Objectives (5 - 7 minutes)

1. Understand the concept of verbal and nominal regency: The teacher should introduce the topic, explaining the definition and the importance of verbal and nominal regency in the Portuguese language. Students should understand that regency is the relation of dependency established between a verb (or name) and its complements, and that this relation can be established differently depending on the verb (or name).

2. Identify and apply verbal and nominal regency in texts: The teacher should then show practical examples of verbal and nominal regency in texts. The students should be able to identify these examples and apply the concept in their own textual productions.

3. Develop interpretation skills: The teacher should encourage students to interpret the texts and to identify verbal and nominal regency as part of this process. This will help strengthen the understanding of the concept and its practical application.

Secondary objectives:

• Encourage students' active participation: The teacher should encourage student participation throughout the class, motivating them to ask questions and to share their own observations and examples of verbal and nominal regency.

• Stimulate critical thinking: When analyzing examples of verbal and nominal regency, the students should be encouraged to think critically about the structure of the Portuguese language and how it is used in communication.

• Practice writing: The teacher should encourage students to apply what they have learned about verbal and nominal regency in their own textual productions, helping them to develop their writing skills.

Introduction (10 - 12 minutes)

1. Review of previous contents (3 - 4 minutes): The teacher should start by reminding the students about the basic structure of the sentence and the role of verbs and nouns in it. This is a crucial step for understanding verbal and nominal regency. The teacher can ask questions to check the students' understanding of these concepts.

2. Problem situations (3 - 4 minutes): The teacher should present two problem situations that involve verbal and nominal regency. For example:

   • "How would you explain the difference between 'like' and 'like for someone who is learning Portuguese?"
   • "In the sentence 'The mother kissed her son', why do we use 'kissed him' instead of 'kissed her son'?"

3. Contextualization (2 - 3 minutes): The teacher should explain the importance of verbal and nominal regency in effective communication, both in speech and in writing. This can be exemplified with everyday situations, such as a conversation between friends or writing a formal email.

4. Capture the students' attention (2 - 3 minutes): To arouse the students' interest, the teacher can:

   • Share curiosities about verbal and nominal regency. For example, verbal regency may vary between different variants of Portuguese, such as the Portuguese from Portugal and the one from Brazil.
   • Show examples of common mistakes of verbal and nominal regency that are frequently seen in students' texts. For example, the incorrect use of prepositions in idiomatic expressions.
   • Propose a challenge: "Whoever can make the largest number of correct sentences using different regency verbs and prepositions earns extra points in the next test!"

Development (20 - 25 minutes)

1. Treasure hunt activity (10 - 12 minutes):

   • The teacher should organize the students in groups of up to five members and give each group a set of cards. Each card will have a sentence with an underlined verb or name.
   • Each group must analyze the sentences and then search the classroom for a poster containing the correct preposition for the verb or name underlined in the sentence. The poster can be previously prepared by the teacher.
   • When they find the correct poster, the group should record the answer on their card. The team that finishes first or that has the highest number of correct answers by the end of the time stipulated wins the activity.
   • This activity will help students practice identifying and applying verbal and nominal regency in a fun and collaborative way.

2. Story Creation Activity (10 - 12 minutes):

   • Still in groups, students should create a short story (up to 10 sentences) containing a variety of verbs and nouns.
   • Each group member must contribute at least two sentences to the story.
   • After creating the story, the groups should exchange their stories with each other. The challenge is for each group to identify and correct the verbal and nominal regency in the stories they received.
   • At the end of the activity, each group must share the original story and the corrected story with the class. This activity will help students apply verbal and nominal regency in a creative writing context and develop their reviewing and editing skills.

3. Group Discussion (5 - 10 minutes):

   • After the activities, the teacher should promote a group discussion about the difficulties encountered by the students, the strategies used to solve the proposed challenges and the lessons learned.
   • The teacher should also take this opportunity to clarify any remaining questions and reinforce the main concepts of verbal and nominal regency.
   • This group discussion will help to consolidate the learning and promote reflection and critical thinking on verbal and nominal regency.

Feedback (8 - 10 minutes)

1. Group Sharing (3 - 4 minutes): The teacher should ask each group to briefly share their solutions or conclusions from the activities carried out. Each group will have a maximum of 2 minutes to share. This will allow students to learn from each other and see different approaches to the same task. The teacher should encourage students to ask questions and to provide constructive feedback for their classmates.

2. Connection with the Theory (2 - 3 minutes): After each group has shared, the teacher should summarize the presented ideas, highlighting how they relate to the theory of verbal and nominal regency. For example, the teacher can point out how the prepositions chosen by the groups fit the regency of the verb or noun in the sentence. This will help to reinforce the connection between practice and theory.

3. Individual Reflection (2 - 3 minutes): The teacher should then ask the students to individually reflect on what they learned during the class. The teacher can ask questions such as:

   1. "What was the most important concept that you learned today about verbal and nominal regency?"
   2. "What questions have not been answered after today's class?"
   3. "How can you apply what you have learned today in your next textual productions?"
   • Students will have one minute to think about these questions. The teacher may ask a few students to share their answers if they feel comfortable doing so. This will help reinforce the learning and identify any knowledge gaps that still need to be addressed.

4. Teacher Feedback (1 minute): The teacher should provide brief feedback for the class, praising everyone's effort and participation. The teacher should reinforce the main concepts of verbal and nominal regency and highlight any areas that may require more practice or study. The teacher should also encourage students to continue practicing verbal and nominal regency at home and to bring any questions to the next class.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes): The teacher should summarize the main points discussed during the class, reinforcing the concept of verbal and nominal regency and the importance of its correct application in the Portuguese language. The teacher may highlight the general rules of verbal and nominal regency, as well as the most common exceptions. This will help consolidate the learning and prepare students to review the topic in future classes.

2. Connection between Theory, Practice and Applications (1 - 2 minutes): The teacher should emphasize how the class connected the theory of verbal and nominal regency to practice through treasure hunt and story creation activities. The teacher can mention real-world examples of verbal and nominal regency applications, such as in literary, journalistic and academic texts. This will help the students understand the relevance of what they have learned and how to apply it in their own writings.

3. Supplementary Materials (1 minute): The teacher should suggest additional study materials for those students who want to deepen their understanding of verbal and nominal regency. These materials may include textbooks, educational websites, explanatory videos and online exercises. For example, the teacher can recommend using language-learning apps that provide interactive verbal and nominal regency exercises.

4. Importance of the Topic (1 - 2 minutes): Finally, the teacher should emphasize the importance of the topic discussed for students' everyday lives. For example, the teacher can mention how the correct application of verbal and nominal regency can improve the clarity and effectiveness of oral and written communication. The teacher can also mention how being able to identify and correct regency errors can benefit students in standardized exams, such as ENEM. This will help to motivate the students to continue learning and practicing verbal and nominal regency.