Objectives (5 - 7 minutes)

1. To familiarize students with the concept and structure of the Indicative Mood of the Verb in Portuguese.
2. To develop students' ability to correctly identify and use the Indicative Mood in different contexts and verb tenses.
3. To promote active practice of the Indicative Mood, allowing students to build their own sentences and speeches using this verbal mood.

Secondary objectives:

• Encourage active student participation through interactive activities, reinforcing the learning of the content.
• Foster reflection on the importance of the Indicative Mood for effective communication in Portuguese.
• Strengthen the students' reading and comprehension skills through the analysis of texts that use the Indicative Mood.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start the class by reminding students of what verbs are and how they are classified in terms of tense, mood, and aspect. The emphasis should be on the Indicative Mood, which expresses real actions, certainties, and facts. (3 - 5 minutes)

2. Presentation of problem situations:

   • The teacher can present students with an excerpt from a text or a sentence that contains a verb in the Indicative Mood. The challenge will be to identify the verb and what verb tense it is in. (2 - 3 minutes)

   • Another problem situation can be to present students with a sentence in which the verb is in the Indicative Mood, but in an irregular form. The challenge will be to identify the irregularity and explain the reason. (2 - 3 minutes)

3. Contextualization: The teacher should explain the importance of the Indicative Mood in written and oral communication, emphasizing that it is the most frequently used verbal mood in Portuguese. It should also be mentioned that the ability to use the Indicative Mood correctly is essential in the production of cohesive and coherent texts. (2 - 3 minutes)

4. Getting the students' attention:

   • The teacher can share some curiosities about the Indicative Mood, such as the fact that it is the only verbal mood that has all regular forms, or that the Indicative Mood is the most used in literature, in the press and in speech.

   • Another way to get students' attention is through a word game. The teacher can create a guessing game in which students have to guess which verb is being described, with hints about the Indicative Mood. For example: "I am a verb that indicates a real and certain action. In the present tense, I end in 'o'. Who am I?" (3 - 4 minutes)

Development (20 - 25 minutes)

1. Activity 1: "Indicative Mood Hunt" (10 - 12 minutes)

   • The teacher should prepare cards with sentences in which the verb is in the Indicative Mood in advance. The sentences should be taken from literary texts, journalistic texts, songs, etc. Each card should have a different sentence and in different verb tenses (present, preterite perfect, future present, etc.).

   • The students, in groups of up to 5 people, should receive a set of cards. They should read the sentences and identify the verb and what verb tense it is in. Then, they should write the sentence in a notebook, but this time, replacing the verb in the Indicative Mood with a verb in the Imperative Mood.

   • After completing the activity, each group should share the transformed sentences with the class. The teacher should correct, if necessary, and explain the differences in meaning between the original sentence and the transformed sentence.

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

   • The teacher should divide the class into groups of up to 5 people. Each group should receive a set of cards with different verbs in the infinitive.

   • The challenge is for the students, in each group, to build a story using all the verbs in the set of cards, but all the verbs must be conjugated in the Indicative Mood and in different verb tenses.

   • After completing the activity, each group should share their story with the class. The teacher should correct, if necessary, and explain the structures and verb tenses used.

3. Activity 3: "Indicative Mood Quiz" (5 - 6 minutes)

   • The teacher should prepare a quiz with questions about the Indicative Mood. The questions can be about the definition of the Indicative Mood, the identification of the Indicative Mood in a sentence, the conjugation of a verb in the Indicative Mood, etc.

   • The quiz can be conducted in the form of a game, with points for correct answers. The teacher should encourage the participation of all students and explain the correct answers after each question.

   • The quiz serves as a fun and interactive review of the content covered during the class.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher should gather all students and promote a group discussion about the solutions or conclusions found by each team during the activities.
   • He/she should encourage students to share their experiences, difficulties and learning during the tasks, thus promoting an environment of exchange and collaboration.
   • The teacher should ask targeted questions for each group, ensuring that all students are engaged in the discussion.

2. Connection with Theory (2 - 3 minutes)

   • After the discussion, the teacher should make a brief recap of the theoretical content covered at the beginning of the class, now connecting it with the practical activities carried out.
   • He/she should explain how the activities helped to reinforce the students' understanding of the Indicative Mood and how they were able to apply this knowledge in practice.
   • The teacher should also clarify any remaining doubts and reinforce the most important concepts.

3. Individual Reflection (2 - 3 minutes)

   • Finally, the teacher should propose that students reflect individually on what they have learned in class.
   • He/she should ask questions such as: "What was the most important concept you learned today?" and "What questions have not yet been answered?"
   • The teacher should give the students a minute to think about their answers and then some volunteers can share their reflections with the class.
   • This stage of reflection is crucial for students to consolidate what they have learned and identify any gaps in their understanding, which can be addressed in future classes.

4. Feedback and Closing (1 minute)

   • At the end of the class, the teacher can ask for a brief feedback from the students about the class, asking if they found the activities useful and if they feel they have achieved the proposed Objectives.
   • The teacher should thank everyone for their participation and encourage the students to continue practicing the Indicative Mood in their study activities at home.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes)

   • The teacher should start the Conclusion by recalling the main points covered during the class, highlighting the definition, structure and importance of the Indicative Mood in Portuguese.
   • He/she should highlight the activities carried out and how they contributed to the understanding and practice of the Indicative Mood by the students.
   • The teacher should also reinforce the most important concepts and clarify any doubts that may have arisen during the class.

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

   • Then, the teacher should explain how the class was able to connect the theory of the Indicative Mood with practice through the activities carried out.
   • He/she should highlight how the knowledge acquired about the Indicative Mood can be applied in different contexts, both in the production of written texts and in oral communication.
   • The teacher can also mention concrete examples of the use of the Indicative Mood in everyday situations, such as in news, conversations, e-mails, etc.

3. Supplementary Materials (1 minute)

   • The teacher should suggest additional materials to the students who wish to deepen their understanding of the Indicative Mood.
   • These materials may include textbooks, educational websites, explanatory videos, online exercises, among others.
   • The teacher may also indicate homework related to the Indicative Mood, such as writing a short text or solving exercises of verbal conjugation.

4. Importance of the Subject (1 minute)

   • Finally, the teacher should emphasize the importance of the Indicative Mood for effective communication in Portuguese.
   • He/she should emphasize that the Indicative Mood is the most frequently used verbal mood in speech and writing and, therefore, is essential for the understanding and production of texts in Portuguese.
   • The teacher should encourage students to practice the use of the Indicative Mood in their study activities and to pay attention to its use in different contexts.