Objectives (5 minutes)

1. Provide students with a basic understanding of what consonant clusters are. They should be able to identify and recognize consonant clusters in simple words from daily vocabulary.
2. Introduce students to the concept of unstressed syllables. They should be able to identify and differentiate tonic and unstressed syllables in familiar words.
3. Familiarize students with nasal marks. They should be able to recognize and apply nasal marks in words with consonant clusters and unstressed syllables.

Secondary Objectives:

• Develop listening and speaking skills through oral activities involving the identification of consonant clusters, unstressed syllables, and nasal marks.
• Stimulate students' curiosity and interest in the Portuguese language through practical and playful activities.
• Promote interaction and cooperation among students through group activities.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by reminding students about vowels and consonants, through questions and answers. He can ask a student to come to the front of the board and write some words while the class decides if each letter is a vowel or a consonant. This will serve as an interactive and fun review.

2. Problem Situation 1: The teacher can then propose the following situation: "Imagine you are playing a word game and the next person needs to form a word starting with the last letter of the previous word. The previous word is 'cat'. Now, you can only use the letters 'r', 'a', 't', and 'o' to form the next word. Who can form a word?". The teacher can expect students to try to form words, and then explain that the combination of two or more consonants, like 'tr' or 'br', is called a consonant cluster.

3. Problem Situation 2: The teacher can then propose the following situation: "Now, let's imagine you are performing a play at school. Someone has to say the word 'mom' on stage, but they have a stuffy nose. How do you think the word 'mom' would sound if it were with a stuffy nose?". The teacher can expect students to try to imitate the sound, and then explain that this is what we call nasality, and that some letters, like 'm' and 'n', are called nasal consonants.

4. Introduction of Topics: After presenting these situations, the teacher can then introduce the topics of the lesson: consonant clusters, unstressed syllables, and nasal marks. He can explain that consonant clusters are combinations of consonants that appear together in a word, unstressed syllables are the less accented syllables in a word, and nasal marks are the sound that some consonants make when we have a stuffy nose. The teacher can use examples of words with these phenomena to make the explanation more concrete and understandable for the students.

This lesson introduction should spark students' curiosity and prepare them for learning the new concepts. Additionally, the proposed activities should be fun and interactive, which will help maintain students' engagement throughout the lesson.

Development (20 - 25 minutes)

1. Secret Word Game (10 - 15 minutes)

   • The teacher divides the class into groups of 4 or 5 students.
   • Each group receives a set of cards with different consonants written on them.
   • The teacher then shows a card with a vowel to all groups.
   • The groups must then use the given vowel and the consonants they have to form as many words as possible with consonant clusters. Each word formed should be written on a piece of paper.
   • The group that correctly forms the most words is the winner.

2. Building with Toothpicks (5 - 7 minutes)

   • The teacher distributes popsicle sticks to each group.
   • The students must then form different consonant clusters and unstressed syllables using the sticks.
   • The teacher can propose a consonant cluster or unstressed syllable, and the groups must assemble it with the sticks.
   • The group that correctly assembles the most consonant clusters and unstressed syllables wins the game.

3. Exploring Nasal Marks (5 - 7 minutes)

   • The teacher explains that the consonants 'm' and 'n' are called nasal and have a special characteristic: when pronounced, air passes through the nose.
   • The students must then cover their noses with their fingers and try to pronounce different words, such as 'mom', 'nana', 'banana', 'boy', 'monster', 'girl', etc.
   • During this activity, students should notice that when the nose is covered, the sound of the consonants 'm' and 'n' changes.
   • The teacher can ask students to describe how the words sounded with their noses covered and how they sound normally.

These playful activities will help students internalize and understand the concepts of consonant clusters, unstressed syllables, and nasal marks in a fun and engaging way. The teacher should circulate around the room during these activities, offering guidance and support if needed. Additionally, the teacher can use these activities as opportunities to assess students' understanding of the lesson topics.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher gathers all students in a large circle and initiates a group discussion.
   • He can start by asking each group to share the words they managed to form during the 'Secret Word Game'. Each group should explain which consonant clusters they used and if they found any unstressed syllables.
   • The teacher should praise correct answers and correct any misunderstandings or confusions that arose during the game.
   • Next, the teacher can ask students which consonant clusters and unstressed syllables they managed to form during 'Building with Toothpicks'. This is a moment to reinforce the concepts learned and identify any persistent difficulties.

2. Connection to Theory (3 - 5 minutes)

   • After the discussion, the teacher should remind students about what consonant clusters, unstressed syllables, and nasal marks are. He can use examples from the activities to reinforce these concepts.
   • The teacher should emphasize the importance of these concepts in word formation and fluency in reading and speaking. He can give examples of everyday words that contain consonant clusters, unstressed syllables, and nasal marks to show students how these concepts apply in practice.

3. Final Reflection (2 - 3 minutes)

   • To conclude the lesson, the teacher should ask students to reflect on what they have learned. He can ask two simple questions to guide this reflection:
     1. What did you find most interesting about consonant clusters, unstressed syllables, and nasal marks?
     2. How can you apply what you learned today in your reading and writing?
   • The teacher should give a minute for students to think about these questions and then ask for some volunteers to share their answers. He should praise students' answers and reinforce the relevance and usefulness of what was learned in the lesson.

This feedback is a crucial part of the lesson plan, as it allows the teacher to assess what students have learned and identify any areas that may need reinforcement. Additionally, it offers students the opportunity to reflect on their own learning and make connections between what they have learned and the world around them.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes)

   • The teacher should start by summarizing the main points of the lesson. He can remind students about what consonant clusters, unstressed syllables, and nasal marks are, using examples from the practical activities carried out.
   • He can also reinforce the importance of these concepts in word formation and fluency in reading and speaking, highlighting how they are used in everyday words.

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

   • Next, the teacher should explain how the lesson connected theory, practice, and applications. He can say: "Today, we learned about consonant clusters, unstressed syllables, and nasal marks. We not only talked about these concepts but also explored them through games and fun activities. Now, you can use what you learned to form words and read more fluently!".

3. Extra Materials (1 minute)

   • The teacher can then suggest some extra materials for students who wish to deepen their understanding of the subject. This may include interactive online games, educational videos, and illustrated books about the Portuguese language. He can say: "If you want to learn more about consonant clusters, unstressed syllables, and nasal marks, I suggest you play the online game 'Word Search', watch the video 'Adventures with Letters' on YouTube, and read the book 'The Fun Alphabet'.".

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

   • Finally, the teacher should emphasize the importance of what was learned, not only for the classroom but also for students' everyday lives. He can say: "Understanding consonant clusters, unstressed syllables, and nasal marks is very important because these are essential elements for word formation in the Portuguese language. When you know how these elements work, you can read and write better. You can also pronounce words correctly, even when you have a stuffy nose!".

The teacher should conclude the lesson in a positive way, reinforcing what students have learned and encouraging them to continue exploring and learning about the subject. He should remind students that what they learned in the lesson has practical applications in their daily lives and that they can use it to improve their reading, writing, and speaking skills.