Objectives (5 - 7 minutes)

The objectives of the lesson are:

1. Understand the use of coordinating and subordinating conjunctions: Students should be able to identify and differentiate coordinating and subordinating conjunctions, understanding the role they play in structuring sentences and compound sentences.

2. Apply knowledge about conjunctions in practice: Students should be able to use conjunctions appropriately in their written productions, enriching them and improving their cohesion and coherence.

3. Develop skills in text analysis and interpretation: By understanding how conjunctions work, students should be able to analyze and interpret texts more efficiently, identifying the relationship between the expressed ideas.

Secondary objectives:

• Promote interaction and teamwork: Through group activities, students should be encouraged to collaborate with each other, discussing and solving problems together.

• Stimulate creativity in textual production: By applying knowledge about conjunctions in writing, students should be encouraged to use creativity, producing original and interesting texts.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start the lesson by briefly reviewing the concepts of coordinated and subordinate clauses that were studied in previous classes. This can be done through direct questions to the students, encouraging active participation and content review.

2. Problem situations: The teacher should propose two initial situations to arouse students' interest and contextualize the lesson's theme:

   • Situation 1: 'Imagine you are writing a text about climate change. How could you use conjunctions to connect ideas and make the text more cohesive and coherent?'
   • Situation 2: 'Now imagine you are reading an opinion article about the importance of recycling. How could you identify the conjunctions used by the author to connect ideas and express opinions clearly?'

3. Contextualization: The teacher should explain the importance of conjunctions in the text, emphasizing that they are responsible for establishing meaningful relationships between words, phrases, and paragraphs. Additionally, it should be highlighted that the correct use of conjunctions is essential for textual cohesion and coherence.

4. Capturing students' attention: To capture students' interest, the teacher can present:

   • Curiosity 1: 'Did you know that the Portuguese language has more than 150 conjunctions? And that they can be classified into different categories, according to the type of relationship they establish between words and clauses?'
   • Curiosity 2: 'Have you ever stopped to think how difficult it would be to understand a text without the use of conjunctions? They are like the 'bricks' that build our ideas, allowing them to connect clearly and coherently.'

5. Lesson objectives: Finally, the teacher should present the lesson objectives, explaining that students will learn to identify and use coordinating and subordinating conjunctions, and that by the end of the lesson, they should be able to apply this knowledge in text production.

Development (20 - 25 minutes)

1. Conjunction classification activity (10 - 12 minutes):

   • Description: The teacher should divide the class into groups of up to five students. Each group will receive a set of cards, each containing a conjunction. The cards should be of different colors to represent coordinating and subordinating conjunctions.
   • Execution: Students, in their respective groups, should classify the conjunctions according to their nature: coordinating or subordinating. They should justify their classifications, explaining why they consider each conjunction in that way.
   • Feedback: After the activity, the teacher should review the groups' classifications, correcting possible errors and clarifying doubts. This is an opportunity for the teacher to explain the differences between coordinating and subordinating conjunctions and for students to practice arguing and justifying their answers.

2. Text creation activity (10 - 12 minutes):

   • Description: Still in their groups, students should receive a sheet of paper and a topic to develop a text. The topic can be something current and relevant, such as the COVID-19 pandemic, the environment, politics, among others.
   • Execution: Students should produce a text of up to ten lines on the proposed topic, using the conjunctions they classified in the previous activity. They should make an effort to use the conjunctions appropriately, according to the rules of using coordinating and subordinating conjunctions.
   • Feedback: After the production of the texts, each group should read their text to the class. While reading, students should pay attention to the use of conjunctions and the clarity and coherence of ideas. The teacher should take this opportunity to correct possible errors and praise the successes, reinforcing the importance of correctly using conjunctions for textual cohesion and coherence.

3. Text interpretation activity (5 - 6 minutes):

   • Description: The teacher should hand out a short and simple text to each group, but containing several conjunctions. The text can be an excerpt from a story, a poem, a news article, etc.
   • Execution: Students, still in their groups, should read the text and identify the conjunctions present. They should write down the conjunctions, classifying them as coordinating or subordinating.
   • Feedback: After the activity, the groups should share their lists of conjunctions. The teacher should correct the lists, clarifying any doubts. This activity is an opportunity for students to practice identifying conjunctions in texts, an important skill for text interpretation and production.

Return (10 - 12 minutes)

1. Group discussion (3 - 4 minutes): The teacher should promote a group discussion, where each team should share their solutions, conclusions, and difficulties encountered during the activities. During this discussion, the teacher should attentively listen to each group's contributions, asking questions to deepen the students' analysis and encouraging them to explain their answers and reasoning.

2. Connection with theory (3 - 4 minutes): After the discussion, the teacher should make a connection between the activities carried out and the theory presented at the beginning of the lesson. The teacher should reinforce the concepts of coordinating and subordinating conjunctions, explaining how they were applied in the activities. It should also highlight the most common errors made by students during the activities and how to avoid them.

3. Individual reflection (2 - 3 minutes): The teacher should propose that students reflect individually on what they learned in the lesson. To guide this reflection, the teacher can ask questions such as:

   • 'What was the most important concept you learned today?'
   • 'What questions have not been answered yet?'
   • 'How can you apply what you learned today in your future textual productions?'

4. Teacher's feedback (2 - 3 minutes): Finally, the teacher should share their evaluation of the lesson, highlighting the positives and areas for improvement. The teacher should praise the students' efforts, pointing out the progress observed and encouraging them to continue practicing. At the same time, the teacher should identify the most common difficulties encountered by students and propose strategies to overcome them. The teacher should also answer the questions not addressed during individual reflection, clarifying doubts and reinforcing the most important concepts.

This Return stage is essential to consolidate learning, allowing students to reflect on what they have learned, identify their difficulties, and plan their next study steps. Additionally, it provides the teacher with valuable feedback on the effectiveness of the lesson, allowing them to adjust their teaching strategies to meet the specific needs of their students.

Conclusion (5 - 7 minutes)

1. Lesson summary (2 - 3 minutes): The teacher should summarize the main points covered during the lesson. They should reinforce the definition of coordinating and subordinating conjunctions, their functions, and the different types of relationships they establish between words and clauses. Additionally, the teacher should recap the activities carried out, highlighting the most common errors made by students and the strategies to avoid them.

2. Connection between theory and practice (1 - 2 minutes): The teacher should explain how the lesson connected theory and practice. They should emphasize that by classifying and using conjunctions in their textual productions, students had the opportunity to apply in practice the theoretical knowledge acquired. Furthermore, the teacher should reinforce that the ability to identify and use conjunctions correctly is essential not only for textual production but also for understanding and interpreting texts.

3. Additional materials (1 - 2 minutes): The teacher should suggest additional study materials for students who wish to deepen their understanding of conjunctions. These materials may include textbooks, educational websites, explanatory videos, among other resources. The teacher should emphasize that autonomous study is an important part of the learning process and encourage students to explore these materials.

4. Importance of the subject (1 minute): Finally, the teacher should summarize the importance of the subject for students' daily lives. They should reinforce that the ability to use conjunctions correctly is fundamental for producing clear, cohesive, and coherent texts, a skill that is essential in various situations, from writing an email to preparing a report or an exam. Additionally, the teacher should remind students that understanding conjunctions is crucial for text interpretation, allowing them to identify the relationships of meaning between words, phrases, and paragraphs.