined what it would be like if all the words in the world were mixed up and no one knew their order? How would it be to write a note to a friend or read a book?"
   • "What if all the letters of the alphabet were 'hidden' and we had to find them? How would we know what the letters are and in what order they are?"

3. Contextualization: The teacher explains that, just like in a song or in a line, the letters of the alphabet also have a specific order, which is called "alphabetical order". This order helps a lot when it comes to organizing words, names and texts.

4. Getting students' attention: The teacher introduces the topic with two fun facts:

   • "Did you know that the alphabet we use in Brazil is the same as that used in most countries in the world? It is called the 'Latin alphabet' and has 26 letters!"
   • "And did you know that the letters of our alphabet were created over 3,000 years ago by the ancient Phoenicians? They were people who lived where Lebanon is today, a country in Asia!"

5. Topic presentation: The teacher introduces the topic of the lesson, explaining that they will learn to identify and organize the letters of the alphabet. To make the introduction more dynamic, the teacher can use images, posters or even a guessing game with letters. For example, the teacher can show a picture of an apple and ask: "What letter does the word 'apple' begin with?" Students should answer that the word begins with the letter 'a', reinforcing learning in a fun and interactive way.

Development (20 - 25 minutes)

Activity 1: Alphabet Scavenger Hunt (10 - 15 minutes)

1. Preparation: The teacher divides the class into teams of up to 5 students and distributes a blank sheet of paper to each team, along with a colored pencil or pen.

2. Objective: Each team will aim to find all the letters of the alphabet, both uppercase and lowercase, which will be hidden in the classroom space or in a predetermined location.

3. Rules: The teacher explains that the letters can be anywhere, but always visible, and that the teams must be respectful of the space and materials in the room. When they find a letter, they must mark it on the sheet of paper with the colored pen and write whether it is uppercase or lowercase.

4. Start of the activity: The teacher gives the starting signal and the teams begin the search. The teacher can walk around the room to help guide the activity, but without interfering with the teams' search.

5. End of Activity: The activity ends when all teams have found all the letters or when the stipulated time is up.

6. Group Discussion: After the activity, the teacher gathers all the students and leads a group discussion. Each team shows the letters they found and the teacher checks if they are correct. During the discussion, the teacher reinforces the importance of alphabetical order and asks questions such as "What is the first letter of the alphabet?" and "What is the last letter of the alphabet?"

Activity 2: Alphabet Bingo (10 - 15 minutes)

1. Preparation: The teacher prepares bingo cards with uppercase and lowercase letters of the alphabet, randomly arranged. Each card should contain 20 letters.

2. Objective: The objective of the game is to be the first to fill in a vertical, horizontal or diagonal line on the card.

3. Rules: The teacher explains the bingo rules, reinforcing that the letters must be announced aloud so that all students can hear them. The teacher will be responsible for announcing the letters.

4. Start of the Game: The teacher starts the game by announcing the letters randomly. Students should check if the letter announced is on their card and, if so, mark it with an X.

5. Winner: The first student to complete a vertical, horizontal or diagonal line should shout "Bingo!" to stop the activity. The teacher checks if the card is correct and declares the winner.

6. Group Discussion: The teacher gathers all the students and holds a group discussion. During this discussion, the teacher can ask questions such as "Who found the letter 'a' on the card?", "Who has the letter 'z' on the card?" to reinforce learning in a fun and interactive way.

These fun activities help make learning the alphabet more fun and engaging, as well as promoting cooperation, teamwork, and mutual respect among students. At the same time, the activities allow the teacher to assess students' knowledge of the letters of the alphabet and the alphabetical order in a relaxed and effective way.

Feedback (10 - 15 minutes)

1. Collective Discussion: The teacher gathers all the students in a large circle and promotes a collective discussion about the solutions found in each activity. Each group should share their findings, challenges, and strategies used during the activities. The teacher should encourage the participation of all students, valuing all contributions and clarifying any doubts that may have arisen during the activities. (5 - 7 minutes)

2. Connection with theory: After the discussion, the teacher resumes the theoretical concepts discussed at the beginning of the lesson. The teacher should highlight how the practical activities helped to understand the importance of letters and alphabetical order. Questions such as "How did the scavenger hunt help to understand the alphabetical order?" and "How did the bingo game help to identify the letters of the alphabet?" can be asked. The teacher should reinforce that learning is not just about memorizing letters, but also about understanding how they are organized. (3 - 5 minutes)

3. Individual Reflection: To conclude the lesson, the teacher suggests that students individually reflect on what they have learned. This can be done through two simple questions:

   • "Which letter of the alphabet did you find easiest to find in the activities? Why?"
   • "What did you find most challenging in today's activity? Why?" The teacher gives the students a minute to think about the answers and then those who wish to do so can share their reflections with the class. This reflection stage helps students to internalize what they have learned and to identify their own difficulties and progress. (2 - 3 minutes)

This feedback is essential to consolidate students' learning, allowing them to reflect on what they have learned and how they can continue to improve their skills in identifying and organizing the letters of the alphabet. In addition, the collective discussion and the connection with theory reinforce the applicability and relevance of the content learned, making the learning process more meaningful and enjoyable.

Conclusion (5 - 7 minutes)

1. Lesson Summary: The teacher recaps the main points covered during the lesson. This includes identifying uppercase and lowercase letters, understanding the alphabetical order, and the importance of this for word organization. The teacher also reinforces how fun activities such as the Alphabet Scavenger Hunt and Alphabet Bingo helped to consolidate learning in a practical and fun way. (2 - 3 minutes)

2. Connection between Theory and Practice: The teacher explains how the lesson connected the theory, which was the explanation about the letters of the alphabet and the alphabetical order, with practice, which were the fun activities. The teacher reinforces that, by carrying out the activities, students were able to put into practice what they had learned and, at the same time, reinforce the theory in a more engaging and meaningful way. (1 - 2 minutes)

3. Extra Materials: The teacher suggests some extra materials for students who wish to deepen their knowledge on the subject. These materials can include interactive online games to practise recognising the letters of the alphabet and the alphabetical order, mobile phone apps, children's books that explore the subject in a fun way, among others. The teacher can also suggest that, at home, students play Alphabet Scavenger Hunt with their parents or siblings, or play Alphabet Bingo with cards they can create themselves. (1 - 2 minutes)

4. Importance of the Subject: Finally, the teacher emphasises the importance of the alphabet and the alphabetical order for everyday life. The teacher explains that, by knowing the letters and their order, students will be able to organize their ideas and express them in writing more clearly and efficiently. Furthermore, the ability to identify the letters and their order is essential for reading and writing, which are fundamental life skills. The teacher encourages students to continue practising and exploring the alphabet, remembering that learning is a continuous process and that each discovery and achievement is a source of pride. (1 - 2 minutes)

The conclusion is an important moment to consolidate the learning of the lesson, to encourage continued study at home and to reinforce the importance of what has been learned. At the end of the lesson, students should have acquired not only theoretical knowledge, but also practical skills and an awareness of the relevance and applicability of the content learned.