Contextualization

Theoretical Introduction

The project we will be working on in the next classes is about the digraph "SS". But what is a digraph? Digraphs are sets of two letters that represent a single sound. In the case of the digraph "SS", it represents the sound /s/ in words like "pássaro" (bird), "impresso" (printed) or "assado" (roasted).

In this sense, knowing and understanding the use of digraphs in the Portuguese language is essential for the correct spelling of words. This is because, in many cases, different letters or combinations of letters can represent the same sound, such as the "SS" itself, "Ç" and "C" before "E" and "I".

For example, with the digraph "SS", if you hear the word "necessário" (necessary), but do not know that it is written with "SS", and not "C", you will make a spelling mistake. Hence the importance of understanding not only the sounds of the words we speak, but also how they are represented in writing.

Contextualization

The Portuguese language is one of the richest and most complex in the world, and mastering it requires not only learning vocabulary and grammar, but also understanding the rules of spelling. In the context of real life, correct spelling is crucial in various spheres, from writing a simple email to drafting an academic article, passing through the preparation of a resume.

Furthermore, knowing spelling is a skill that goes beyond the limits of the classroom and helps in the understanding and production of texts in various fields of social activity. Teaching spelling should therefore be a commitment of the school, and the main objective of this project is to empower students for this challenge.

To delve deeper into the subject, I recommend consulting the book "Gramática da Língua Portuguesa" by Evanildo Bechara and the website Português com Pimenta, which offers several activities and exercises on the topic.

Practical Activity

Title: "Crossword Puzzle with Digraph SS"

Project Objective

The objective of this project is to strengthen the understanding and application of the digraph "SS" in the correct spelling of words. In addition, the activity aims to enhance socio-emotional skills such as cooperation, communication, and organization.

Project Description

Students will be divided into groups of 3 to 5 people. Each group will be responsible for creating a crossword puzzle game where all words used must contain the digraph "SS". The games will be exchanged between groups so that each group solves the puzzle created by another. The groups also need to develop a glossary for the words used, explaining their meaning and usage.

Necessary Materials

• Sheet of paper (letter or cardboard)
• Pen/pencil
• Computer with internet access (for word research)

Step by Step

1. Organize students into groups of 3 to 5 participants.
2. Each group should research and select at least 15 words containing the digraph "SS". The words should vary in length and difficulty.
3. Each group should then create a crossword puzzle game using these words. Make sure the crossword grid is clear and legible.
4. In addition, students should create a glossary for the words used, explaining their meaning and usage.
5. At the end of the creation, the games will be exchanged between groups so that each one solves the puzzle made by another group.
6. Finally, the groups will present the words found in the game, along with their definitions.

Project Deliverables

The project deliverables include both the practical part (the crossword puzzle game and the glossary) and the written part.

The written part is a report, which should follow the following structure:

1. Introduction: Students should contextualize the importance of the digraph "SS" in the Portuguese language, the relevance of studying it, and the objective of the activity carried out.

2. Development: Students should explain the theory behind the digraph "SS", describe in detail the activity carried out, detail the methodology used, and present the game created and the words chosen. Students can include photos of the game created to illustrate the report.

3. Conclusions: Students should share the learnings obtained during the activity, what they learned about the digraph "SS", and the challenges and successes encountered in teamwork.

4. Bibliography: Students should indicate the sources used for word and concept research.

Remember, the depth and clarity of the report are essential for the evaluation of the work. Each group member should actively participate in the preparation of the report to ensure that everyone contributed equally to the work.