Objectives (5 - 7 minutes)

1. Identify and classify syllables in a word, understanding the difference between open and closed syllables. Students should be able to recognize the number of syllables in a word and identify if the syllable is open (ends with a vowel) or closed (ends with a consonant).

2. Recognize and differentiate vowel and consonant clusters. Students should be able to identify if there is a vowel or a consonant at the beginning of a syllable, as well as recognize the different types of vowel and consonant clusters (such as diphthong, triphthong, and hiatus).

3. Apply the acquired knowledge in reading and writing texts. Students should be able to use syllable separation rules in practice, whether in reading words and texts or in writing their own compositions.

Secondary Objectives:

• Develop the ability of linguistic analysis and synthesis, which is fundamental for understanding and applying the rules of syllables, vowel clusters, and consonant clusters.
• Stimulate correct reading and writing, contributing to the improvement of fluency and textual comprehension.

In this stage, the teacher will present the Lesson Objectives, explaining the importance of the topic and how its understanding will contribute to the enhancement of students' language skills.

Introduction (10 - 12 minutes)

1. Review of previous contents: The teacher will start the lesson by briefly reviewing the concepts of phonemes and letters, which were addressed in previous classes. He will ask the students to give examples of words with different numbers of syllables to reinforce the idea that words are formed by one or more sound units (syllables). Then, the teacher will introduce the concept of consonant and vowel clusters, preparing the ground for the Development of the new content.

2. Contextualization of the subject: The teacher will explain that the correct division of syllables is essential for the correct pronunciation of words, and that knowledge about vowel and consonant clusters helps to understand and use many words in the Portuguese language correctly. He will give examples of how syllable division can change the meaning of a word, and how knowledge about vowel and consonant clusters helps differentiate similar words, such as 'caro' and 'carro', 'pato' and 'pacto', among others.

3. Problem situations: The teacher will present two problem situations to instigate the curiosity of the students and motivate them to learn the content. The first problem situation could be: 'How can we know if a syllable ends with a vowel or a consonant?' The second problem situation could be: 'Why are some words separated in one way and others in another in writing?'

4. Introduction of the topic: To arouse the students' interest, the teacher can start the lesson with two curiosities. The first one is that the Portuguese language is one of the few in the world that allows the existence of words with three consonants together, as in 'psicólogo' and 'transtorno'. The second one is that the correct division of syllables is one of the main criteria used in the evaluation of essays in ENEM and other entrance exams.

In this stage, students will be encouraged to actively participate in the lesson, asking questions, proposing solutions to the problem situations, and sharing their experiences with the Portuguese language. The teacher will be attentive to clarify doubts and guide discussions, ensuring that all students are involved in the learning process.

Development (20 - 25 minutes)

1. Word Analysis Activity (10 - 12 minutes): The teacher will divide the class into small groups and distribute a set of cards with different words to each group. The words should be chosen to cover a variety of syllabic structures and vowel and consonant clusters.

   • The teacher will explain that the students' task is to classify the words into open and closed syllables, and identify the vowel and consonant clusters present in each of them.
   • To help the students perform the activity, the teacher can provide some tips, such as: 'Remember that a syllable is closed when it ends in a consonant', 'A vowel cluster is when two vowels appear together in a word', among others.
   • After classifying the words, each group will explain to the class how they performed the task, justifying their answers. The teacher will provide the necessary clarifications and corrections, if necessary.

2. Story Creation Activity (10 - 12 minutes): Still in groups, students will be challenged to create a short story that contains as many words as possible with open and closed syllables, and with different vowel and consonant clusters.

   • The teacher will explain that the story should make sense and be coherent, encouraging students to use their creativity.
   • After creating the stories, each group will choose one to be read to the class. During the reading, the other students should pay attention to the words used, identifying the syllables and clusters.
   • At the end of each reading, the teacher will make the necessary comments, highlighting the words with open and closed syllables and the vowel and consonant clusters present in the story.

3. Text Reading Activity (5 - 7 minutes): The teacher will present a short text and the students, still in groups, will read it aloud, paying attention to the correct division of syllables and the identification of vowel and consonant clusters.

   • The teacher will explain that the activity serves to show students how knowledge about syllables, vowel clusters, and consonant clusters can help in the correct and fluent reading of texts.
   • After the reading, the teacher will make the necessary comments, emphasizing the importance of the correct division of syllables for the correct pronunciation of words and for text comprehension.

In this stage, the teacher will be circulating around the classroom, observing the groups' work, clarifying doubts, and providing feedback. He may also take advantage of the group activity to stimulate cooperation and exchange of ideas among students, contributing to the development of social and emotional skills.

Return (8 - 10 minutes)

1. Group Discussion (3 - 5 minutes): The teacher will gather all students and promote a group discussion about the solutions or conclusions found by each group in the activities carried out. During this discussion, the teacher should guide the students to perceive the connections between the theory addressed and the practical applications carried out.

   • For example, the teacher may ask students to share the strategies they used to classify the words in the analysis activity, or to explain how knowledge about syllables, vowel clusters, and consonant clusters helped them read the text correctly in the reading activity.
   • The teacher can also take this opportunity to ask questions that stimulate students' reflection, such as: 'Can you think of other words that have the same structure as the ones we used in the activities?', 'How do you think knowledge about syllables, vowel clusters, and consonant clusters can help you in writing essays?'

2. Connection with Theory (2 - 3 minutes): After the group discussion, the teacher will give a brief review of the theory, highlighting the main points that were addressed during the lesson. He will reinforce the importance of knowledge about syllables, vowel clusters, and consonant clusters for correct reading and writing, and for the understanding and interpretation of texts.

   • For example, the teacher may review syllable separation rules, the different types of vowel and consonant clusters, and the differences between open and closed syllables.
   • He may also review the examples used during the lesson and provide new examples to clarify possible doubts.

3. Final Reflection (2 - 3 minutes): Finally, the teacher will propose that students reflect for a minute on what they learned during the lesson. He will ask some questions to guide this reflection, such as:

   • 'What was the most important concept you learned today?'
   • 'What questions have not been answered yet?'
   • The teacher will ask students to share their reflections, giving them the opportunity to express their doubts and difficulties, and for the teacher to know what needs to be reinforced or clarified in the upcoming lessons.

In this stage, the teacher will ensure that all students have the opportunity to participate, express their ideas, and clarify their doubts. He may also use students' feedback to assess the effectiveness of the lesson and to plan the next lessons.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher will review the main points covered during the lesson, reinforcing the concept of syllable, the difference between open and closed syllables, and the identification of vowel and consonant clusters. He will recall the syllable separation rules and give practical examples of how to apply them.

2. Connection between Theory and Practice (1 - 2 minutes): The teacher will explain how the lesson connected theory, practice, and real-world applications. He will highlight how knowledge about syllables, vowel clusters, and consonant clusters is essential for correct reading and writing, and how it can help in the understanding and interpretation of texts. Additionally, the teacher will emphasize how the practical activities carried out during the lesson allowed students to apply and deepen this knowledge.

3. Extra Materials (1 - 2 minutes): The teacher will suggest some extra materials for students who wish to deepen their studies. These materials may include textbooks, educational websites, word games, among others. The teacher may also suggest that students practice syllable division and identification of clusters in reading various texts, and observe how this knowledge is used in writing their compositions.

4. Relevance of the Subject (1 minute): Finally, the teacher will summarize the importance of the topic presented for students' daily lives. He will explain that the correct division of syllables is essential for the correct pronunciation of words, and that knowledge about vowel clusters and consonant clusters helps to understand and use many words in the Portuguese language correctly. Additionally, the teacher will reinforce that mastering these concepts is fundamental for correct reading and writing, which can be useful in various situations, from taking tests and exams to effective communication in daily life.

In this stage, the teacher will be concluding the lesson in order to consolidate students' learning, encourage further study, and reinforce the importance of the topic presented. He may also take the opportunity to give a brief feedback on the lesson, highlighting the positive aspects and areas that need improvement, and to bid farewell to the students, motivating them for the upcoming lessons.