Objectives (5 minutes)

1. Identify personal pronouns in a sentence: Students should learn to recognize personal pronouns in sentences, understanding that they replace proper names and nouns, but maintain the same meaning. They should be able to identify the personal pronouns 'I', 'you', 'he/she', 'we', 'you' (plural), and 'they'.
2. Understand the function of personal pronouns in a sentence: Students should understand that personal pronouns function as subjects in a sentence, meaning they perform the action of the verb. They should be able to identify the subject of the sentence and recognize when a personal pronoun is used as the subject.
3. Practice the correct use of personal pronouns and subjects in a sentence: Students should be able to apply the acquired knowledge by constructing sentences correctly using personal pronouns as subjects. They should be able to distinguish the verbal person and number (singular or plural) based on the pronoun used.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher starts the lesson by reminding students about what proper names and nouns are, which are essential elements in sentence construction. It is important that they have a clear understanding of these terms, as they will be replaced by personal pronouns.
2. Problem situations: The teacher proposes two situations involving the use of personal pronouns and subjects:
   • 'Imagine you are telling a story and want to talk about something you did. How can you start the sentence without repeating your name?'
   • 'Now, imagine you are talking about a group of friends. How can you talk about them without repeating each one's name?'
3. Contextualization: The teacher explains that in the Portuguese language, we use personal pronouns to refer to ourselves (I, we), the person we are talking to (you, you all), and other people (he/she, they). They are important because they make speech or writing more fluid, avoiding unnecessary repetition of names.
4. Introduce the topic in an interesting way: The teacher can introduce the topic by telling a story in which personal pronouns are used creatively and amusingly. For example, 'Once upon a time, there was a class of very smart students. They went to school every day and there, they learned many things. Each one had a special way of learning. João, for example, liked to read books. Maria preferred to draw. And so, everyone, in some way, contributed to the group's learning.'
5. Capture students' attention: To spark students' interest, the teacher can propose a guessing game. They will say a sentence like 'I like ice cream' and the students must guess who the subject of the sentence is. The teacher can repeat the game with different sentences, involving more than one personal pronoun and/or a plural personal pronoun.

Development (20 - 25 minutes)

1. Explanation of the concept: The teacher should start the expository part of the lesson by explaining what personal pronouns are and their function in a sentence. They can use concrete examples to facilitate students' understanding. For example, they can write a sentence on the board like 'Maria likes ice cream' and then replace the proper name 'Maria' with the personal pronoun 'she'. The teacher can then emphasize that the pronoun 'she' replaces 'Maria' and has the same function (subject of the sentence).
2. Identification of personal pronouns: The teacher should present the personal pronouns in the first, second, and third person singular and plural. They can write the table of personal pronouns on the board and then ask students to repeat the pronouns aloud. The teacher can explain that the pronouns 'I', 'you', 'he/she', and 'we' are used to refer to the people speaking, being spoken to, being referred to, and other people, respectively. The teacher should emphasize that 'you' and 'you all' are honorific pronouns that are not frequently used in spoken language but are important for understanding formal texts.
3. Examples of use: The teacher should present several examples of sentences containing personal pronouns, highlighting the pronouns and explaining the function of each in the sentence. For example, the teacher can write on the board the following sentences: 'I like to play in the park', 'You are my friend', 'He studies at the same school as me', 'We are going to the movies today', 'You all are very intelligent', 'They are my cousins'. The teacher should read each sentence aloud, drawing students' attention to the personal pronoun and explaining its function in the sentence.
4. Guided practice: To ensure that students understand the concept and can apply it, the teacher should propose a series of sentences for them to identify the personal pronoun and the subject. For example: 'The dog barks. (he)', 'Maria and Pedro play in the park. (they)', 'I study at the same school as you. (I)', 'You are my best friend. (you)', 'We are going to the party. (we)', 'You all are very intelligent. (you all)'. The teacher should correct students' answers, reinforcing the understanding of the concept.
5. Writing practice: To consolidate learning, the teacher should suggest that students construct sentences using personal pronouns as subjects. The teacher can provide different situations, such as 'Talk about something you like to do' or 'Describe a person in your family'. Students should write their sentences and then read them aloud to the class. The teacher should correct any errors and reinforce correct usage.
6. Extra resources: The teacher can use cards with personal pronouns for students to manipulate and create their own sentences. They can also use online games or educational apps for students to practice what they have learned in a playful and interactive way.
7. Feedback: Throughout the development of the lesson, the teacher should offer continuous feedback to students, correcting any errors and reinforcing correct answers. They should encourage active participation from everyone, valuing learning attempts, and ensuring that all students have understood the content before moving on to the next stage.

Return (10 - 15 minutes)

1. Group discussion (5 - 7 minutes): The teacher should encourage students to share the sentences they wrote during the writing activity. Each student should read their sentence aloud, and the others should identify the personal pronoun and the subject of the sentence. During this activity, the teacher should ask questions to stimulate students' reflection and reasoning, such as 'Why did you choose this pronoun to refer to yourself?' or 'Why did you choose this pronoun to refer to your friend?'. It is important that the discussion is conducted respectfully, valuing different answers and contributions from each student.
2. Connection with theory (3 - 5 minutes): After the discussion, the teacher should review the concepts presented at the beginning of the lesson and connect them to the practices carried out. They should reinforce that personal pronouns are used to replace proper names and nouns in a sentence, and that they function as subjects. The teacher can use the sentences discussed by students as examples, highlighting the personal pronouns and explaining their function in the sentence.
3. Final reflection (2 - 3 minutes): To conclude the lesson, the teacher should propose that students reflect on what they have learned. They can ask two simple questions to guide students' reflection:
   • 'How do you feel now about using personal pronouns in a sentence?'
   • 'Can you think of a situation where you could use personal pronouns in speech or writing?'
4. Feedback (1 minute): The teacher should thank the students for their participation, reinforcing the importance of what was learned. They should emphasize that the correct use of personal pronouns in a sentence is essential for clear and effective communication. The teacher can then ask students if they have any questions or if there is something they would like to review in the next lesson.

Throughout the return, the teacher should be attentive to identify possible difficulties in students' understanding and to correct any misconceptions. They should reinforce positive points, encouraging students to continue practicing and improving their language skills.

Conclusion (5 - 7 minutes)

1. Summary of topics (2 - 3 minutes): The teacher should summarize the main points covered during the lesson, reinforcing the idea that personal pronouns replace proper names and nouns, and that they function as subjects in a sentence. They can use concrete examples discussed during the lesson to illustrate each point. For example, they can remind students of the sentence 'Maria likes ice cream', in which the personal pronoun 'she' replaces the proper name 'Maria' and functions as the subject of the sentence.
2. Connection between theory and practice (1 - 2 minutes): The teacher should highlight how the lesson connected theory with practice, explaining that by constructing their own sentences using personal pronouns as subjects, students were able to apply the acquired knowledge. They should emphasize that practice is fundamental for learning, as it helps consolidate the understanding of theoretical concepts.
3. Additional materials (1 minute): The teacher can suggest some extra materials for students who wish to deepen their knowledge on the subject. They can recommend books, educational websites, online games, or apps that address personal pronouns and sentence structure in a playful and interactive way. For example, they can suggest the website 'https://www.smartkids.com.br/' which has a section of educational language games.
4. Importance of the subject (1 minute): Finally, the teacher should emphasize the importance of personal pronouns and knowledge of sentence structure for effective communication. They can explain that by using personal pronouns correctly, students make their speech or writing more fluid and avoid unnecessary word repetition. Additionally, the teacher can mention that understanding sentence structure is essential for text comprehension and for producing coherent and cohesive texts.

Throughout the conclusion, the teacher should encourage students to continue practicing what they have learned, reminding them that learning is a continuous process. They should value students' effort and dedication, reinforcing that everyone learns at their own pace and that the important thing is to keep learning.