Objectives (5 minutes)

1. Familiarize students with the concepts of phoneme and grapheme, and how they relate. Students should be able to understand that the phoneme is the sound that the letter represents, and the grapheme is the visual representation of the sound.

2. Develop students' ability to identify and differentiate phonemes and graphemes in simple words. Students should be able to recognize and name the phonemes and graphemes present in words like 'casa' (house), 'sol' (sun), 'chuva' (rain), among others.

3. Encourage correct writing practice through the identification of phonemes and graphemes. Students should be encouraged to think about the sounds that words make and how these sounds are represented in writing.

Secondary Objectives:

• Promote cooperation and teamwork through practical activities involving the identification of phonemes and graphemes.
• Stimulate logical reasoning and problem-solving through games and activities that require the identification of phonemes and graphemes.

To achieve these objectives, the teacher should plan practical and interactive activities that allow students to explore and apply the concepts of phoneme and grapheme in a playful and engaging way.

Introduction (10 - 15 minutes)

1. Reviewing Content: The teacher starts the lesson by reminding students about the importance of correct writing and how letters are used to represent sounds in language. This can be done by asking students to write simple words on the board and explain the sound that each letter represents.

2. Problem Situations: The teacher proposes two problem situations that will be discussed in groups:

   • 'Have you noticed that the letter 's' has two different sounds: in 'casa' (house) and in 'sol' (sun)? Why does this happen?'
   • 'And the letter 'g', why does it sometimes sound like 'gato' (cat) and other times like 'girafa' (giraffe)? What makes it change its sound?'

3. Contextualization: The teacher explains that letters can represent different sounds depending on how they are used in a word. Examples of these usage rules can be given, such as the rule of 'g' before the vowels 'e' and 'i' which makes it sound like 'girafa' (giraffe) instead of 'gato' (cat).

4. Engaging Students' Attention: The teacher introduces the lesson topic in an interesting and engaging way by proposing two challenges:

   • 'Can you guess how many different letters we use to write all the words we know? And how many different sounds can these letters represent?'
   • 'Let's play a game: I will say a sound and you have to tell me all the ways you know to write that sound. For example, if I say 'ssss', you can tell me it can be written with the letter 's' or with the letter 'ç'.

5. Introducing the Topic: The teacher then presents the lesson topic, explaining that they will learn about phonemes (the sounds that letters represent) and graphemes (the letters we use to represent these sounds). Examples of simple and familiar words to the students can be used to illustrate the difference between the two, such as 'sol' (3 phonemes - s, o, l; 3 graphemes - s, o, l) and 'chuva' (4 phonemes - ch, u, v, a; 5 graphemes - ch, u, v, a).

6. Curiosities: To further spark students' interest, the teacher can share curiosities related to the topic. For example, mentioning that the Portuguese language has 26 letters, but these letters can represent more than 40 different sounds! Or that there are languages, like Hawaiian, that have only 13 letters, but over 100 different sounds.

By the end of the introduction, students should have a basic understanding of what phonemes and graphemes are, and be curious to learn more about the subject. They should also be ready to participate in the practical and interactive activities planned for the lesson.

Development (20 - 25 minutes)

The teacher should choose two of the activities below, which are suitable for students in the early years of elementary school (1st to 5th grade). The activities will allow students to explore and practice the identification of phonemes and graphemes in a playful and engaging way.

1. Game 'Find the Sound'

   • Materials: Cards with drawings of objects (house, sun, cat, etc.) and alphabet letters.

   • Instructions:

     1. Divide the class into groups of 4 to 5 students.
     2. Place the object cards in the center of the table and the letter cards in a pile.
     3. One student from each group picks an object card and another student picks a letter card.
     4. The challenge is for the student who picked the object card to think of a word that starts with the letter on the card the classmate picked and that has the sound of the object on the card.
     5. If they succeed, the group scores a point. Otherwise, the card is returned to the pile.
     6. The group with the most points at the end of the game wins.

2. Activity 'Sound Treasure Hunt'

   • Materials: Cards with images of objects (house, sun, moon, etc.), small boxes (one for each group), alphabet letter cards, adhesive tape.

   • Instructions:

     1. Hide the object cards around the classroom or in a safe outdoor area (if possible).
     2. Distribute the boxes, letter cards, and adhesive tape to the student groups.
     3. The challenge is for students to find the object cards and, for each object found, they must think of a word that starts with one of the available letters in the box that has the sound of the found object.
     4. They should then stick the object card in the box and write the word on the corresponding letter card.
     5. The group that can find and name the most objects correctly wins the game.

3. Game 'Word Battle'

   • Materials: Cards with simple words (house, sun, cat, etc.) and cards with alphabet letters.

   • Instructions:

     1. Divide the class into groups of 4 to 5 students.
     2. Each group receives a set of word cards and another with letters.
     3. Students should put the word cards in a pile, and each group member picks a word card.
     4. The challenge is for students to think of a word that starts with the letter on the card they picked and that has the same sound as the word on the word card.
     5. For example, if a student picks the word 'casa' (house), they can think of words like 'cachorro' (dog) or 'cama' (bed), which start with the sound 'k'.
     6. The student who can think of a word in the given time wins the round and the word card.
     7. The group with the most word cards at the end wins the game.

At the end of the activities, the teacher should lead a brief discussion with the students, asking about the words they found and the challenges they faced when identifying phonemes and graphemes. The teacher can also ask students to share their strategies for identifying phonemes and graphemes in words. This discussion will allow the teacher to assess the students' understanding of the topic and clarify any doubts that may have arisen during the activities.

Feedback (10 - 15 minutes)

1. Group Discussion: The teacher gathers all students and promotes a group discussion about the solutions found by each team in the activities. The teacher can ask students which words they were able to form and what challenges they encountered when identifying phonemes and graphemes. The teacher should guide the discussion so that students can share their strategies and learnings, and so that everyone can learn from each other.

2. Connection with Theory: The teacher then makes the connection between the practical activities and the theory presented at the beginning of the lesson. The teacher can ask students how the activities helped them better understand the concept of phoneme and grapheme. The teacher should reinforce that practice is essential for learning and that, by doing the activities, students were applying what they learned about phonemes and graphemes.

3. Individual Reflection: To conclude the lesson, the teacher proposes that students reflect individually on what they learned. This can be done by asking two questions for students to think about for a minute before responding:

   1. 'What are the two most important things you learned today about phonemes and graphemes?'
   2. 'How can you use what you learned today to improve your writing?'

   Students can express their answers orally or in writing, depending on the teacher's preference and the students' writing abilities. The teacher should provide space for students to share their answers if they feel comfortable doing so, so that everyone can learn from each other's perspectives.

4. Assessment of Learning: The teacher assesses the students' learning during the lesson through the answers given in the individual reflection. The teacher observes if students were able to identify the main learnings of the lesson and if they were able to make the connection between theory and practice. The teacher also considers if students were able to apply what they learned to improve their writing.

5. Teacher Feedback: Finally, the teacher gives feedback to the students on their performance in the lesson. The teacher can praise the students' efforts, highlight the strengths observed during the activities, and provide suggestions for improvement for the next meeting. The teacher should encourage students to continue practicing the identification of phonemes and graphemes in their daily writing activities, so they can consolidate what they learned.

This feedback stage is essential to consolidate students' learning, allowing them to reflect on what they learned and how they can apply that knowledge in their future activities. Additionally, the group discussion and teacher feedback promote a positive and encouraging learning environment, motivating students to continue learning and developing.

Conclusion (5 - 10 minutes)

1. Summary and Recap: The teacher starts the conclusion of the lesson by summarizing the key points that were learned. The teacher reiterates that phonemes are the sounds that letters represent in written language, while graphemes are the letters we use to represent these sounds. Examples of words discussed during the lesson can be used to illustrate these concepts, such as 'sol' (3 phonemes - s, o, l; 3 graphemes - s, o, l) and 'chuva' (4 phonemes - ch, u, v, a; 5 graphemes - ch, u, v, a).

2. Connection between Theory and Practice: The teacher then explains how the lesson connected theory to practice. The teacher highlights that the practical activities were designed to help students apply what they learned about phonemes and graphemes in a playful and engaging way. Examples of activities, such as the game 'Find the Sound' or the activity 'Sound Treasure Hunt', can be mentioned to illustrate how students were exploring and identifying phonemes and graphemes in practice.

3. Extra Study Materials: The teacher suggests additional materials that students can use to deepen their understanding of the lesson topic. The teacher can recommend children's books that address phonetics in a simple and fun way, such as 'A arca das letras' by Ruth Rocha, or educational websites that offer games and interactive activities for phonetics practice, such as 'Escola Games' or 'Pois'.

4. Importance of the Subject: The teacher concludes the lesson by explaining the importance of the subject for students' daily lives. The teacher emphasizes that the ability to identify phonemes and graphemes is fundamental for correct reading and writing. The teacher can mention that by understanding phonemes and graphemes, students will be able to write words correctly and also read new words more easily.

5. Positive Closure: The teacher ends the lesson on a positive note, praising the students' effort and participation and reinforcing that they are in a continuous learning process. The teacher encourages them to continue practicing the identification of phonemes and graphemes in their daily writing activities, so they can consolidate what they learned. The teacher also highlights that they are available to answer any questions or doubts students may have in the future.

This conclusion helps consolidate students' learning, reinforcing the key concepts of the lesson and encouraging them to continue learning and exploring the topic. Additionally, by suggesting extra study materials, the teacher facilitates independent learning, allowing students to deepen their understanding of the subject as they progress.