Objectives (5 - 7 minutes)

1. Understand the concept of coordinating conjunctions: Students should be able to identify and understand the different coordinating conjunctions in the Portuguese language and how they work to connect coordinated clauses.

2. Identify and classify coordinating conjunctions: Students should be able to differentiate between additive, adversative, alternative, conclusive, and explanatory coordinating conjunctions, and correctly classify the conjunctions present in a text.

3. Use coordinating conjunctions in the construction of compound sentences by coordination: Students should be able to apply the acquired knowledge in the construction of compound sentences by coordination, using coordinating conjunctions correctly and efficiently.

Secondary objectives:

• Develop text interpretation skills: Through the study of coordinating conjunctions, students will be encouraged to analyze texts more deeply, identifying the existing coordination relationships between clauses.

• Encourage writing practice: By learning to use coordinating conjunctions in the construction of compound sentences, students will have the opportunity to practice their writing skills, enriching their textual productions.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by briefly reviewing the concepts of clause and simple sentence, as these are fundamental for understanding the lesson topic. This can be done through simple and direct examples, asking students to identify the clauses in some sentences.

2. Problem Situation: A situation that can be presented to arouse students' interest is the following: 'Imagine you are writing a text and want to express ideas that are different but equally important. How would you do that?' The teacher can then explain that coordinating conjunctions are tools that help connect independent clauses, allowing the expression of coordinated ideas.

3. Contextualization: The teacher should mention that knowledge of coordinating conjunctions is essential for the production of more elaborate and cohesive texts, whether in writing essays or in reading and interpreting more complex texts. Additionally, it can be emphasized that the ability to use coordinating conjunctions correctly is valued in exams and competitions.

4. Introduction to the Topic: To introduce the topic in an engaging way, the teacher can share two curiosities:

   • Curiosity 1: In the Finnish language, there are no coordinating conjunctions. Instead, clauses are simply connected by commas.

   • Curiosity 2: The word 'but', which is an adversative coordinating conjunction, was originally an adverb that meant 'however' or 'except'. Over time, it also started to be used as a conjunction.

5. Capturing Students' Attention: To capture students' attention, the teacher can propose a challenge: 'See if you can identify the coordinating conjunctions in these two sentences: 'He studied, but didn't pass the test' and 'She likes to read and write'.' Additionally, it can be shared that the proper use of coordinating conjunctions can make a significant difference in the clarity and effectiveness of communication.

Development (20 - 25 minutes)

1. Theory - Coordinating Conjunctions (10 - 12 minutes):

   1.1. Definition: The teacher should start by explaining that coordinating conjunctions are words or expressions that link independent clauses, that is, clauses that have complete meaning and can therefore be separated into distinct sentences. The teacher can give examples of simple independent clauses, such as 'I study' and 'I work', to illustrate the concept.

   1.2. Classification: Next, the teacher should explain that coordinating conjunctions can be classified as additive, adversative, alternative, conclusive, and explanatory, according to the sense relationship they establish between the clauses they link.

   1.3. Additive Coordinating Conjunctions: The teacher should explain that additive coordinating conjunctions are those that indicate an addition of ideas between the linked clauses. He should present the main additive conjunctions ('and', 'nor', 'not only... but also') and give examples of their use in sentences.

   1.4. Adversative Coordinating Conjunctions: The teacher should explain that adversative coordinating conjunctions are those that indicate an opposition of ideas between the linked clauses. He should present the main adversative conjunctions ('but', 'however', 'yet', 'nevertheless') and give examples of their use in sentences.

   1.5. Alternative Coordinating Conjunctions: The teacher should explain that alternative coordinating conjunctions are those that indicate a choice or a possibility between the linked clauses. He should present the main alternative conjunctions ('or', 'either... or', 'now... now') and give examples of their use in sentences.

   1.6. Conclusive Coordinating Conjunctions: The teacher should explain that conclusive coordinating conjunctions are those that indicate a conclusion or a consequence between the linked clauses. He should present the main conclusive conjunctions ('therefore', 'thus', 'hence', 'consequently') and give examples of their use in sentences.

   1.7. Explanatory Coordinating Conjunctions: The teacher should explain that explanatory coordinating conjunctions are those that introduce an explanation or a justification for what was said in the previous clause. He should present the main explanatory conjunctions ('that', 'because', 'for') and give examples of their use in sentences.

   1.8. Curiosities and Tips: To reinforce learning, the teacher can share some curiosities about coordinating conjunctions, such as the fact that adversative and explanatory conjunctions are the only ones that can be used at the beginning of a clause. Additionally, he can give tips on how to avoid common errors, such as the incorrect use of 'but' and 'more'.

2. Practice - Identification and Classification of Coordinating Conjunctions (5 - 7 minutes):

   2.1. Identification Exercises: The teacher should propose some exercises to identify coordinating conjunctions in sentences. He can start with simple sentences and then move on to more complex ones. The teacher should correct the exercises together with the class, explaining the reason for each answer.

   2.2. Classification Exercises: The teacher should propose some exercises to classify coordinating conjunctions in sentences. He can start with simple sentences and then move on to more complex ones. The teacher should correct the exercises together with the class, explaining the reason for each answer.

3. Theory - Compound Sentence by Coordination (5 - 6 minutes):

   3.1. Definition: The teacher should explain that the compound sentence by coordination is a type of sentence that is formed by two or more coordinated clauses, that is, clauses that have the same syntactic value. He should give examples of compound sentences by coordination, using the coordinating conjunctions that were studied.

   3.2. Semicolon and Colon: The teacher should explain that when the clauses of a compound sentence by coordination are long or complex, they can be separated by a semicolon or a colon instead of a comma.

   3.3. Curiosity and Tip: To reinforce learning, the teacher can share the curiosity that, in some cases, the coordinating conjunction can be omitted without affecting the understanding of the text. Additionally, he can give the tip that, to avoid the repetition of a conjunction, it is possible to replace it with a relative pronoun, as in 'He studied, but it didn't help him pass the test' (conjunction) and 'He studied, which didn't help him pass the test' (relative pronoun).

Return (8 - 10 minutes)

1. Review and Reflection (3 - 4 minutes):

   1.1. The teacher should review the main points of the lesson, reinforcing the definition of coordinating conjunctions, the classification of each type, and the correct way to use them in the construction of compound sentences by coordination.

   1.2. Next, the teacher should propose a brief reflection on the content presented, encouraging students to think about the importance of coordinating conjunctions in textual cohesion and coherence. He can ask questions like: 'How do coordinating conjunctions help us connect ideas in a text?' or 'What difference can the correct use of coordinating conjunctions make in the clarity and effectiveness of communication?'.

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

   2.1. The teacher should suggest that students reflect on how the learned content can be applied in everyday situations. He can suggest that students think of examples of situations where they needed or could have used coordinating conjunctions, such as in writing essays, preparing reports, reading and interpreting texts, etc.

   2.2. The teacher should then ask some students to share their reflections with the class, promoting the exchange of experiences and collaborative learning.

3. Questions and Clarifications (2 - 3 minutes):

   3.1. Finally, the teacher should open the floor for students to clarify their doubts about the lesson content. He should encourage students to ask about any point that was not clear, reinforcing that there are no silly questions and that learning is a continuous process.

   3.2. The teacher should answer the doubts as best as possible, using practical examples, analogies, and other teaching strategies that can help students understand the content. If there is any doubt that the teacher cannot answer at that moment, he should commit to researching the answer and bringing it to the next lesson.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should recap the main points covered during the lesson, emphasizing the definition of coordinating conjunctions, their classification (additive, adversative, alternative, conclusive, and explanatory), and the correct way to use them in the construction of compound sentences by coordination. This can be done through a visual summary, using a whiteboard, a projector, or a slide presentation.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should highlight how the lesson managed to unite theory, practice, and applications. For example, he can mention that the theory was presented through the explanation of concepts and usage rules, practice was carried out through exercises to identify and classify coordinating conjunctions, and applications were discussed through reflection on how the learned content can be useful in students' daily lives.

3. Extra Materials (1 - 2 minutes): The teacher should suggest some extra materials for students to deepen their knowledge on the subject. These materials may include books, websites, videos, educational games, among others. For example, the teacher can recommend reading a chapter from a grammar book that addresses coordinating conjunctions, visiting a website that offers interactive exercises on the subject, watching a YouTube video that explains the use of coordinating conjunctions in a playful way, or participating in an online educational game that allows students to practice what they have learned.

4. Importance of the Subject (1 minute): Finally, the teacher should emphasize the importance of the subject covered for students' daily lives. He can explain that coordinating conjunctions are essential tools for the production of cohesive and coherent texts, and that the ability to use them correctly can make a significant difference in the clarity and effectiveness of communication. Additionally, he can remind that knowledge of coordinating conjunctions is valued in exams and competitions, and can therefore contribute to students' success in these assessments.