Objectives (5 - 10 minutes)

1. Introduction to Conjunctions: The teacher should introduce students to the concept of conjunctions, explaining that they are words used to connect clauses, sentences, or words. Students should understand that conjunctions can be used to express relationships of time, cause, condition, purpose, among others.

2. Identification and Use of Conjunctions: The teacher should teach students how to identify conjunctions in a text. This can be done by highlighting words that are typically conjunctions and then explaining the role these words play in constructing the meaning of the text.

3. Practice of Conjunctions in Spanish: The teacher should encourage students to practice using conjunctions in Spanish by providing them with a variety of grammar exercises. Students should be able to identify and use conjunctions correctly in sentences and texts.

Secondary Objectives:

• Development of Reading and Writing Skills: The correct use of conjunctions helps students improve their reading and writing skills, making their texts more cohesive and coherent.

• Improvement in Text Understanding: By learning about the different functions of conjunctions, students will also improve their ability to understand texts, as they will be better able to identify the relationships between words and ideas in the text.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson with a brief review of previous content that is essential for understanding the current topic. In this case, it would be appropriate to briefly review the classes of words in Spanish, with a special focus on adverbs, prepositions, and conjunctions. The teacher can ask students to recall examples of each of these word classes and use them in simple sentences.

2. Problem Situations: After the review, the teacher should present students with two problem situations that will serve as a context for introducing the topic. For example, the teacher can present a poorly constructed sentence that does not use any conjunctions and ask students to correct it by adding the appropriate conjunction. Then, the teacher can present a sentence that uses too many conjunctions incorrectly and ask students to correct it by removing unnecessary conjunctions.

3. Contextualization: The teacher should then explain the importance of the correct use of conjunctions, both in writing and speaking. The teacher can show students examples of well-written texts that use conjunctions effectively and compare them with poorly written texts that do not use conjunctions or use them incorrectly. The teacher should explain that the correct use of conjunctions helps make the text clearer and more cohesive, and that the lack of use or improper use of conjunctions can make the text confusing and incoherent.

4. Introduction to the Topic: Finally, the teacher should introduce the lesson topic - conjunctions in Spanish - and spark students' curiosity. The teacher can mention that although conjunctions are small and seemingly simple words, they play a crucial role in constructing the meaning of the text. The teacher can also tell students that conjunctions in Spanish are quite similar to those in Portuguese, but there are some important differences they will need to learn. To capture students' attention, the teacher can present some interesting or funny sentences that use conjunctions creatively.

Development (20 - 25 minutes)

1. Story Creation Activity: The teacher divides the class into groups of 3 to 4 students. Each group will receive a set of cards, each containing a word that is frequently used as a conjunction in Spanish (e.g., "y", "pero", "porque", "cuando", "si", "aunque", "después", "antes", "mientras", "por").

   Step 1: Each group should organize their cards in a logical sequence to build a short story. They should use the words on the cards as conjunctions to connect the different parts of the story.

   Step 2: After building the story, the groups should read it to the rest of the class. The teacher should encourage the other students to listen carefully to identify the conjunctions used by the groups.

2. Fill-in-the-Blanks Activity: The teacher distributes to each group a worksheet with sentences in Spanish that have blank spaces where the conjunctions should be. The sentences should have a variety of contexts and uses of conjunctions.

   Step 1: Each group should work together to fill in the blanks with the correct conjunction. They can use their prior knowledge, context clues, and consult a dictionary if necessary.

   Step 2: After finishing, the groups should review their answers and justify why they chose each conjunction. The teacher should provide feedback and clarify any doubts that may arise.

3. Text Correction Activity: The teacher provides each group with a short text in Spanish that contains errors in the use of conjunctions. The errors may include the use of incorrect conjunctions, the lack of conjunctions where they are needed, or the excessive use of conjunctions.

   Step 1: Each group should work together to correct the text, making the necessary changes so that the text uses conjunctions correctly.

   Step 2: After correcting the text, the groups should read the corrected version to the rest of the class. The teacher should encourage the other students to listen carefully to identify and discuss the changes made by the groups.

These activities provide students with the opportunity to use conjunctions in a meaningful context, which facilitates understanding and retention of the material. Additionally, working in groups allows students to discuss among themselves, share ideas, and learn from each other, promoting collaboration and critical thinking.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher should promote a group discussion where each group will have the opportunity to share the solutions or conclusions of their activities. This will give students the chance to hear different approaches to the same problem and learn from each other. During the discussion, the teacher should ask questions to encourage reflection and deepen students' understanding of the use of conjunctions.

   • Step 1: The teacher calls each group to share their stories created in the Story Creation Activity. After each presentation, the teacher should ask the other students to identify the conjunctions used and discuss whether they were used correctly and effectively. The teacher should provide feedback and clarify any doubts that may arise.

   • Step 2: The teacher then calls each group to share their answers in the Fill-in-the-Blanks Activity. The teacher should ask the groups to justify their choices of conjunctions and discuss whether the conjunctions used are the most appropriate for the context. The teacher should also correct any errors and provide feedback on the groups' answers.

   • Step 3: Finally, the teacher calls each group to read the corrected version of the text in the Text Correction Activity. The teacher should ask the groups to explain the changes they made and discuss why the changes are necessary. The teacher should also correct any errors that may have been made.

2. Connection with Theory (2 - 3 minutes): After the group discussion, the teacher should briefly recap the theoretical concepts presented at the beginning of the lesson and connect these concepts with the practical activities performed by the students. The teacher should emphasize how the activities helped students understand and apply the use of conjunctions in Spanish.

3. Individual Reflection (3 - 5 minutes): Finally, the teacher should ask students to reflect individually on what they learned in the lesson. The teacher can ask questions such as:

   • What was the most important concept you learned today?
   • What questions remain unanswered?
   • How can you apply what you learned today in your own writing and speaking in Spanish?

   The teacher should give students a minute to think about these questions and then ask some volunteers to share their answers with the class. The teacher should listen carefully to the students' responses and use this information to adjust and improve future lessons on the topic.

Conclusion (5 - 10 minutes)

1. Summary of Content (2 - 3 minutes): The teacher should recap the main points covered during the lesson. This includes the definition of conjunctions, the importance of their correct use in constructing the meaning of the text, and examples of how they are used in Spanish. The teacher can reinforce these points by asking students questions, encouraging them to demonstrate what they have learned.

2. Connection between Theory, Practice, and Applications (2 - 3 minutes): The teacher should highlight how the lesson connected theory, practice, and applications. This can be done by emphasizing how the group activities allowed students to apply theory in a practical and meaningful way. The teacher can also mention how the ability to use conjunctions effectively and correctly is a valuable skill not only in Spanish but also in other languages and various communication situations.

3. Extra Materials (1 - 2 minutes): The teacher should suggest some extra materials for students who want to deepen their knowledge on the topic. This can include websites, books, videos, and online exercises that focus on the use of conjunctions in Spanish. The teacher can also provide a list of additional conjunction words for students to study, as well as examples of sentences that use these conjunction words.

4. Importance of the Topic (1 - 2 minutes): Finally, the teacher should highlight the importance of the topic, explaining how the correct use of conjunctions can improve the clarity and cohesion of the text. The teacher can give examples of how the improper use of conjunctions can lead to misunderstandings and a confusing text. The teacher should also emphasize that by learning to use conjunctions correctly, students are improving their communication skills and becoming more effective and proficient writers in Spanish.