Objectives (5 - 7 minutes)

1. Understand the concept of subject and predicate: The primary objective of this stage is for students to be able to define and identify the subject and predicate in a sentence. This includes understanding the role of each in the structure and meaning of the sentence.

2. Identify the subject and predicate in complex sentences: Once students have a solid understanding of the basic concept of subject and predicate, the next step is to apply it to more complex sentences. The goal is for them to be able to correctly identify the subject and predicate, even in sentences that may be more challenging.

3. Practice sentence analysis: Ultimately, students should be able to analyze sentences independently, correctly identifying the subject and predicate. This involves applying the knowledge gained and continuous practice.

Secondary objectives:

• Promote group discussion: Throughout the learning process, it is important for students to have the opportunity to discuss and share their ideas. This can be done through group activities, encouraging collaboration and communication.

• Develop critical thinking skills: By analyzing and identifying subjects and predicates, students will be developing their critical thinking skills. This can be reinforced through questions and activities that encourage reflection and analysis.

Introduction (10 - 12 minutes)

1. Review of previous content: The teacher begins the lesson by briefly reviewing the concepts of phrase, sentence and period, which are the basis for understanding the content to be addressed. It is important for students to recall these concepts so that they can understand the structure of a sentence and, consequently, the function of the subject and predicate.

2. Problem situations:

• Situation 1: The teacher presents students with a sentence without a subject, such as: "It rained". He then asks: "Who or what rained?". The idea is for students to notice the lack of information in the sentence and understand the importance of the subject for understanding the sentence.
• Situation 2: Next, the teacher presents a sentence without a predicate, such as: "The birds in the sky". He asks: "What are the birds in the sky doing?". Again, students will notice the lack of information in the sentence and the importance of the predicate for understanding the sentence.

3. Contextualization:

• Context 1: The teacher explains that the correct identification of the subject and predicate is essential for building a cohesive and coherent essay. Without this skill, students will have difficulty expressing their ideas clearly and understandably.
• Context 2: The teacher mentions that the ability to identify the subject and predicate is also important for interpreting texts, since the correct identification of these elements can help to understand the meaning of sentences.

4. Introduction to the topic:

• Curiosity 1: The teacher shares the curiosity that, in some indigenous languages of Brazil, such as Pirahã, there is no need to use a subject and predicate. This is because these languages have a different grammatical structure, where information is organized in a more flexible way.
• Curiosity 2: The teacher mentions that, in poetry, authors sometimes use an inverted sentence structure, where the predicate comes before the subject. For example: "The night comes bringing the moon". This is used to give a sound and aesthetic effect to the poem, but in formal writing, this structure is not used.

Development (20 - 25 minutes)

1. Pair Activity - "Subject and Predicate Hunt" (10 - 12 minutes):

• Teacher preparation: The teacher should prepare cards with various sentences in advance. Each sentence should have a subject and predicate to be identified. The cards should be sufficient so that each pair of students has at least 5 sentences to analyze.
• Activity organization: Students will be organized into pairs. Each pair will receive a set of cards. The teacher will explain the rules of the activity: students should identify the subject and predicate of each sentence and write them down on paper. The pair that finishes first wins.
• Activity execution: Pairs of students begin analyzing the sentences. They should discuss together to reach a consensus on the identification of the subject and predicate. After identifying them, write them down on the paper. The teacher circulates around the room, helping pairs who encounter difficulties.
• Activity completion: The teacher announces the pair that finished first. Then, the teacher asks the pairs to share their answers and justify their choices. The teacher makes the necessary corrections, explaining why each answer is right or wrong.

2. Group Activity - "Building Sentences" (10 - 12 minutes):

• Teacher preparation: The teacher should prepare a set of cards with words. The words should be varied, including verbs, nouns, adjectives, etc.
• Activity organization: Students will be organized into groups of 4 or 5. Each group will receive a set of cards with words.
• Activity execution: The teacher will explain the rules of the activity: the groups should use the words from the cards to build their own sentences. Each sentence must contain a subject and a predicate. The sentences should be written on paper.
• Activity completion: After building the sentences, each group should choose one to share with the class. The teacher asks the groups to explain how they identified the subject and predicate in their sentences. The teacher makes the necessary corrections, explaining why each answer is right or wrong.

3. Individual Activity - "Subject and Predicate in the Real World" (5 - 8 minutes):

• Teacher preparation: The teacher should prepare a list of news, announcements, text messages, etc., that contain subject and predicate sentences.
• Activity execution: Students, individually, should identify the subject and predicate in at least 5 sentences from the list. They should write down their answers on paper.
• Activity completion: The teacher asks the students to share their answers. The teacher makes the necessary corrections, explaining why each answer is right or wrong.

Conclusion (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes):

• The teacher asks each group to share their solutions or conclusions regarding the activities performed. Each group will have up to 2 minutes to share.
• During the presentations, the teacher should encourage students to explain the reasoning used to identify the subject and predicate in each activity. This helps to consolidate learning and develop argumentation skills.
• The teacher should ask questions to stimulate reflection and deepen students' understanding of the topic. For example: "Why did you choose this term as the subject?", "What was the biggest difficulty encountered in the activity?".

2. Connection to Theory (2 - 3 minutes):

• After the group presentations, the teacher gives a summary of the theoretical concepts discussed in the lesson, relating them to the answers and conclusions presented by the students.
• The teacher highlights the most important points, clarifies possible doubts and reinforces the understanding about the identification of the subject and predicate.

3. Individual Reflection (2 - 3 minutes):

• The teacher suggests that students reflect for a minute on the questions: "What was the most important concept learned today?" and "What questions have not yet been answered?".
• After the reflection, the students are invited to share their answers. This allows the teacher to assess the effectiveness of the lesson and identify possible points that need to be reinforced in future classes.

4. Teacher Feedback (1 minute):

• Finally, the teacher provides general feedback on student participation and learning progress. He praises the strengths, identifies areas that need more practice, and encourages students to continue striving.
• The teacher also informs that the topic will be reviewed in the next class, reinforcing the importance of individual study and practice.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes):

• The teacher should begin the Conclusion by briefly reinforcing the main points covered in the lesson. This includes the definition of subject and predicate, the importance of their correct identification and the analysis of complex sentences.
• It is important for the teacher to give a concise but comprehensive summary of the content, in order to reinforce learning and clarify any remaining doubts.

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

• The teacher should highlight how the lesson connected theory, practice and applications. This can be done by recalling the activities performed, discussing how they allowed students to apply theory to practice and understand the importance of the subject and predicate in different contexts.
• The teacher can also mention some real-life situations where the ability to identify the subject and predicate is useful, such as in reading and interpreting texts, writing essays and in oral communication.

3. Supplementary Materials (1 - 2 minutes):

• The teacher should suggest extra materials for students who wish to deepen their knowledge on the subject. This can include grammar books, educational websites, explanatory videos and online exercises.
• The teacher can, for example, suggest that students read the chapter on subject and predicate in a grammar book, watch an explanatory video on the subject and practice identifying subject and predicate in online exercises.

4. Importance of the Subject (1 minute):

• Finally, the teacher should emphasize the importance of the topic addressed for the students' daily lives. He can, for example, mention that the ability to identify the subject and predicate is essential for building a cohesive and coherent essay, for interpreting texts and for effective communication in general.
• The teacher should encourage students to continue practicing and applying what they have learned in their reading, writing and oral communication activities.