Objectives (5 - 7 minutes)

1. Recognition of the digraph 'ss': The teacher will introduce the concept of the digraph 'ss' to the students, explaining that it is used only in the middle of words in Portuguese and never at the beginning or end, producing the sound /s/.

2. Identification of the digraph 'ss' in words: The teacher will guide the students in identifying the digraph 'ss' in a set of presented words. This activity will help students understand where this digraph is typically found and how it sounds.

3. Writing practice with the digraph 'ss': The teacher will provide students with the opportunity to use the digraph 'ss' in words and sentences, reinforcing their understanding of its use and sound.

   Secondary objectives:

   • Develop listening skills: By hearing the teacher and classmates using words with the digraph 'ss', students will develop critical listening skills, allowing them to identify this digraph in a spoken context.

   • Improve spelling: Through writing practice, students will also improve their spelling skills, in addition to the correct use of the digraph 'ss'.

Introduction (10 - 12 minutes)

1. Content review: The teacher will remind students about the concepts of phonemes and digraphs, as they are essential components for understanding the topic of the digraph 'ss'. The review may include the definition of digraphs, as well as examples of other common digraphs in Portuguese, such as 'ch', 'lh', 'nh'.

2. Problem situation: To spark students' interest, the teacher can propose two problem situations:

   • First, the teacher can present students with a list of words that include the digraph 'ss' and ask them to identify the sound that the digraph produces in each word.

   • Next, the teacher can present students with a sentence containing several words with the digraph 'ss' and ask the students to identify these words. This will allow students to see the digraph in a real context, helping them understand its use.

3. Contextualization: The teacher can explain to students the importance of the digraph 'ss' in Portuguese, highlighting that mastering this digraph is crucial for the correct spelling of many words. Additionally, it can be emphasized that the correct identification and use of digraphs is an important skill for fluent reading.

4. Curiosities: To draw students' attention to the subject, the teacher can share some curiosities about the digraph 'ss', such as:

   • The letter 's' alone can have the sound /z/ in some situations, but when we use 'ss', the sound is always /s/.

   • Many words that use the digraph 'ss' in Portuguese are written with 'c' or 'ç' in other Romance languages, such as Spanish and Italian. For example, the word 'pressionar' in Portuguese is 'presionar' in Spanish and 'pressionare' in Italian.

Development (20 - 25 minutes)

1. Memory game with digraphs (10 - 12 minutes): The teacher will provide a memory game consisting of cards containing words with the digraph 'ss' and cards with images representing these words. Students will be divided into small groups and each group will receive a set of cards. The goal of the game is to find matching pairs of cards, that is, the word with the digraph 'ss' and the corresponding image. This game will help students associate the digraph 'ss' with the sound /s/, as well as enhance their visual and auditory memory.

   • Step by step:
     1. The teacher explains the rules of the game to the students.
     2. Students are divided into groups and each group receives a set of cards.
     3. The cards are shuffled and laid out face down.
     4. Students take turns flipping two cards at a time. If the cards match (word and image), the student keeps the pair and plays again. If they do not match, the student flips the cards back and the turn passes to the next student.
     5. The game continues until all pairs of cards have been found. The group that finds the most pairs is the winner.

2. Word treasure hunt with 'ss' (10 - 12 minutes): The teacher will organize a treasure hunt activity in which students will need to search for words with the digraph 'ss' in various texts. The teacher can use texts from textbooks, magazines, or newspapers. Students will be divided into groups and each group will receive a text. The group that finds the most words with the digraph 'ss' in the specified time will be the winner.

   • Step by step:
     1. The teacher explains the rules of the treasure hunt to the students.
     2. Students are divided into groups and each group receives a text.
     3. The teacher sets a time for the activity (e.g., 10 minutes).
     4. When the teacher gives the signal, the groups start searching for words with the digraph 'ss' in their texts.
     5. Students can mark the words found with a marker or pencil.
     6. When time is up, the teacher will ask the groups to count how many words with the digraph 'ss' they found. The group with the most words is the winner.

3. Review and feedback (3 - 5 minutes): At the end of the activities, the teacher will review the main learnings of the day, reinforcing the correct use of the digraph 'ss' and the sound it produces. Additionally, the teacher will provide feedback to students on their participation in the activities and clarify any doubts that may have arisen.

Return (8 - 10 minutes)

1. Group discussion (3 - 4 minutes): The teacher will gather all students and promote a group discussion about the solutions or conclusions found by each group during the activities. This will allow students to learn from each other, as well as provide the opportunity to hear different perspectives and approaches to the same activities. The teacher can ask questions to stimulate the discussion, such as: 'What strategies did your group use to find words with 'ss'?' or 'How did your group decide which pairs of cards matched in the memory game?'.

2. Connection between theory and practice (2 - 3 minutes): Next, the teacher will bridge the activities performed with the theoretical concepts covered in the lesson. They will explain how the activities helped reinforce the understanding of the use of the digraph 'ss' and its pronunciation. Additionally, the teacher may highlight the importance of practicing such skills in real and playful contexts to improve spelling and reading.

3. Individual reflection (3 - 4 minutes): Finally, the teacher will ask students to reflect for a minute on what they learned during the lesson. They will be encouraged to think about answers to questions like:

   • 'What was the most important concept you learned today?'
   • 'What questions have not been answered yet?'

   After a minute of reflection, the teacher will ask some students to share their answers with the class. This will help identify any gaps in understanding that may need to be addressed in future lessons.

4. Feedback and closure: The teacher concludes the lesson by thanking the students for their participation, reinforcing the key points learned, and offering brief feedback on the lesson. They may also provide a preview of the topic for the next lesson and encourage students to review the content learned at home.

Conclusion (5 - 7 minutes)

1. Summary and Recap (2 - 3 minutes): The teacher should start the conclusion by briefly recalling the key points of the lesson. This includes the definition of the digraph 'ss', its position within a word, the sound it produces, and examples of words containing 'ss'. This helps reinforce the content in students' minds and clarify any misunderstandings that may have arisen during the lesson.

2. Connection between Theory and Practice (1 - 2 minutes): The teacher should then connect the theory learned in the lesson with the practical activities carried out. For example, the teacher can explain how the memory game helped reinforce the sound of the digraph 'ss', while the treasure hunt helped students identify 'ss' in a real context. This helps students understand how theory applies in practice and the importance of learning both parts.

3. Extra Materials (1 - 2 minutes): The teacher may suggest some extra materials for students to study at home to reinforce learning. This may include lists of words with 'ss', writing or reading exercises, or educational videos about the digraph 'ss'. The teacher may also encourage students to observe and note down words with 'ss' they encounter in their daily readings as a way to practice digraph identification.

4. Everyday Applications (1 minute): Finally, the teacher should explain the importance of the digraph 'ss' in everyday life. This may include the importance of correctly writing words with 'ss' in schoolwork, emails, or text messages, as well as the importance of being able to identify and pronounce words with 'ss' correctly in reading and speaking. This helps motivate students to learn by showing them how the lesson content applies to the real world.

5. Closure: The teacher can then conclude the lesson by thanking the students for their participation and encouraging them to continue practicing and studying the digraph 'ss' at home. The teacher may also provide a preview of the topic for the next lesson and reinforce the importance of reviewing the content learned to ensure understanding and retention of the digraph 'ss'.