Objectives (5 - 7 minutes)

1. Identify the different classifications of words according to the number of syllables: Students should be able to distinguish between monosyllabic, disyllabic, trisyllabic, and polysyllabic words. They should understand that words can have different numbers of syllables and that this affects how the words are spoken and written.

2. Recognize the relationship between the number of syllables and the number of letters in a word: Students should realize that the number of letters in a word is not always equal to the number of syllables. This will help reinforce the idea that a syllable is a unit of sound, not letters.

3. Practice recognizing words in different syllable categories: Students should have the opportunity to practice classifying words into different syllable categories. This can be done through practical activities such as word classification games or syllable puzzles.

Secondary Objectives:

• Develop listening and speaking skills: During the lesson, students will be encouraged to listen to and speak words with different numbers of syllables. This will help develop their listening and speaking skills.

• Promote active learning and collaboration among students: The activities planned for the lesson are designed to encourage students to work together, share ideas, and solve problems in groups. This promotes active learning and collaboration among students.

Introduction (10 - 12 minutes)

1. Recalling previous content: The teacher begins the lesson by reminding students about what syllables are and how they are formed. He may dictate some words and ask students to separate them into syllables. This activity aims to bring out students' prior knowledge on the subject and prepare them for the new content.

2. Problem situations: The teacher presents two problem situations:

   • "Have you noticed that some words are spoken very quickly and others take longer? Why does this happen?"
   • "Have you noticed that some words are very short and others are quite long? Why do you think this happens?" These questions aim to arouse students' curiosity and prepare them for the new content.

3. Contextualization: The teacher explains that, just as there are large and small animals in nature, there are also words that are small and others that are large. He can give examples of monosyllabic words (like 'sun', 'hand'), disyllabic words (like 'house', 'ball'), trisyllabic words (like 'friendship', 'school'), and polysyllabic words (like 'paralelepiped', 'parliamentarian') to illustrate this idea.

4. Capturing students' attention: The teacher can share interesting facts related to the subject to grab students' attention. For example:

   • "Did you know that the longest word in Portuguese has 46 letters? It's 'pneumoultramicroscopicsilicovolcanoconiosis'!"
   • "And did you know that the shortest word in Portuguese is the letter 'a'? It is a monosyllabic word!" These curiosities will certainly spark students' interest and facilitate the introduction of the new content.

Development (20 - 25 minutes)

1. Activity 'Let's Classify!': The teacher prepares cards with words of different numbers of syllables (monosyllabic, disyllabic, trisyllabic, and polysyllabic). The cards should be colored according to the number of syllables in the word (for example, monosyllabic words can be yellow, disyllabic words can be blue, and so on). The teacher randomly distributes the cards to each group of students. The students must then classify the words according to the number of syllables in a table provided by the teacher. The team that finishes first and correctly wins.

2. Activity 'Surprise Syllable': The teacher prepares bags or boxes with various pictures or objects inside. Each object represents a word that the students already know (for example, an apple, a pencil, a house, etc.). The teacher calls one student at a time to choose an object from the bag without looking. The student must then describe the word it represents, including the number of syllables. If the student is correct, they earn a point for their team. The team with the most points at the end of the activity wins.

3. Activity 'Building Words': The teacher distributes to each group of students a set of cards with alphabet letters. The teacher then says a word and the students must build it using the letter cards, correctly separating it into syllables. For example, for the word 'cat', the students must use the cards C, A, T, and O, and put the letters A and T together to form the second syllable. The teacher can give hints to the students, such as 'the first syllable is a sound you hear at the beginning of the word 'giraffe''. The team that correctly builds the word first earns a point. The team with the most points at the end of the activity wins.

In all these activities, the teacher should circulate around the room observing the students' work, answering questions, and correcting any possible errors. These practical and playful activities are an effective way to engage students in learning and help them consolidate their knowledge of monosyllables, disyllables, trisyllables, and polysyllables.

Feedback (10 - 12 minutes)

1. Group discussion (5 - 6 minutes): The teacher gathers all students and promotes a group discussion about the solutions found by each team during the activities. Each team will have the opportunity to share their conclusions and strategies used. The teacher should guide the discussion by asking questions to ensure that students understand the concept of syllables and how they influence word classification. Examples of questions include: 'Why did you classify this word as disyllabic?' or 'How did you know that this word was polysyllabic?'. The goal of this stage is to consolidate learning and correct any misconceptions that may have arisen during the activities.

2. Connection to theory (3 - 4 minutes): The teacher then connects the group discussion to the theory, reinforcing the key concepts presented in the lesson introduction. For example, he can recap the definition of monosyllables, disyllables, trisyllables, and polysyllables, and explain again the relationship between the number of syllables and the number of letters in a word. The teacher can also refer to the practical activities, highlighting how they helped students better understand these concepts.

3. Individual reflection (2 - 3 minutes): Finally, the teacher proposes that students reflect individually on what they learned in the lesson. He can ask two simple questions to guide students' reflection:

   • 'What was the most fun part of today's lesson and why?'
   • 'What did you learn about words and their syllables that you didn't know before?' Students should have a quiet moment to think about these questions. Then, the teacher can invite some students to share their answers with the class if they feel comfortable doing so. The goal of this stage is to encourage students to think about their own learning and appreciate what they learned during the lesson.

Feedback is a crucial stage of the lesson plan as it allows the teacher to assess students' learning, correct any misconceptions, and reinforce the most important concepts. Additionally, it promotes reflection and student engagement, helping them become more autonomous and conscious learners.

Conclusion (5 - 7 minutes)

1. Summary of activities (2 - 3 minutes): The teacher starts the conclusion by recapping the activities carried out during the lesson. He may review the 'Let's Classify!' activity, the 'Surprise Syllable' activity, and the 'Building Words' activity, highlighting how each contributed to students' understanding of monosyllables, disyllables, trisyllables, and polysyllables. The teacher can also emphasize the key points discussed during the feedback session, reinforcing the connection between theory and practice.

2. Connecting theory to practice (1 - 2 minutes): Next, the teacher explains how the lesson connected theory (syllable concepts and word classification) with practice (playful activities and reflection). He can mention, for example, how the practical activities helped students apply theoretical concepts in a concrete and meaningful way. The teacher can also highlight how students' reflection on their own learning promoted a deeper understanding of the presented concepts.

3. Extra materials (1 minute): The teacher suggests some extra materials for students who wish to deepen their knowledge on the subject. These materials may include interactive online games about syllables and word classification, children's books that explore the topic in a fun way, and educational videos available on the internet. The teacher can share the links to these materials with the students, if possible, or suggest that they look for them at home.

4. Relevance of the subject (1 minute): Finally, the teacher emphasizes the importance of the subject for students' daily lives. He can explain that the ability to identify and classify syllables in a word helps in correct pronunciation and word spelling. Additionally, he can mention that this skill facilitates text comprehension and the construction of new words. The teacher can also encourage students to observe the words around them and classify them as monosyllabic, disyllabic, trisyllabic, and polysyllabic, as a way to apply what they have learned.

The conclusion is an important stage of the lesson plan as it allows the teacher to consolidate students' learning, encourage autonomy and curiosity for knowledge, and demonstrate the relevance of what was learned. Furthermore, by suggesting extra materials, the teacher gives students the opportunity to explore the subject in a more in-depth manner if they wish.