Objectives (5 - 10 minutes)

1. Understand the basic rules of graphical accentuation: The teacher must ensure that students understand the fundamental rules of graphical accentuation, including the idea of tonic syllable, the three accentuation rules, and the main exceptions.

2. Identify and apply accentuation rules in words: Students must learn to recognize the tonic syllable in words and then apply the corresponding accentuation rules. This includes correctly accentuating words ending in -o, -a, and -e, as well as oxytone, paroxytone, and proparoxytone words.

3. Solve practical accentuation exercises: Ultimately, students should be able to apply the knowledge they have acquired about accentuation to solve practical exercises. The teacher should provide a variety of exercises so that students can practice and improve their accentuation skills.

   Secondary objectives:

   • Develop linguistic analysis skills: The study of accentuation helps students develop a deeper understanding of the structure of the Portuguese language, as well as the ability to analyze and interpret words more efficiently.

   • Improve spelling and pronunciation: Since accentuation is closely related to the correct pronunciation of words, accentuation practice can help students improve their spelling and pronunciation.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher should start the lesson by reminding students about the grammatical classes and the structure of words, as these concepts are fundamental to understanding the accentuation rules. In addition, the review may include a brief discussion on the importance of accentuation in the correct pronunciation of words. (3 - 5 minutes)

2. Problem situations: The teacher can present two problem situations to the students that will serve as a starting point for the theory. The first one can be a word accented incorrectly, and the second one can be a word that does not have an accent but should. For example:

   • "Why is the word 'caneta' accented on 'e' and not on 'a'?"
   • "Why does the word 'relógio' not have an accent, even ending in 'o'?" (3 - 5 minutes)

3. Contextualization: The teacher should then contextualize the importance of accentuation rules, explaining that accentuation is not a matter of style or preference, but rather a basic rule of the Portuguese language that helps distinguish the meaning of words. For example, the word 'papéis' (with an accent) means 'sheets of paper', while 'papeis' (without an accent) means 'functions or responsibilities'. (3 - 5 minutes)

4. Introduction to the topic: The teacher can capture students' attention by sharing some curiosities or interesting facts about accentuation. For example:

   • "Did you know that graphical accentuation was introduced in the Portuguese language in the 16th century to help indicate the correct pronunciation of words?"
   • "Did you know that the longest word in the Portuguese language accented on the penultimate syllable is 'pneumoultramicroscopicsilicovolcanoconiótico'?" (3 - 5 minutes)

Development (20 - 25 minutes)

1. Theory - Tonic Syllable and Accentuation (5 - 7 minutes): The teacher should start the theory by explaining the concept of tonic syllable. The tonic syllable is the one pronounced with greater intensity in a word. There are three types of words according to the position of the tonic syllable: oxytones (tonic syllable on the last syllable), paroxytones (tonic syllable on the penultimate syllable), and proparoxytones (tonic syllable on the antepenultimate syllable).

2. Theory - Accentuation Rules (8 - 10 minutes): Next, the teacher should present the three rules of graphical accentuation:

   a) Acute accent rule: Words ending in -a, -e, -o, whether followed by -s or not, are accented with an acute accent (´) in oxytone words. Examples: café, vocês, avó.

   b) Circumflex accent rule: Words ending in -a, -e, -o, whether followed by -s or not, are accented with a circumflex accent (^) in paroxytone words. Examples: fácil, avô, vocês.

   c) Grave accent rule: Proparoxytone words are accented with a grave accent (`). All proparoxytone words are accented. Examples: câmara, árvore, saúde.

   The teacher should explain each rule in detail, provide several examples, and clarify any doubts that may arise.

3. Theory - Differential Accent and Exceptions (5 - 7 minutes): After presenting the general accentuation rules, the teacher should talk about the differential accent and exceptions. The differential accent is used to distinguish words that have the same spelling but different meanings. For example: "pelo" (preposition) and "pêlo" (noun).

   Exceptions to the accentuation rules are words that, although not fitting the rules, are accented. The teacher should present some of the main exceptions, such as "você" (oxytone ending in -e, but without an accent), "pôr" (monosyllabic tonic ending in -r, but with an accent), among others.

4. Guided Practice (2 - 3 minutes): After presenting the theory, the teacher should do some graphical accentuation exercises with the students so they can apply what they have learned. The teacher should correct the exercises on the board, explaining the reason for each accent.

5. Practical Activity (2 - 3 minutes): To conclude the Development, the teacher should propose a practical activity in which students must correctly accentuate a set of words. The goal is for students to apply the accentuation rules autonomously, without the teacher's help. The teacher should walk around the classroom, assisting students with doubts and correcting errors.

6. Return to Theory (2 - 3 minutes): After the practical activity, the teacher should review the theory, reinforcing the main points and clarifying any doubts that may arise. This is the moment to consolidate the acquired knowledge and prepare students for assessment.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher should organize students into small groups and ask them to discuss the accentuation rules learned. Each group should select a representative to share their conclusions with the class. During the discussion, the teacher should walk around the room, listening to students' ideas and answering any questions that may arise. This is an opportunity for students to solidify what they have learned while developing communication and collaboration skills.

2. Connection to Practice (3 - 5 minutes): After the group discussion, the teacher should lead a conversation about how accentuation rules apply in real life. The teacher can ask students if they can think of examples of how accentuation can affect written communication. For example, the teacher can ask: "Have you ever encountered words that you didn't know how to accentuate? How did you solve the problem?" This can lead to a discussion about the importance of accentuation in spelling and text comprehension. Additionally, the teacher can make connections with other disciplines, such as literature (discussing how accentuation can affect the rhythm and rhyme of a poem) or science (discussing how accentuation can be used to distinguish between different plant or animal species).

3. Individual Reflection (2 - 3 minutes): To conclude the lesson, the teacher should ask students to reflect individually on what they have learned. The teacher can propose questions like:

   • "What was the most important concept you learned today?"
   • "What questions have not been answered yet?"
   • "How can you apply what you have learned about accentuation in your daily life?"

   This final reflection allows students to consolidate their learning and identify any areas that may need review or additional practice. The teacher can ask students to share their answers if they wish, or they can keep them to themselves.

4. Feedback and Closure (1 - 2 minutes): Finally, the teacher should thank the students for their participation and effort. The teacher can take this opportunity to provide feedback on the lesson, highlighting strengths and identifying areas for improvement. The teacher should also reinforce the importance of continuous study and practice to master accentuation rules. The teacher should encourage students to ask questions, seek additional clarifications, and continue practicing at home. The teacher should remind students that mastering accentuation is not only important for correct writing but also for effective communication in general.

Conclusion (5 - 10 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should start the Conclusion by summarizing the main points discussed during the lesson. This includes the definition of tonic syllable, the three accentuation rules (acute, circumflex, and grave), the differential accent, and exceptions. The teacher can use the board or slides to visually reinforce the concepts and ensure that students have understood correctly.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): Next, the teacher should highlight how the lesson connected theory, practice, and applications. The teacher can emphasize how the presented theory was applied in practice through the accentuation exercises performed. Additionally, the teacher can reinforce the practical importance of the subject, explaining how correctly accentuating words is fundamental for understanding and effective communication in the Portuguese language.

3. Additional Materials (1 - 2 minutes): The teacher should suggest some additional study materials so that students can deepen their knowledge of accentuation. This may include textbooks, online grammar websites, educational videos, and accentuation exercise apps. The teacher can also suggest texts of different genres (poems, song lyrics, news, etc.) for students to observe graphical accentuation in practice.

4. Relevance of the Subject (1 - 2 minutes): Finally, the teacher should emphasize the importance of graphical accentuation in everyday life. The teacher can explain that accentuation is not just a formal aspect of the language but a tool that helps distinguish the meaning of words. Additionally, the teacher can emphasize that a good understanding of accentuation rules can help students improve their spelling and pronunciation, skills that are essential not only for the Portuguese language but also for other disciplines and for life in general.

5. Closure (1 minute): To conclude, the teacher should thank the students for their participation and effort. The teacher should encourage students to continue studying and practicing accentuation, reinforcing that they are available to clarify any doubts that may arise. The teacher should remind students that accentuation, like any other aspect of the language, requires continuous practice and study, but that with time and effort, they will be able to master this important linguistic skill.