Objectives (5 - 10 minutes)

1. Understand the use of J and G:

   • The teacher must ensure that students understand the difference between the situations in which J and G are used and how this affects the pronunciation and meaning of words.

2. Recognize words with J and G:

   • Students should be able to identify and list words that contain J and G, differentiating those that predominantly use J from those that use G.

3. Practice writing and pronunciation:

   • Students should be able to correctly write words containing J and G and pronounce them properly.

Secondary objectives:

• Develop research and study skills:

  • Students should be encouraged to seek additional information about the use of J and G in the Portuguese language, reinforcing classroom learning.

• Promote confidence in oral and written expression:

  • Through practical and interactive activities, students should gain confidence in using J and G correctly in their own communications.

Introduction (10 - 15 minutes)

1. Review of related content (3 - 5 minutes):

   • The teacher should remind students about the concept of phoneme, explaining that it is the smallest sound unit that makes up words.

   • It should also reinforce the different sounds that can be represented by the same letter, such as the case of J and G.

2. Problem-solving situations (3 - 5 minutes):

   • The teacher can propose situations involving the use of J and G, such as reading a text where words with these letters would be swapped. This can help arouse students' curiosity and the need to understand the rule of using each of these letters.

   • Another situation could be the presentation of homophonic words, that is, words that are pronounced the same but have different meanings, such as "geral" and "geral".

3. Contextualization (2 - 3 minutes):

   • The teacher should explain that the correct use of J and G is fundamental for correct writing and reading, avoiding ambiguities and misunderstandings.

   • The importance of this content should be contextualized, showing that it is applied in various everyday situations, such as in writing texts, reading books, and oral communication.

4. Capture students' attention (2 - 3 minutes):

   • The teacher can start the class by sharing curiosities about the use of J and G, such as the origin of these letters in the Portuguese language and how they were adopted.

   • Another strategy is to present examples of words that frequently cause doubts, such as "jeito" and "geito", "jornal" and "gornal", explaining the reason why each one is written in a certain way.

   • Finally, the teacher can challenge the students to invent a sentence containing the highest possible number of words with J and G. This can be a playful way to engage them in the topic.

Development (20 - 25 minutes)

1. Activity "Orthographic Treasure Hunt" (10 - 15 minutes):

   • The teacher should prepare colored cards in advance with words containing J and G.

   • The words should be varied and of different levels of complexity. Examples: jogo, gelo, jardim, giz, gema, gengibre, galo, jiboia, gigante, janela, girassol, etc.

   • Students, divided into groups of up to 4 people, should receive a set of cards. The task is to identify if the word contains J or G and then separate them into two groups.

   • The teacher should circulate around the room, observing and guiding the students, clarifying doubts and encouraging discussion among group members.

   • At the end of the activity, the teacher should correct together with the class, clarifying any doubts that arise and reinforcing the rule of using J and G.

2. Activity "Crossword Puzzle Challenge" (5 - 7 minutes):

   • The teacher should prepare a crossword grid in advance where the answers are words containing J and G.

   • The words should be varied and of different levels of complexity. Examples: "Yellow fruit used to make sweets (5 letters)" (ginja), "Shepherd (5 letters)" (gaucho), "Support to climb (4 letters)" (pé de __), "Not sweet nor bitter (4 letters)" (azia).

   • Students, again divided into groups, should work together to fill in the crossword grid.

   • The teacher should circulate around the room, observing and guiding the students, clarifying doubts and encouraging discussion among group members.

   • At the end of the activity, the teacher should correct together with the class, clarifying any doubts that arise and reinforcing the rule of using J and G.

3. Activity "Creating a Story" (5 minutes):

   • This activity aims to create a playful and interactive environment among students, reinforcing the use of J and G in writing.

   • Each group should create a short story using as many words with J and G as they can.

   • The teacher should guide the students to use the words correctly, paying attention to the use of J and G.

   • In the end, each group should read their story to the class, promoting the practice of reading and oral expression. The teacher can take advantage of the reading to correct any errors and reinforce the rule of using J and G.

Return (10 - 15 minutes)

1. Group discussion (5 - 7 minutes):

   • The teacher should gather all students and promote a discussion about the solutions found by each group in the activities carried out. This can be done through brief presentations by each group, where they share the words they found and how they concluded that J or G should be used.

   • During the discussion, the teacher should encourage students to explain their choices, to justify them clearly, and to respect others' opinions. This helps develop argumentation skills and teamwork.

2. Connection with theory (3 - 5 minutes):

   • After the discussion, the teacher should make the connection between the activities carried out and the theory presented at the beginning of the class.

   • He should highlight how the words used in the activities exemplify the rules of using J and G, reinforcing the importance of these letters in the formation and pronunciation of words.

   • The teacher can also take the opportunity to clarify any doubts that may have arisen during the activities and to emphasize the most important points of the rule of using J and G.

3. Individual reflection (2 - 3 minutes):

   • To conclude the class, the teacher should propose that students reflect individually on what they have learned.

   • He can ask questions like: "What was the most important concept you learned today?", "Which words with J and G did you find most difficult to use correctly?" and "What would you still like to learn about the use of J and G?".

   • Students should write down their answers in a notebook or on a piece of paper. This reflection helps consolidate learning and identify possible gaps in understanding the content.

4. Feedback and clarification of doubts (2 - 3 minutes):

   • The teacher should encourage students to share their reflections and doubts, creating an open and welcoming environment for the expression of their opinions.

   • He should respond to students' questions and doubts clearly and objectively, ensuring that everyone has understood the class content.

   • The teacher can also take the opportunity to give feedback to students on their performance in the activities and to praise their efforts and achievements.

Conclusion (5 - 10 minutes)

1. Content Summary (2 - 3 minutes):

   • The teacher should summarize the main points covered in the class, reinforcing the rule of using J and G and the difference in pronunciation and meaning of words containing these letters.

   • He should also recap the activities carried out, highlighting how they helped students understand and apply the rule of using J and G.

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

   • The teacher should explain how the class connected the theory of using J and G with practice, through playful and interactive activities.

   • He should emphasize how students' active participation in the activities contributed to the understanding and application of the content.

3. Extra Materials (1 - 2 minutes):

   • The teacher can suggest extra materials for students who wish to deepen their knowledge about the use of J and G.

   • These materials may include websites, videos, books, and online exercises that address the topic in more detail.

4. Practical Application (1 - 2 minutes):

   • Finally, the teacher should contextualize the importance of correctly using J and G in daily life, explaining how the ability to use these letters correctly can facilitate written communication and reading.

   • He can also mention some everyday situations where the correct use of J and G is especially important, such as in writing emails, in preparing schoolwork, and in reading news and books.

   • The teacher should end the class by reinforcing the importance of continuous study and practice for the improvement of spelling and written expression.