Objectives (5 - 7 minutes)

Main Objectives

1. Understand the concept of the adjective subordinate clause, identifying its structure and function within a compound sentence.
2. Differentiate the adjective subordinate clause from other types of clauses, such as the adverbial subordinate and the substantive subordinate.
3. Analyze and interpret texts containing adjective subordinate clauses, recognizing their effect on the construction of meaning.

Secondary Objectives

1. Develop linguistic analysis skills that allow students to identify and classify different types of clauses in texts.
2. Deepen the knowledge on the structure of the Portuguese language, facilitating the understanding and production of more complex texts.
3. Promote critical reading skills by enabling students to recognize the different functions that clauses play in texts.

Students should leave the class able to identify and analyze adjective subordinate clauses in texts, and apply this knowledge in the production of their own essays.

Introduction (10 - 15 minutes)

1. Review of Previous Content:

   • The teacher should start the class by reviewing the basic concepts of coordinate and subordinate clauses, already studied previously, in order to prepare the students for the introduction of the new content. (3 - 5 minutes)

2. Problem Situations:

   • Present students with two sentences for analysis: "The book I read was very interesting" and "The house where he lives is very beautiful". Ask students if they can identify anything in common between these two sentences and what it could be. (2 - 3 minutes)

3. Contextualization:

   • Explain to students that the ability to correctly identify and use adjective subordinate clauses is essential for understanding and producing more complex texts, such as opinion articles, dissertations, and academic theses. Moreover, it is a skill necessary for success on standardized exams, such as the ENEM and entrance exams. (2 - 3 minutes)

4. Gaining Students' Attention:

   • Present the following curiosity to the students: in some languages, such as Latin, the structure of sentences is determined by the position of the words in the sentence, while in others, such as English, the structure is determined by the use of particles (prepositions, conjunctions, etc.). However, in Portuguese, the structure of sentences is determined by the use of inflections and verbal endings, which makes the study of syntax particularly challenging. (3 - 4 minutes)

5. Introduction of the Topic:

   • After the introduction of the above topics, the teacher should formally introduce the topic of the lesson: adjective subordinate clauses. Explain that, like coordinate clauses, subordinate clauses are introduced by conjunctions or conjunctive phrases, however, unlike coordinate clauses, subordinate clauses cannot exist on their own, always depending on a main clause. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Presentation of the Theory (10 - 12 minutes)

   • Definition: The teacher should begin by clarifying that adjective subordinate clauses are those that, within a compound sentence, perform the function of an adjective. In other words, they refer to a noun or pronoun in the main clause, characterizing them.
   • Structure: The teacher should explain that adjective subordinate clauses are introduced by relative pronouns (who, whom, where, which) or by relative adverbs (how, when, where).
   • Classification: The teacher should present the two classifications of adjective subordinate clauses: restrictive and explanatory.
     • The teacher should emphasize that restrictive adjective subordinate clauses, as the name suggests, restrict the meaning of the term they refer to, and are therefore essential for understanding the meaning of the sentence.
     • On the other hand, explanatory adjective subordinate clauses do not restrict the meaning of the term they refer to, but rather function as an addition of information. The teacher should clarify that, for this reason, explanatory clauses are usually separated from the rest of the sentence by commas.
   • Examples: The teacher should present examples of each type of adjective subordinate clause, in order to illustrate the theory presented.

2. Guided Practice (5 - 7 minutes)

   • The teacher should propose that students, in pairs, analyze a short text, identifying the adjective subordinate clauses present and classifying them as restrictive or explanatory.
   • To facilitate the activity, the teacher may provide students with a text already marked with the adjective subordinate clauses, requiring only that students classify them.

3. Group Discussion (5 - 6 minutes)

   • After the activity, the teacher should promote a group discussion in which the pairs share their analyses and clarify their doubts.
   • The teacher should guide the discussion, asking questions that encourage students to reflect on adjective subordinate clauses and the function they perform in the text.

4. Individual Practice (5 - 6 minutes)

   • Finally, the teacher should propose that students, individually, write a short essay in which they use at least three adjective subordinate clauses.
   • The teacher should guide students to vary the use of the clauses, so as to include both restrictive and explanatory clauses.
   • The teacher should circulate around the room, assisting students who are having difficulties and correcting the essays if necessary.

This step is essential for students to be able to consolidate the theoretical content presented and develop the skills of identifying and classifying adjective subordinate clauses, as well as the skill of using them correctly in the production of texts.

Feedback (8 - 10 minutes)

1. Sharing Solutions (3 - 4 minutes)

   • The teacher should ask some students to share with the class the solutions they found for the practical activity of identifying and classifying adjective subordinate clauses.
   • The teacher should then comment on the solutions presented, correcting any errors and reinforcing the correct answers.
   • It is important for the teacher to use this moment to reinforce the concepts presented in the theory, showing how they apply in practice.

2. Discussion on Content Application (3 - 4 minutes)

   • The teacher should lead a brief discussion on how the content learned in the class can be applied in real situations, such as reading and understanding more complex texts, writing essays, and preparing for standardized exams.
   • The teacher may, for example, present students with a short excerpt from an opinion article or a dissertation and ask them to identify the adjective subordinate clauses present, classifying them and analyzing their effect on the text.
   • The teacher should encourage students to make connections between the content learned and their reading and writing experiences.

3. Individual Reflection (2 - 3 minutes)

   • To conclude the class, the teacher should propose that students reflect for a minute on the following questions:
     1. What was the most important concept learned today?
     2. What questions have not yet been answered?
   • The teacher should then ask some students to share their answers with the class, allowing everyone to have the opportunity to reflect on what they have learned and what they still need to learn.
   • This reflection helps students consolidate the knowledge acquired and identify possible gaps in their understanding, which can be explored in future classes.

4. Teacher Feedback (1 minute)

   • Finally, the teacher should give brief feedback on the class, highlighting the positive points and indicating possible improvements for the next class.
   • The teacher may also reinforce the importance of the content learned for the development of students' reading and writing skills, encouraging them to continue practicing and deepening their knowledge.

This Feedback step is crucial to consolidate students' learning, allowing them to reflect on what they have learned, how they can apply this knowledge, and what questions still need to be answered.

Conclusion (5 - 7 minutes)

1. Summary of Content (2 - 3 minutes)

   • The teacher should recap the main points covered during the class: the definition of adjective subordinate clauses, their structure, classification (restrictive and explanatory), and the use of relative pronouns and adverbs to introduce them.
   • The teacher may use practical examples to reinforce students' understanding of each of these aspects and clarify any remaining doubts.

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

   • The teacher should explain how the class connected the theory, practice, and application of the content.
   • It should be emphasized that the theory was presented in a clear and objective manner, followed by practical activities that allowed students to apply what they had learned.
   • The teacher can emphasize that the ability to correctly identify and use adjective subordinate clauses is fundamental for the understanding and production of more complex texts, such as essays and academic articles.

3. Supplementary Materials (1 minute)

   • The teacher should suggest additional study materials for students who wish to deepen their knowledge of the topic. These materials may include textbooks, educational websites, explanatory videos, among others.
   • The teacher may, for example, recommend that students watch a video on YouTube that explains the concept of adjective subordinate clauses in a fun and didactic way, or that they read an article on a grammar website that presents several examples and exercises on the topic.

4. Importance of the Subject (1 - 2 minutes)

   • Finally, the teacher should summarize the importance of the topic presented for students' daily lives.
   • The teacher can explain that the ability to correctly identify and use adjective subordinate clauses is crucial for the understanding and production of texts, whether in school, college, at work or in personal life.
   • The teacher may also emphasize that understanding this topic is essential for success on tests and exams, such as the ENEM and entrance exams.

This Conclusion step is essential to solidify students' learning by reinforcing the concepts learned, the connection between theory, practice, and application of content, and the importance of the topic for students' daily lives. In addition, by suggesting additional study materials, the teacher encourages students to continue learning independently and deepening their knowledge on the subject.