Objectives (5 - 7 minutes)

1. Understand the structure of a sentence, clause, and period: The teacher should ensure that students understand the definition of a sentence, clause, and period, including the elements that compose them. This can be done through clear examples and classroom discussions.

2. Differentiate the concepts of sentence, clause, and period: It is crucial that students can distinguish between these three concepts, identifying each in different contexts. The teacher should provide practical activities that allow students to apply their theoretical knowledge.

3. Identify the main and subordinate clause in a period: The teacher should teach students how to identify the main and subordinate clause in a period, emphasizing the importance of this knowledge for understanding and producing coherent texts.

Secondary Objectives:

• Develop analysis and synthesis skills: Through the study of the structure of a sentence, clause, and period, students will enhance their analysis and synthesis skills, which are fundamental for understanding and producing texts.
• Stimulate critical thinking: By working with examples and practical exercises, students will be encouraged to think critically about the structure of the Portuguese language and how it is used in written communication.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher should start the lesson by briefly reviewing the concepts of word and sentence that were discussed in previous classes. This can be done through targeted questions to students to assess prior understanding and prepare them for the new content. (3 - 5 minutes)

2. Problem-solving situations: The teacher can present two problem-solving situations to arouse students' interest and curiosity about the lesson topic:

   • Situation 1: 'Imagine you are reading a book and come across the following word sequence: 'The boy ran to school.' Is this a sentence? Why?
   • Situation 2: 'Now, imagine you have to write an essay about your day at school. How can you use different sentences to form a paragraph, and different paragraphs to form the essay?' (5 - 7 minutes)

3. Contextualization: The teacher should explain the importance of the topic, showing how understanding the structure of a sentence, clause, and period is essential for producing coherent and well-structured texts. He can cite examples from everyday life, such as reading books, writing essays, and even oral communication. (2 - 3 minutes)

4. Introduction to the topic: The teacher should introduce the lesson topic, explaining that they will learn about the structure of a sentence, clause, and period, and how to differentiate each of these concepts. He can use simple and everyday examples to make the subject more accessible, such as the following sentence: 'The boy ran to school because he was late.' (2 - 3 minutes)

Development (20 - 25 minutes)

1. Classification Activity (10 - 12 minutes):

   • Step 1: The teacher should divide the class into groups of up to five students. Each group will receive a set of cards, each containing a word sequence. The words were chosen so that some sets form a sentence, others form a clause, and others a period. (5 - 7 minutes)
   • Step 2: The students, in their respective groups, must classify the cards into piles of sentences, clauses, and periods. They must justify their classifications for each set, explaining why the word sequence is a sentence, a clause, or a period. (5 - 7 minutes)
   • Step 3: After the activity, the teacher should review the groups' classifications, clarifying any doubts and reinforcing the concepts of sentence, clause, and period.

2. Text Creation Activity (10 - 12 minutes):

   • Step 1: The teacher provides each group with a series of words and asks them to create a sentence, a clause, and a period using these words. The words should be chosen so that it is not obvious which is the sentence, clause, and period.
   • Step 2: The students, in their respective groups, must create the sentences, clauses, and periods and justify their choices.
   • Step 3: Each group presents their creations to the class, explaining why they chose each word sequence as a sentence, a clause, or a period. The teacher should provide feedback and clarify any doubts that may arise.

3. Text Analysis Activity (5 - 8 minutes):

   • Step 1: The teacher provides each group with a short text and asks them to identify all the sentences, clauses, and periods in the text.
   • Step 2: The students, in their respective groups, must perform the task, marking each sentence, clause, and period in the text.
   • Step 3: The teacher reviews the groups' markings, providing feedback and clarifying any doubts that may arise. This activity helps students apply their theoretical knowledge in a practical context, strengthening their understanding of the topic.

Feedback (10 - 12 minutes)

1. Group Discussion (3 - 5 minutes):

   • Step 1: The teacher should gather all students and promote a group discussion. He can ask each group to share their solutions or conclusions from the activities carried out.
   • Step 2: The teacher should ensure that all students have the opportunity to speak and encourage interaction between groups, allowing questions and comments.
   • Step 3: During the discussion, the teacher should make connections between the students' answers and the theory presented, reinforcing key concepts and correcting any misconceptions.

2. Knowledge Check (2 - 3 minutes):

   • Step 1: After the discussion, the teacher should ask targeted questions to verify if the learning objectives were achieved. This may include questions like: 'What is a sentence?', 'How do you differentiate a clause from a period?', 'How do you identify a main and subordinate clause?'.
   • Step 2: Students should respond individually, and the teacher should provide immediate feedback, correcting any misconceptions and reinforcing the correct concepts.

3. Individual Reflection (3 - 4 minutes):

   • Step 1: The teacher should then ask students to reflect individually on what they have learned. He can ask questions like: 'What was the most important concept you learned today?', 'What questions have not been answered yet?'.
   • Step 2: Students should write their answers on a piece of paper or in their notebooks.
   • Step 3: The teacher should collect the students' responses and review them, using the information to plan future lessons and reinforcement activities.

4. Feedback (1 - 2 minutes):

   • Step 1: Finally, the teacher should provide feedback on the lesson, praising the students' efforts and highlighting the class's strengths. He can also mention areas that need more practice or study, encouraging students to continue working on these concepts.
   • Step 2: The teacher should encourage students to ask questions or seek help outside the classroom if needed, and remind them of the importance of continuous practice to improve their language skills.

Conclusion (5 - 7 minutes)

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

   • Step 1: The teacher should give a brief summary of the main points covered in the lesson. He can review the definition of a sentence, clause, and period, and how to differentiate each of them.
   • Step 2: The teacher should recall the concepts of main and subordinate clause, and how to identify them in a period.
   • Step 3: He should also emphasize the importance of analysis and synthesis in understanding and producing written texts.

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

   • Step 1: The teacher should explain how the activities carried out in the classroom helped students apply theory into practice. He can cite examples from the classification, text creation, and text analysis activities.
   • Step 2: He should also highlight how these activities helped students develop analysis, synthesis, and critical thinking skills.

3. Extra Materials (1 - 2 minutes):

   • Step 1: The teacher should suggest extra materials for students who wish to deepen their knowledge on the subject. This may include books, websites, videos, and online exercises.
   • Step 2: For example, he can suggest reading a grammar book that explains in detail the structure of a sentence, clause, and period. Additionally, he can indicate a website or video that provides interactive exercises for students to practice identifying main and subordinate clauses.

4. Subject Importance (1 minute):

   • Step 1: Finally, the teacher should reinforce the importance of the subject for students' daily lives. He can explain how understanding the structure of a sentence, clause, and period is essential for producing cohesive and coherent texts, and how this can help them in their academic and professional activities.
   • Step 2: He should also emphasize how mastering this topic can improve students' oral and written communication, allowing them to express their ideas more clearly and effectively.