Objectives (5 - 10 minutes)

1. Understanding of Syllables: Students should be able to identify and understand the concept of syllables, knowing the different ways to classify them (open, closed, tonic, and atonic). This includes the ability to correctly separate words into syllables.

2. Knowledge of Vowel Clusters: Students should learn about vowel clusters, identifying when two vowels are together in the same syllable or in different syllables.

3. Identification of Consonant Clusters: Students should be able to identify consonant clusters, understanding that two or more consonants can come together in the same syllable or in different syllables.

Secondary Objectives:

• Development of Linguistic Competence: In addition to theoretical knowledge, students should be able to apply these concepts in practice, improving their linguistic competence.

• Improvement of Spelling and Pronunciation: Through the study of syllables, vowel clusters, and consonant clusters, students should improve their ability to write and pronounce words correctly.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by reviewing the concepts of vowels and consonants, emphasizing that understanding these elements is fundamental to the comprehension of syllables, vowel clusters, and consonant clusters. It is important for the teacher to ask questions to verify if the students remember these concepts (for example, 'What are the vowels of the Portuguese language?' or 'What are consonants?'). (3 - 5 minutes)

2. Problem-Solving Scenarios: The teacher can propose two situations that arouse the students' interest in the lesson's topic. For example, they can ask: 'Why does the word 'piano' have two syllables, while the word 'pão' has only one?' or 'Why does the word 'aspecto' have two syllables, while the word 'apto' has three?' These questions serve to encourage students to think about the structure of words and introduce the concept of vowel and consonant clusters. (3 - 5 minutes)

3. Contextualization: The teacher should explain to the students that knowledge about syllables, vowel clusters, and consonant clusters is important not only for writing but also for reading and correctly pronouncing words. Additionally, they can mention that the ability to correctly separate words into syllables is fundamental for proper punctuation usage. (2 - 3 minutes)

4. Introduction to the Topic: To capture the students' attention, the teacher can share some curiosities about the Portuguese language. For example, they can mention that the longest word in the Portuguese language (according to the Guinness World Records) is 'Pneumoultramicroscopicsilicovolcanoconiótico', which has 46 letters and is composed of 17 syllables. Another curiosity is that Portuguese is one of the few languages in the world that allows two vowels to be pronounced together in the same syllable. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Theory (10 - 15 minutes):

   1.1. Syllables: The teacher should start the explanation of the theoretical content with the concept of syllables. It should be mentioned that a syllable is a sound unit that makes up words, which can be formed by one or more letters. Syllables can be classified as open (ending in a vowel), closed (ending in a consonant), tonic (syllables pronounced with more vocal strength), and atonic (syllables pronounced with less vocal strength). The teacher should exemplify each type of syllable, using words from the students' daily lives.

   1.2. Vowel Clusters: Next, the teacher should explain the concept of vowel clusters, which occur when two vowels are together in the same word. It should be mentioned that, in Portuguese, vowel clusters can occur in the same syllable (diphthong) or in different syllables (hiatus). The teacher should use examples of words to illustrate each type of vowel cluster.

   1.3. Consonant Clusters: Finally, the teacher should explain the concept of consonant clusters, which occur when two or more consonants are together in the same word. It should be mentioned that, in Portuguese, consonant clusters can occur in the same syllable (double consonant or consonant group) or in different syllables (separation of consonants). The teacher should use examples of words to illustrate each type of consonant cluster.

2. Practice (10 - 15 minutes):

   2.1. Syllable Separation Exercises: The teacher should propose some syllable separation exercises, where students must correctly separate words into syllables. Students can work individually or in small groups, and the teacher should walk around the classroom, assisting those who encounter difficulties.

   2.2. Activities with Vowel and Consonant Clusters: Next, the teacher should propose some activities that involve the identification of vowel and consonant clusters. For example, students can receive a list of words and must identify the vowel and consonant clusters in each of them. The teacher should correct the activities in the classroom, clarifying any doubts that may arise.

3. Review and Feedback (5 - 10 minutes):

   3.1. Review of Exercises: The teacher should review the exercises done by the students, explaining the correct answers and correcting the wrong ones. It is important for the teacher to explain the reason behind each answer, so that students can understand the reasoning behind syllable separation and the identification of vowel and consonant clusters.

   3.2. Feedback and Clarification of Doubts: The teacher should provide feedback to the students on their performance, praising the correct answers and pointing out areas that need improvement. Additionally, the teacher should clarify any doubts the students may have, reinforcing the concepts that were learned during the lesson.

This theoretical and practical development of the lesson allows students to acquire a solid understanding of syllables, vowel clusters, and consonant clusters, and gain confidence to apply these concepts in reading, writing, and pronouncing words.

Return (10 - 15 minutes)

1. Connection to Daily Life (3 - 5 minutes):

   • The teacher should reinforce the importance of the concepts of syllables, vowel clusters, and consonant clusters in the students' daily lives, explaining that these concepts are essential for the correct pronunciation and writing of words.
   • A word search activity can be conducted, where students must observe and identify syllables, vowel clusters, and consonant clusters in words found in newspapers, magazines, or books, reinforcing the applicability of these concepts in daily life.
   • The teacher can mention that, in some situations, knowledge about syllables, vowel clusters, and consonant clusters can help students understand the meaning of new or unfamiliar words.

2. Lesson Review (3 - 5 minutes):

   • The teacher should review the main points covered in the lesson, asking students what they learned about syllables, vowel clusters, and consonant clusters.
   • The activities done during the lesson can be reviewed, asking students to explain how they arrived at the answers, which helps consolidate learning.
   • The teacher should clarify any remaining doubts, ensuring that all students have understood the concepts presented.

3. Reflection on Learning (3 - 5 minutes):

   • The teacher should encourage students to reflect on what they have learned, asking questions such as: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'.
   • Students should be encouraged to express their opinions and doubts, promoting a collaborative and respectful learning environment.
   • The teacher should take this opportunity to gather feedback from students about the lesson, asking them what they liked the most and what they would like to learn more about in the future.

This Return at the end of the lesson is essential to consolidate students' learning and to evaluate the effectiveness of the lesson. Additionally, it helps prepare students for future lessons, encouraging them to continue learning and exploring more about the topic.

Conclusion (5 - 10 minutes)

1. Summary of Contents (2 - 3 minutes):

   • The teacher should recap the main points covered during the lesson, reinforcing the definition of syllables, vowel clusters, and consonant clusters, and their respective classifications.
   • The importance of these concepts for the correct separation of syllables, understanding the spelling of words, and their correct pronunciation should be emphasized.

2. Connection between Theory, Practice, and Applications (2 - 3 minutes):

   • The teacher should clarify how the lesson connected theory (explanation of concepts), practice (syllable separation exercises and identification of vowel and consonant clusters), and applications (use of concepts in daily life, reading, and writing).
   • It should be highlighted that practice allowed students to apply theoretical concepts concretely, facilitating understanding and retention of knowledge.

3. Extra Materials (1 - 2 minutes):

   • The teacher can suggest additional materials for students who wish to deepen their knowledge on the topic. These materials may include educational videos, interactive games, textbooks, and websites to support the study of the Portuguese language.

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

   • To conclude the lesson, the teacher should emphasize the relevance of the subject for students' daily lives. It can be mentioned that mastering syllables, vowel clusters, and consonant clusters is essential for fluent reading, correct writing, and proper pronunciation of words.
   • Additionally, it can be highlighted that knowledge of these concepts helps better understand the structure of words and the richness and complexity of the Portuguese language.

The Conclusion is an important moment to reinforce learning and connect theory to practice. By the end of the lesson, students should have a clear and comprehensive understanding of the presented content, and should feel motivated to continue learning about the topic.