Objectives (5 - 7 minutes)

1. Understand the rules of graphical accentuation: Students should be able to identify and understand the rules of graphical accentuation, including acute accent, circumflex accent, and grave accent. They should be able to distinguish between paroxytone, oxytone, and proparoxytone words, and when to use accents.

2. Apply the rules of graphical accentuation: Students should be able to apply the rules of graphical accentuation to words, phrases, and texts. They should be able to correctly accentuate words of different grammatical classes, such as nouns, adjectives, adverbs, verbs, and pronouns.

3. Practice graphical accentuation: Students should practice graphical accentuation through exercises, games, and interactive activities. This will help consolidate the acquired knowledge and improve students' accentuation skills.

Secondary Objectives

• Develop reading and writing skills: Through the study of graphical accentuation, students will enhance their reading and writing skills in Portuguese.

• Promote active learning: The lesson plan was designed to encourage active student participation through group discussions, problem-solving, and practical activities.

Introduction (10 - 12 minutes)

1. Review of Related Content: The teacher should start by reminding students about the parts of speech (nouns, adjectives, adverbs, verbs, pronouns) and their characteristics, as well as the classification of words according to the position of the tonic syllable (paroxytones, oxytones, proparoxytones). This is crucial for understanding the rules of graphical accentuation. (3 - 4 minutes)

2. Problem Situations: The teacher can propose two problem situations to start the lesson. The first one could be presenting a word without an accent and asking students to identify if it is correctly accented or not. The second one could be presenting two words with different accents (acute and circumflex) in the same position and asking students what rule determines the accentuation difference. (2 - 3 minutes)

3. Contextualization of the Subject: The teacher should emphasize the importance of graphical accentuation in correct writing and text comprehension. It can be mentioned that the accent can completely change the meaning of a word, such as 'pá' (noun: gardening tool) and 'pa' (contraction of the preposition 'para' with the definite article 'a'). Additionally, it can be highlighted that accentuation is one of the characteristics that differentiate the Portuguese language from other Romance languages. (2 - 3 minutes)

4. Introduction to the Topic: To capture students' attention, the teacher can share some curiosities about graphical accentuation. For example, it can be mentioned that Portuguese is one of the few languages that uses the circumflex accent. Another curiosity could be that graphical accentuation in Portuguese is based on the position of the tonic syllable, which is the strongest syllable in the word. Finally, the teacher can introduce the topic of the lesson, stating that by the end of the lesson, students will be able to correctly accentuate words of different grammatical classes according to the rules of the Portuguese language. (3 - 4 minutes)

Development (20 - 25 minutes)

1. Activity 'Accent Hunt' (10 - 12 minutes): This activity involves creating a board game where students move around the board answering questions about graphical accentuation. Each question is accompanied by a word that students must accentuate correctly to advance in the game.

   • Preparation: The teacher must prepare the game board in advance, which can be drawn on the board or printed on large sheets of paper. Each square on the board should contain a question about graphical accentuation. The teacher should also prepare a series of cards with words that students must accentuate. The words should be from different grammatical classes and may include some words with incorrect accents to challenge the students.

   • Execution: Students, divided into groups, should play the 'Accent Hunt' game. They roll a die to move on the board, and when they land on a square, the teacher reads the question. If they answer correctly, they receive a word card to accentuate. If they accentuate the word correctly, they stay on the square, otherwise, they return to the previous square. The game continues until a group reaches the end of the board. The teacher should circulate around the room, helping the groups and clarifying doubts.

2. Activity 'Accentuating with Music' (10 - 12 minutes): This activity involves using popular songs to teach graphical accentuation.

   • Preparation: The teacher should select some popular songs that contain accented words. He/she should prepare a version of the song lyrics without accents and a version with the accents, but scrambled.

   • Execution: Students, still divided into groups, should receive the lyrics of the song without accents and the version with the scrambled accents. They should work together to correctly accentuate the words, comparing them with the accented version. The teacher should play the music so that students can follow the lyrics. In the end, each group should present a part of the song to the class, ensuring that the accentuation is correct.

3. Discussion and Correction (5 - 7 minutes): After the conclusion of the activities, the teacher should promote a discussion in the classroom about the difficulties encountered and the most important rules of graphical accentuation. The teacher should correct any incorrect accentuation and clarify any doubts that students may still have.

Return (8 - 10 minutes)

1. Review of Learned Concepts (3 - 4 minutes): The teacher should start the Return stage by recalling the main points of the lesson. He/she can ask direct questions to students to verify if they understood the rules of graphical accentuation. For example: 'What is a paroxytone word?' or 'When do we use the acute accent?'. This will help consolidate the acquired knowledge and identify any concepts that may not have been fully understood.

2. Connection between Theory and Practice (2 - 3 minutes): The teacher should explain how the activities carried out during the lesson relate to the theory of graphical accentuation. For example, he/she can show how the 'Accent Hunt' game helped students apply the accentuation rules in a fun and challenging context. Similarly, he/she can explain how the 'Accentuating with Music' activity allowed students to practice graphical accentuation in a more creative and engaging way.

3. Reflection on Learning (3 - 4 minutes): The teacher should propose that students reflect for a minute on the following questions:

   1. What was the most important concept learned today?
   2. What questions have not been answered yet?

   After the reflection time, the teacher should invite some students to share their answers with the class. This will not only help the teacher assess what the students have learned but also allow students to express their doubts and concerns.

4. Feedback and Closure (1 minute): Finally, the teacher should thank the students for their participation and effort during the lesson. He/she should encourage them to continue practicing graphical accentuation at home. Additionally, the teacher should be open to receiving feedback from students about the lesson, which can help improve future classes.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should summarize the main points covered during the lesson. This includes the rule of accentuation of paroxytone, oxytone, and proparoxytone words, and the application of acute, circumflex, and grave accents. The teacher can reinforce the importance of understanding the tonic syllable for the correct accentuation of words.

2. Connection from Theory to Practice (1 - 2 minutes): The teacher should highlight how the lesson connected the theory of graphical accentuation with practice. He/she can mention the activities carried out, such as the 'Accent Hunt' game and the 'Accentuating with Music' activity, and how they allowed students to apply the accentuation rules in a playful and meaningful way.

3. Extra Materials (1 minute): The teacher can suggest extra materials for students who wish to deepen their knowledge of graphical accentuation. This may include educational websites, explanatory videos, textbooks, and online exercises. For example, the teacher can suggest using the website 'Online Grammar' or the 'Accentuating' app to practice graphical accentuation.

4. Importance of the Subject (1 - 2 minutes): To conclude, the teacher should emphasize the relevance of graphical accentuation in daily life. It can be mentioned that correct accentuation is essential for effective understanding and communication in writing, whether in school texts, personal, or professional document writing. Additionally, the teacher can reinforce that mastering graphical accentuation is one of the criteria evaluated in exams and competitions, making learning this subject even more important.