Objectives (5 - 7 minutes)

1. Understanding of Coordinating and Subordinating Conjunctions: Students should be able to identify and understand the differences between coordinating and subordinating conjunctions. This includes understanding how these conjunctions are used to connect ideas and phrases in a text.

2. Identification and Correct Use of Coordinating and Subordinating Conjunctions: Students should learn to identify coordinating and subordinating conjunctions in a text and to use them correctly in their own writing. This involves practicing the recognition and proper application of the grammatical rules associated with these conjunctions.

3. Text Analysis and Interpretation Skills: In addition to learning to use coordinating and subordinating conjunctions correctly, students should be able to analyze texts and identify how these conjunctions contribute to the structure and meaning of the text.

   Secondary Objectives:

   • Development of Writing Skills: By learning to use coordinating and subordinating conjunctions, students will also be enhancing their writing skills, as these conjunctions are often used to create complex and varied sentences.

   • Improvement of Fluency in the Portuguese Language: By improving the understanding and use of coordinating and subordinating conjunctions, students will also be enhancing their overall fluency in the Portuguese language.

Introduction (10 - 12 minutes)

1. Review of Previous Content: The teacher should start the lesson by reminding students about the concept of conjunctions and how they are used to connect words, phrases, and clauses in a text. This can be done through a brief review, questioning students about their prior knowledge and clarifying any doubts they may have. The teacher can also propose a small interactive game to reinforce the concept, such as asking students to create sentences using different types of conjunctions.

2. Problem Situations: To introduce the topic in an engaging way, the teacher can propose two problem situations:

   • Problem Situation 1: 'Imagine you are writing a text about climate change. You need to connect your ideas and arguments in a clear and coherent way. How would you do that? What words or expressions would you use to connect your sentences and clauses effectively?'

   • Problem Situation 2: 'Now, suppose you are reading a scientific article about climate change. The author uses many words and expressions that you do not understand. However, you realize that even without understanding all the words, you can grasp the general meaning of the text. How do you think the words and expressions you do not understand are related to the rest of the text? How do they contribute to the overall meaning of the text?'

3. Contextualization: The teacher should explain the importance of coordinating and subordinating conjunctions in the context of the Portuguese language, highlighting that they are essential tools for building cohesive and coherent texts. The teacher can also mention that the proper use of these conjunctions is one of the criteria evaluated in proficiency exams in the Portuguese language, such as the ENEM.

4. Capturing Students' Attention: To arouse students' interest in the topic, the teacher can share some curiosities about coordinating and subordinating conjunctions:

   • Curiosity 1: 'Did you know that there are seven coordinating conjunctions in the Portuguese language? They are: additive, adversative, alternative, conclusive, explicative, temporal, and proportional. Each of them has a specific function of connecting sentences and clauses.'

   • Curiosity 2: 'And did you know that, in the Portuguese language, subordinating conjunctions can be divided into three categories: causal, comparative, and conditional? Each of these categories has a specific set of words used to connect ideas and phrases in a text.'

After the Introduction, students should have a clear understanding of what will be learned in the lesson and how this knowledge is relevant to their academic and daily lives.

Development (25 - 30 minutes)

1. Coordinating and Subordinating Conjunctions Word Search Activity (10 - 12 minutes)

   • Instructions: The teacher should give each student a sheet of paper with an empty word search grid and a list of words containing coordinating and subordinating conjunctions. Students should search for these words in the grid and circle them. The words can be horizontal, vertical, or diagonal and can start in any cell of the grid. The words students should search for are: 'because', 'if', 'but', 'or', 'therefore', 'although', 'as', 'then', 'while', 'however', 'when', 'that', 'even though', 'since', 'although', 'according to', 'provided that', 'even though', 'after', 'unless'.

   • Objective: This activity aims to help students familiarize themselves with coordinating and subordinating conjunctions, recognizing them visually. Additionally, the activity is a fun and engaging way to review and practice the use of these words.

2. Story Creation Activity (10 - 12 minutes)

   • Instructions: The teacher should divide the class into small groups of 3 to 4 students. Each group will receive a set of cards with different words (nouns, verbs, adjectives, adverbs, etc.). Students should use these words to create a short story. However, for each new paragraph of the story, students must use a different coordinating or subordinating conjunction.

   • Objective: This activity aims to help students practice the use of different coordinating and subordinating conjunctions in a creative and contextualized way. Additionally, the activity helps develop writing skills, creativity, and teamwork.

3. Debate Activity (5 - 6 minutes)

   • Instructions: After creating the stories, each group should choose a representative to present the story to the class. Then, the teacher should propose a debate topic related to the use of coordinating and subordinating conjunctions. For example, 'What is the importance of using the correct conjunctions for the understanding and fluency of a text?'. Each group should then discuss the topic and present their arguments.

   • Objective: This activity aims to encourage students to reflect on the use of coordinating and subordinating conjunctions in writing and reading. Additionally, the activity helps develop argumentation and critical thinking skills.

At the end of the Development, students should have a deep understanding of coordinating and subordinating conjunctions and be able to use them correctly in their own writing. Additionally, they should have improved their skills in text analysis and interpretation, as well as their writing, creativity, teamwork, argumentation, and critical thinking skills.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • Instructions: The teacher should ask each group to share their stories and conclusions from the debate with the class. Each group will have up to 2 minutes to present. After each presentation, the teacher should encourage the class to ask questions or make comments, thus promoting a dialogue between the groups.
   • Objective: This activity allows students to see different perspectives on the use of coordinating and subordinating conjunctions in texts and how they contribute to the understanding and fluency of the text.

2. Connection with Theory (2 - 3 minutes)

   • Instructions: The teacher should revisit the theoretical concepts presented at the beginning of the lesson and make the connection with the practical activities carried out. For example, the teacher can point out how the stories created by the groups demonstrate the effective use of coordinating and subordinating conjunctions. Additionally, the teacher can highlight the main points discussed during the debate and how they relate to the theory.
   • Objective: This activity aims to reinforce the learning of theoretical concepts through practical application and feedback from peers.

3. Individual Reflection (2 - 3 minutes)

   • Instructions: The teacher should suggest that students reflect individually on what was learned during the lesson. To assist in the reflection, the teacher can ask the following questions:
     1. 'What was the most important concept you learned today?'
     2. 'What questions have not been answered yet?'
   • Objective: This activity aims to help students consolidate what they have learned, identify any gaps in their understanding, and provide feedback to the teacher on the effectiveness of the lesson.

4. Student Feedback (1 minute)

   • Instructions: The teacher should quickly ask students to share feedback on the lesson, highlighting what they liked the most and what they found most challenging. This feedback can be used to adjust future lessons and improve the teaching and learning process.
   • Objective: This activity allows the teacher to assess the effectiveness of the lesson and make adjustments as needed to meet the students' needs.

At the end of the Return, students should have consolidated what they learned in the lesson, identified any gaps in their understanding, and provided useful feedback to the teacher. Additionally, they should have improved their communication, reflection, and critical thinking skills.

Conclusion (5 - 7 minutes)

1. Lesson Summary (1 - 2 minutes)

   • Instructions: The teacher should summarize the main topics covered in the lesson, reinforcing the definition and function of coordinating and subordinating conjunctions. The teacher should also emphasize the different categories of these conjunctions, their applications, and how they contribute to the structure and meaning of a text. For example, the teacher can recall the activities carried out and highlight how they helped reinforce the theoretical concepts presented.
   • Objective: The lesson summary aims to consolidate the knowledge acquired by students, reinforcing the most important concepts and how they were applied during the practical activities.

2. Connection of Theory with Practice (1 - 2 minutes)

   • Instructions: The teacher should explain how the lesson connected theory with practice. This can be done by reviewing the activities carried out and how they helped students understand and apply coordinating and subordinating conjunctions effectively. The teacher can also highlight how the ability to use these conjunctions correctly contributes to writing and reading more cohesive and coherent texts.
   • Objective: This part of the Conclusion aims to show students the relevance and applicability of the concepts learned in the lesson, reinforcing the importance of the subject for their academic and daily lives.

3. Extra Materials (1 - 2 minutes)

   • Instructions: The teacher should suggest extra materials for students who wish to deepen their understanding of coordinating and subordinating conjunctions. These materials may include explanatory videos, online exercises, textbooks, and grammar websites. The teacher should also encourage students to practice using these conjunctions in their own writing and to read texts carefully to identify and understand the use of these words.
   • Objective: The indication of extra materials aims to promote students' autonomous learning and encourage them to continue studying the subject beyond the classroom.

4. Relevance of the Subject (1 minute)

   • Instructions: Finally, the teacher should emphasize the importance of the subject for students' daily lives. It can be mentioned that the proper use of coordinating and subordinating conjunctions is a criterion evaluated in proficiency exams in the Portuguese language, such as the ENEM. Additionally, it can be emphasized that the ability to write and understand cohesive and coherent texts is essential for effective communication in various situations, both academic and professional.
   • Objective: This part of the Conclusion aims to motivate students to continue studying and practicing the use of coordinating and subordinating conjunctions, showing them that these skills are valuable and relevant for their future lives.