Objectives (5 - 7 minutes)

1. Understand the concept of linguistic variation: Students will be able to understand what linguistic variation is and how it manifests in the Portuguese language. They will be encouraged to reflect on linguistic diversity and the importance of respecting and valuing different ways of speaking and writing.

2. Identify and analyze regional varieties: Students will learn to identify the characteristics of regional varieties of Portuguese, focusing on phonetic, lexical, and grammatical differences. They will be guided to analyze these differences and reflect on how they contribute to the richness and diversity of the language.

3. Apply acquired knowledge in practical situations: Students will be encouraged to apply the acquired knowledge about linguistic variation and regional varieties in practical situations, such as interpreting texts from different regions of Brazil, producing texts respecting the chosen regional variety, and participating in discussions on language and cultural identity-related issues.

Secondary Objectives:

• Promote respect for linguistic and cultural diversity: In addition to developing language skills, the lesson plan aims to promote in students respect and appreciation for linguistic and cultural diversity, stimulating dialogue and reflection on these issues.

Introduction (10 - 12 minutes)

1. Content Review (2 - 3 minutes): The teacher starts the lesson by reviewing the concepts of standard norm, linguistic variation, and its different forms (sociolect, dialect, idiolect, and chronolect). This can be done through targeted questions to students to assess the level of understanding and reinforce the importance of these concepts for the current lesson.

2. Problem Situations (3 - 4 minutes): The teacher presents two situations that illustrate the importance of the lesson's theme:

   • Situation 1: "Imagine you are reading a text from a Northeastern author and come across the word 'arretado.' What do you understand by this word? How do you think it fits into the context of the text?" This situation aims to draw students' attention to the existence of words and expressions that are used differently in different regions of Brazil.

   • Situation 2: "Suppose you need to write a formal letter to a company based in a region of the country that has a different regional variety from yours. How do you think you should adapt your language for this situation?" This situation aims to make students think about the importance of knowing and respecting linguistic differences in different communication contexts.

3. Contextualization (2 - 3 minutes): The teacher explains to students that knowledge about regional variations is essential for understanding texts from different regions of the country, for adapting language in different communication contexts, and for respecting linguistic and cultural diversity. Additionally, the teacher can cite examples of everyday situations where knowledge about linguistic variation is useful, such as traveling to different regions of the country, reading books and magazines by authors from different regions, communicating with people from different regions of the country, etc.

4. Capturing Students' Attention (3 - 4 minutes): The teacher introduces the topic of Regional Varieties with curiosities and interesting facts, such as:

   • Curiosity 1: "Did you know that Brazilian Portuguese is considered one of the richest languages in terms of linguistic variation in the world? This is because Brazil is a country of continental dimensions and great ethnic and cultural diversity, which is reflected in its language."

   • Curiosity 2: "Did you know that there are words and expressions in Portuguese that are used only in some regions of Brazil and may be completely unknown in others? For example, the expression 'causar,' which is widely used in São Paulo and means 'to be successful,' but in other regions, it can have a completely different meaning or even be unknown."

   • Historical Fact: "Did you know that linguistic variation in Brazil has its roots in the colonization of the country? This is because, during colonization, different people from different regions of Portugal came to Brazil, each bringing their way of speaking. Additionally, interaction with indigenous and African languages also contributed to the linguistic diversity of Brazil."

Development (20 - 25 minutes)

1. Practical Activity I: The Regional Varieties Game (10 - 12 minutes)

   • Materials needed: Colored cards (each color representing a region of Brazil), cards with words and expressions typical of each region, cards with communication situations (e.g., 'You are in a work meeting in the South of Brazil, how would you say 'good morning' appropriately?'), stopwatch.

   • Preparation: The teacher should organize students into groups of up to 5 people. In each group, one student will be the 'presenter' (responsible for reading the communication situations) and the others will be the 'players.' The cards with words and expressions and the communication situations should be distributed evenly among the regions.

   • Execution: The game consists of a series of rounds. In each round, the presenter draws a communication situation card and reads it to the group. Then, the players must choose a word or expression card that they believe is most appropriate for the situation. The group that guesses the correct region (represented by the card's color) earns a point. The team with the most points at the end of the game is the winner.

   • Objectives: This activity aims to familiarize students with the regional varieties of Portuguese, stimulate reflection on linguistic differences, and promote interaction and teamwork.

2. Practical Activity II: Text Production in Regional Variety (10 - 13 minutes)

   • Materials needed: Sheets of paper, pens or pencils.

   • Preparation: The teacher should organize students into groups of up to 5 people. Each group must choose a region of Brazil. Then, the teacher distributes the sheets of paper and pens or pencils.

   • Execution: Each group must produce a short text (a paragraph) in the chosen regional variety. The text should be creative and contextualized in the chosen region. For example, if the chosen region is the Northeast, the text can be about a 'fest junina,' using typical words and expressions of the region. If the chosen region is the South, the text can be about 'chimarrão,' using typical words and expressions of the region. Finally, each group must read their text to the class.

   • Objectives: This activity aims to promote reflection on language and cultural identity, stimulate creativity and text production, and promote the appreciation of regional variations of Portuguese.

3. Practical Activity III: Debate on Linguistic Variation (5 - 7 minutes)

   • Materials needed: None.

   • Preparation: The teacher should organize students into groups of up to 5 people.

   • Execution: Each group must choose a theme related to linguistic variation to debate. Themes may include: 'Linguistic variation and the formation of cultural identity,' 'The importance of knowing and respecting linguistic variations in Brazil,' or 'Linguistic variation and effective communication in different contexts.' Each group has 3 minutes to present their arguments and 2 minutes to answer questions from other groups.

   • Objectives: This activity aims to promote critical reflection on linguistic variation, stimulate argumentative thinking, and promote dialogue and interaction among students.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should facilitate a group discussion with all students. Each group will have up to 2 minutes to share their conclusions or solutions to the activities carried out. During each group's presentation, other students should be encouraged to ask questions and make comments, thus promoting a rich and productive debate. The teacher should facilitate the discussion, ensuring that all students have the opportunity to speak and that contributions are respectful and constructive.

2. Connection with Theory (2 - 3 minutes): After the group presentations, the teacher should revisit the theoretical concepts discussed at the beginning of the lesson and make connections with the practical activities carried out. For example, the teacher can ask: 'How do the activities we did help us better understand the concept of linguistic variation? How do they help us identify and analyze the regional varieties of Portuguese?' The teacher should pay attention to students' responses, clarifying any doubts and reinforcing the most important concepts.

3. Individual Reflection (2 - 3 minutes): The teacher suggests that students reflect individually on what they learned in the lesson. To do this, the teacher can ask questions like:

   • 'What was the most important concept you learned today?'
   • 'What questions have not been answered yet?'
   • 'How can you apply what you learned today in real situations, such as interpreting texts, producing texts, or communicating with people from different regions of Brazil?'

   Students should have a minute to think about their answers to these questions. After the reflection time, the teacher can ask for some volunteers to share their answers with the class. The teacher should value all answers, even if they are not entirely correct, and clarify any doubts.

4. Teacher's Feedback (1 minute): To conclude the lesson, the teacher should provide general feedback on the class's performance, highlighting strengths and areas that need improvement. The teacher should also encourage students to continue studying the topic at home and to apply what they have learned in real situations.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should give a brief summary of the main points covered in the lesson, reinforcing the concepts of linguistic variation, regional varieties, and the importance of respecting and valuing linguistic diversity. The teacher should highlight the practical activities carried out, the results obtained, and the reflections made by students. The teacher can also take this opportunity to clarify any doubts that may have arisen during the lesson.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should explain how the lesson connected theory, practice, and the application of knowledge. For example, the teacher can highlight how the practical activities helped students better understand theoretical concepts and how the acquired knowledge can be applied in real situations, such as interpreting texts, producing texts, or communicating with people from different regions of Brazil.

3. Additional Materials (1 - 2 minutes): The teacher should suggest reading, study, and practice materials for students to deepen their knowledge on the topic. These materials may include books, articles, videos, websites, and online exercises. For example, the teacher can suggest reading books by authors from different regions of Brazil, listening to music in different regional varieties of Portuguese, watching movies and series from different regions of Brazil, doing exercises on interpreting texts and producing texts in different regional varieties of Portuguese, among others.

4. Importance of the Subject in Daily Life (1 minute): Finally, the teacher should emphasize the importance of the knowledge acquired in the lesson for students' daily lives. For example, the teacher can explain that knowledge about linguistic variation and regional varieties is useful for understanding texts from different regions of the country, for adapting language in different communication contexts, for valuing linguistic and cultural diversity, among others. The teacher can also reinforce that respect and appreciation for linguistic diversity are important attitudes not only in the language field but in all areas of life.