Objectives (5 - 7 minutes)

1. Understand the origin and function of the C-cedilla in the Portuguese language, highlighting it as a particularity of the Portuguese language and its importance in writing and reading.

2. Correctly identify the words that require the use of the C-cedilla, applying the corresponding rules according to the position of the C-cedilla in the word and the pronunciation of the /s/ phoneme.

3. Apply the C-cedilla correctly when writing texts, avoiding common errors associated with its use, such as replacing it with 's' or 'c'.

   Secondary Objectives:

   • Stimulate curiosity and research about the origin and evolution of the Portuguese language, understanding it as a cultural and historical phenomenon.
   • Encourage the practice of correct and coherent writing, contributing to the development of students' linguistic competence.
   • Promote reflection on the importance of written language in today's society, reinforcing the need for its mastery for effective and critical participation in society.

Introduction (10 - 15 minutes)

1. Review of Previous Content:

   • The teacher will start the lesson by reminding students of the general rules of accentuation and the difference between acute accent and cedilla, which were discussed in previous classes. This is essential for understanding the C-cedilla, as both involve the /s/ sound. (3 - 5 minutes)

2. Problem-Solving Situations:

   • The teacher can present two situations to instigate students' curiosity:
     • The first one could be reading a text where the C-cedilla was replaced by 's' or 'c', resulting in words with completely different meanings. For example: 'Ele comeu uma peça' (instead of 'Ele comeu uma pessa').
     • The second situation could be presenting a riddle that, to be solved, requires the correct understanding and application of the C-cedilla. For example: 'I am a letter that changes the sound of a word. In 'açúcar' I make the sound of 's', but in 'cabeça' I also make the sound of 's', just in a different way. Who am I?' (5 - 7 minutes)

3. Contextualization:

   • The teacher will explain that the C-cedilla is exclusive to the Portuguese language, making it a unique and important characteristic. Furthermore, it will emphasize that the correct use of the C-cedilla is fundamental for the understanding and correct writing of words, avoiding ambiguities and misinterpretations. (2 - 3 minutes)

4. Engaging Students' Attention:

   • To spark students' interest, the teacher can share some curiosities about the C-cedilla, such as the fact that it was created in the Middle Ages to differentiate the /s/ sound from the /k/ sound, or that it is one of the few letters in the alphabet that only appears in the middle of words.
   • Another strategy is to present a video or a song that addresses the topic of the C-cedilla in a playful and fun way. For example, the teacher can show the video 'Cedilha, a letra que nasceu diferente' from the series 'O Alfabeto Divertido', which explains in a simple and funny way the use of the C-cedilla. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity 'Caminho do Cê-Cedilha' (Path of the C-cedilla):

   • In this activity, the teacher will prepare a path on the classroom floor using adhesive tape or chalk. The path will consist of different cards, each with a word that requires the use of the C-cedilla.
   • Students, divided into groups, will be invited to walk along the path, reading the words out loud and then explaining why the C-cedilla was used in that word and what sound it represents.
   • To make the activity more dynamic, the teacher can include challenges at each stop on the path, such as guessing the word before reading it or forming a sentence with the word after reading it.
   • At the end of the activity, the groups that successfully complete the path will be rewarded with a small prize. (10 - 12 minutes)

2. Activity 'O Cê-Cedilha no Mundo Real' (The C-cedilla in the Real World):

   • In this activity, students, still divided into groups, will be invited to explore the school environment in search of words that contain the C-cedilla.
   • Each group will have a sheet of paper and a pencil to write down the words found. After collecting the words, the groups will discuss the sound of the C-cedilla in each of them and the corresponding usage rule.
   • At the end of the activity, each group will present their findings to the class, and the teacher will provide the necessary comments and corrections. (8 - 10 minutes)

3. Activity 'Escrevendo com Cê-Cedilha' (Writing with C-cedilla):

   • In this activity, students will have the opportunity to apply what they have learned by writing a short text. The teacher will provide a writing prompt, which should be developed in short paragraphs.
   • The prompt could be something like: 'Describe a day in the life of a C-cedilla, from the moment it is first used in a word to the moment it becomes a complete word at the end of a book'.
   • Students will be encouraged to use the C-cedilla in several words throughout the text, demonstrating their understanding of the use and function of the C-cedilla.
   • At the end of the activity, the texts will be shared and discussed in the classroom, and the teacher will provide the necessary corrections and comments. (5 - 7 minutes)

Return (10 - 12 minutes)

1. Group Discussion (3 - 5 minutes):

   • After the conclusion of the activities, the teacher will promote a group discussion, where each team will share their solutions or conclusions.
   • Each group will have a maximum of 3 minutes to present, which will encourage the synthesis of information and the students' communication skills.
   • During the presentations, the teacher should ask questions to verify the students' understanding of the use of the C-cedilla and to allow them to explain their choices and decisions.

2. Connection with Theory (2 - 3 minutes):

   • After the presentations, the teacher will highlight how the practical activities connect with the theory presented in the Introduction of the lesson.
   • For example, the teacher can review some words that were found in the activity 'The C-cedilla in the Real World' and discuss the usage rules of the C-cedilla applied to them.
   • Furthermore, the teacher can reinforce the importance of the C-cedilla in the correct writing of words and in the understanding of their meanings.

3. Individual Reflection (2 - 3 minutes):

   • The teacher will propose that students reflect individually on what they have learned in the lesson.
   • To do this, the teacher can ask questions like: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'.
   • Students will have a minute to think about their answers, and then they will be invited to share them with the class.
   • This reflection activity will allow students to consolidate their learning and identify possible gaps in their understanding, which can be addressed in future lessons.

4. Feedback and Closure (1 - 2 minutes):

   • Finally, the teacher will end the lesson by thanking the students for their participation and encouraging them to continue practicing the use of the C-cedilla.
   • The teacher can also take this opportunity to collect feedback from the students about the lesson, asking, for example, what they liked the most and what could be improved.
   • This feedback collection will be useful for the teacher to adjust their teaching strategies and plan future lessons according to the students' needs and interests.

Conclusion (5 - 7 minutes)

1. Recapitulation of Contents (2 - 3 minutes):

   • The teacher will summarize the main points covered during the lesson, reminding students about the origin and function of the C-cedilla, the usage rules, and the importance of its correct use in writing and reading.
   • The review of the contents can be done interactively, through targeted questions to the students, or through a review game, such as a quick quiz or a memory game with words containing the C-cedilla.
   • The goal of this recapitulation is to consolidate the knowledge acquired by the students and reinforce the most important concepts.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes):

   • The teacher will highlight how the lesson connected the theory of the C-cedilla with practice, through the proposed playful and contextualized activities.
   • Furthermore, the teacher will emphasize the practical applications of the C-cedilla, explaining how its correct use contributes to correct writing and reading, avoiding ambiguities and misinterpretations.
   • This step is important for students to realize the relevance and usefulness of what they have learned, encouraging the application of knowledge in real situations.

3. Extra Materials (1 - 2 minutes):

   • The teacher will suggest additional study materials for students who wish to deepen their knowledge about the C-cedilla.
   • These materials may include educational websites about the Portuguese language, textbooks, online exercises, explanatory videos, and interactive games.
   • The teacher can share these material suggestions in a printed or digital document, or simply write them on the board for students to copy.

4. Importance of the C-cedilla in Daily Life (1 minute):

   • Finally, the teacher will emphasize the importance of the C-cedilla in daily life, reinforcing that its correct use contributes to clear and effective communication, both in writing and reading.
   • The teacher can give examples of everyday situations where understanding the C-cedilla is crucial, such as reading a book, writing an essay, sending an email or text message, or even conducting research on the internet.
   • This final reflection serves to consolidate the relevance of the C-cedilla for students, encouraging them to value and apply what they have learned in their daily language practices.