Objectives (5 - 7 minutes)

1. Understand the concept of Direct and Indirect Objects, Passive Agent, and Nominal Complement, identifying their function and importance in constructing the meaning of a sentence.
2. Clearly differentiate between the three types of complements, demonstrating the ability to identify them in a text.
3. Apply the knowledge acquired in the analysis and production of texts, reinforcing the skill of written expression.

Secondary Objectives:

• Develop the skill of textual interpretation, as the identification of the complements is essential for understanding the text.
• Reinforce the skill of grammatical analysis, since the identification of the complements requires knowledge and mastery of the grammatical rules.
• Improve the skill of oral expression, through classroom discussion about the examples and exercises proposed.

Introduction (10 - 15 minutes)

1. Review of previous content:

   • The teacher should recall the concepts of subject and predicate, since the understanding of these elements is fundamental for understanding the complements of the sentence. (3 - 5 minutes)

2. Presentation of problem situations:

   • The teacher can propose two sentences for the students: "The boy threw the ball to the dog" and "The girl gave a present to the teacher". The question to be asked is: What are the elements that complement the meaning of the sentences? (3 - 5 minutes)

3. Contextualization of the importance of the subject:

   • The teacher should explain that the identification of the complements is crucial for understanding the complete meaning of a sentence. In addition, emphasize that the correct use of these elements is fundamental for the production of a cohesive and coherent text. (2 - 3 minutes)

4. Introduction of the topic with curiosities:

   • The teacher can tell that the classification of complements is one of the most complex parts of grammar, but that, once understood, it greatly facilitates textual interpretation and production. (1 - 2 minutes)

5. Awaken the interest of the students:

   • The teacher can propose a game in which the students will have to identify the complements in sentences from songs, movies or books. Or, you can say that, by mastering the identification of the complements, they will be able to write richer and more expressive texts. (1 - 2 minutes)

Development (20 - 25 minutes)

1. "Complement Hunt" Activity:

   • The teacher will divide the class into groups of up to 5 students and give each group a set of cards with different sentences. In each sentence, a complement will be underlined. Students should identify the type of complement (Direct Object, Indirect Object, Passive Agent or Nominal Complement) and explain why they classified it that way.
   • The teacher should circulate around the room, helping the groups, clarifying doubts and reinforcing the concepts covered.
   • At the end of the activity, each group will present its answers and justifications. The teacher will make the necessary adjustments and reinforce the concepts, if necessary. (10 - 12 minutes)

2. "Phrase Creation" Activity:

   • Still in groups, students will be challenged to create sentences that contain each type of complement. The teacher should guide the sentences to be coherent and grammatically correct.
   • Students should write the sentences on charts and then present them to the class. The teacher will correct and comment, if necessary.
   • The main objective of this activity is to consolidate students' understanding of the function and classification of complements, as well as to stimulate creativity and written production. (8 - 10 minutes)

3. "Grammatical Theater" Activity:

   • To finish, the groups will be challenged to create small scenes that involve the use of complements. It can be a scene from a movie, an everyday situation, etc.
   • Students should write the script and rehearse the scene. The teacher should guide so that all types of complements are used correctly.
   • Each group will present its scene to the class. The teacher will correct and comment as necessary, highlighting the use of the complements.
   • The main objective of this activity is to make learning more playful and meaningful, as well as to stimulate creativity and orality of the students. (5 - 7 minutes)

Return (8 - 10 minutes)

1. Group discussion (3 - 4 minutes):

   • The teacher should promote a classroom discussion, gathering all students. Each group will have up to 2 minutes to share their solutions or conclusions from the activities performed.
   • The goal is for students to learn from each other, perceiving different ways to approach and solve the same problems. The teacher should encourage everyone's participation and mediate the discussion, clarifying doubts and reinforcing the concepts covered.

2. Connection with the real world (2 - 3 minutes):

   • The teacher should propose a reflection on the importance of sentence complements in everyday life. One might ask: "Where do we see these structures being used? What are the situations in which it is important to use them correctly?"
   • The teacher can bring examples of news, opinion pieces, songs, advertisements, among others, that highlight the presence and importance of complements in written and oral communication.
   • The goal is for students to realize the relevance of what they have learned and to be able to make connections with the real world, making the acquired knowledge more meaningful.

3. Individual reflection (1 - 2 minutes):

   • Finally, the teacher should propose that students reflect individually on what they have learned in class. Questions can be asked such as: "What was the most important concept you learned today? What questions have not yet been answered?"
   • The teacher should give a minute for the students to think and then some volunteers can be asked to share their answers. The teacher should value the contributions of the students and, if necessary, clarify any remaining doubts.
   • The objective of this reflection is for students to be able to consolidate what they have learned, identifying their strengths and weaknesses, and for the teacher to be able to assess the effectiveness of the lesson and plan future interventions, if necessary.

Conclusion (5 - 7 minutes)

1. Summary of main points (2 - 3 minutes):

   • The teacher should summarize the main concepts covered in the lesson, such as the definition and classification of sentence complements (Direct and Indirect Objects, Passive Agent and Nominal Complement).
   • The importance of identification and correct use of these elements in constructing and understanding the meaning of a sentence should be reinforced.
   • For example, the teacher may revisit the sentences used in the "Complement Hunt" activity and ask students again which complements are present in each one and why they were classified that way.

2. Connection of theory, practice and applications (1 - 2 minutes):

   • The teacher should emphasize the importance of the practical activities carried out for the understanding and application of the theoretical concepts.
   • It should be explained that the ability to identify and classify sentence complements is essential not only for understanding texts, but also for producing coherent and grammatically correct texts.
   • For example, the teacher may recall the sentences created by students in the "Sentence Creation" activity and highlight how the correct use of complements contributes to the clarity and expressiveness of the text.

3. Suggestion of extra materials (1 - 2 minutes):

   • The teacher may suggest additional study materials so that students can deepen their knowledge on the subject.
   • Some examples of materials may be: explanatory videos available on the internet, grammar websites that present practice exercises, textbooks, among others.
   • The teacher should emphasize that constant review and practice are fundamental for consolidating learning.

4. Importance of the subject for everyday life (1 minute):

   • Finally, the teacher should emphasize the relevance of the subject to the daily lives of the students.
   • It should be explained that the ability to identify and classify complements is important not only for school, but also for communication in various everyday situations, such as reading the news, interpreting literary texts, writing argumentative texts, among others.
   • For example, the teacher may cite some everyday situations in which the correct use of complements is essential for the clarity and effectiveness of communication.