Lesson Plan | Active Learning | Phoneme S

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The Objectives stage is essential to direct the focus of students and teachers to the central aspects of the lesson. In this context, the goal is to clarify and consolidate students' understanding of the specific use of the digraph 'ss' and its phonetic function, preparing them for the following practical activities. This section serves as a guide for what should be achieved by the end of the lesson, ensuring that all participants are aligned with the learning goals.

Main Objectives:

1. Empower students to recognize and apply the digraph 'ss' in the middle of words, understanding the rule that it is not used at the beginning or end of words and always represents the sound /s/.

Side Objectives:

1. Develop phonetic and orthographic analysis skills through the identification of letter patterns in words.

Introduction

Duration: (20 - 25 minutes)

The Introduction serves to engage students and connect the previously studied content with practical application in the classroom. Through problem situations, it stimulates the activation of prior knowledge, preparing the ground for more meaningful learning. The contextualization aims to highlight the relevance of studying the digraph 'ss' in daily life, increasing students' interest and motivation for the correct understanding of the use of letters in the Portuguese language.

Problem-Based Situations

1. Ask students to list words they know that contain the digraph 'ss'. Then request that they identify the position of the digraph within each word, discussing whether it appears at the beginning, in the middle, or at the end.

2. Propose a crossword puzzle with words that use 'ss' in the middle and at the beginning, but never at the end, and ask students to justify why certain words cannot have 'ss' at the end.

Contextualization

Explain that the digraph 'ss' has a very specific usage rule, which can be compared to a 'label' of positioning within words. For example, words like 'massa' or 'passo' use 'ss' in the middle, but words like 'casa' or 'fossa' use 's' at the end. Share curiosities, such as the origin of the word 'pássaro', which has 'ss' in the middle, and discuss how knowing the correct position of letters can be crucial for the correct pronunciation and writing of words, reinforcing the importance of spelling.

Development

Duration: (75 - 85 minutes)

The Development stage is designed to allow students to practically and interactively apply their prior knowledge about the use of the digraph 'ss'. Through playful and collaborative activities, it seeks to consolidate students' understanding of the position of the digraph in the interior of words, encouraging critical thinking, creativity, and teamwork. Each proposed activity focuses on different aspects of the use of 'ss', ensuring a holistic and engaging approach to the topic.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Orthographic Treasure Hunt

> Duration: (60 - 70 minutes)

- Objective: Recognize the positioning of the digraph 'ss' in the middle of the words and apply this knowledge in a playful and collaborative way.

- Description: In this activity, students will be divided into groups of up to 5 people. Each group will receive a map of the school with clues that lead to places where words with the digraph 'ss' in the middle are hidden. The clues will be small riddles that students must decipher to find the next location. Upon finding the hidden word, the group must write a sentence using the word and explain why 'ss' is in the middle of that word specifically.

- Instructions:

• Divide the class into groups of up to 5 students.

• Distribute the maps and clues to each group.

• Guide students to follow the clues and find the hidden words.

• Each time a group finds a word, they must write down the word and the created sentence in their notebook.

• At the end, each group presents their sentences and explanations to the class.

Activity 2 - Word Builders

> Duration: (60 - 70 minutes)

- Objective: Practice building words with the digraph 'ss' and deepen knowledge about the use and meaning of words.

- Description: Students, organized in groups, receive cards with syllables or letters. They must form as many words as possible that contain the digraph 'ss' in the middle, using the available cards. Each group must justify the use of 'ss' in that position and the origin or meaning of at least one of the formed words.

- Instructions:

• Form groups of up to 5 students and distribute the syllable or letter cards.

• Ask the groups to form words that contain 'ss' in the middle, using the given cards.

• Each time a group forms a word, they must justify the use of 'ss' and explain the meaning or origin of the word.

• Set a time and at the end count the number of words formed by each group, rewarding the one with the most correct words.

Activity 3 - Digraphs on Stage

> Duration: (60 - 70 minutes)

- Objective: Creatively and contextually use words with 'ss' in the middle, reinforcing the rule of its use.

- Description: Groups of students will create short plays or dialogues in which they must use words with the digraph 'ss' in the middle. They must incorporate these words naturally into the dialogue, demonstrating understanding of the correct position of 'ss' and present the play to the class.

- Instructions:

• Divide the class into groups of up to 5 students.

• Explain that each group must create a short play or dialogue that includes words with 'ss' in the middle.

• Allow groups time to write the script and rehearse.

• Each group presents their play to the class, which must correctly identify the words with 'ss' and appreciate the creativity of the digraph's incorporation.

Feedback

Duration: (10 - 15 minutes)

This stage of the lesson plan is essential for consolidating students' learning, allowing them to reflect on what they were able to achieve and what they still need to improve. The group discussion helps clarify remaining doubts and deepens the collective understanding of the subject. Furthermore, by listening to the experiences and observations of their peers, students can learn from one another, reinforcing collaborative and critical learning.

Group Discussion

Start the group discussion by inviting each group to share their discoveries and learnings. Suggest they start by describing what they found most challenging and what surprised them during the activities. Encourage students to discuss how the position of the digraph 'ss' can influence the pronunciation and meaning of words. Ask if they found any word they initially thought contained 'ss' at the end, and how they corrected that mistake.

Key Questions

1. What were the main challenges you faced when trying to locate and use the digraph 'ss' in the words?

2. How does the position of 'ss' in the middle of words affect its pronunciation?

3. Did you manage to identify any patterns that help to know when to use 'ss' in the middle of words?

Conclusion

Duration: (5 - 10 minutes)

The Conclusion stage aims to reinforce and synthesize the knowledge acquired during the lesson, ensuring that students have a clear and consolidated understanding of the digraph 'ss'. Additionally, it aims to highlight the applicability of the content learned, demonstrating how the knowledge of phonetic and orthographic details is essential for effective communication and the correct use of the Portuguese language in everyday life.

Summary

To conclude the lesson, the teacher should summarize the key points addressed about the digraph 'ss', reinforcing that it is used only in the middle of words to represent the sound /s/. The examples used during the activities should be recapped to solidify learning.

Theory Connection

Throughout the lesson, the connection between the previously studied theory and the practical activities was well established. Activities such as the Orthographic Treasure Hunt and Word Builders allowed students to directly apply theoretical knowledge, reinforcing the understanding and practical importance of the correct use of the digraph 'ss'.

Closing

Finally, it is crucial to highlight the relevance of studying digraphs in the Portuguese language, as this not only improves spelling and pronunciation but also enriches the students' ability to communicate in writing and orally in their daily lives, both academically and personally.