Objectives (5 - 10 minutes)

1. Recognize and differentiate: Students should be able to recognize and differentiate the vowels, consonants, and semivowels of Portuguese, both in written and oral form. This includes identifying the letters that represent each of these categories and understanding their sound characteristics.

2. Apply knowledge: In addition to distinguishing vowels, consonants, and semivowels, students should be able to apply this knowledge in reading and writing words. This involves the ability to identify the type of letter in a word and understand how the different types of letters affect the pronunciation and meaning of words.

3. Develop critical thinking skills: Through the exploration of these concepts, students will be encouraged to develop critical thinking skills, such as the ability to analyze and synthesize information. This will be achieved through practical activities involving the identification and classification of letters in words and phrases.

Secondary Objectives

1. Promote teamwork: During the classroom activities, students will be encouraged to work in teams, promoting collaboration and effective communication among them.

2. Stimulate creative thinking: In addition to critical thinking, the lesson also aims to stimulate students' creative thinking. This will be achieved through playful and interactive activities involving the manipulation of letters and words.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher starts the lesson by quickly reviewing related content, such as the alphabet, the letters, and their sounds. This review can be done through a question-and-answer game or by asking students to share what they remember about the subject. (3 - 5 minutes)

2. Problem situations: The teacher presents two problem situations to arouse students' curiosity and interest:

   • The first situation may be the presentation of a word with a letter that is usually considered a vowel, but in that word, it is functioning as a consonant. For example, the word "auto", where the letter "u" is a semivowel, as it is not the syllabic nucleus.
   • The second situation may be the presentation of a word where a letter that is usually considered a consonant is functioning as a semivowel. For example, the word "queijo", where the letter "i" is a semivowel, as it is not the syllabic nucleus. (3 - 5 minutes)

3. Contextualization: The teacher explains the importance of the subject, emphasizing that the correct identification and classification of letters in a word is fundamental for the understanding and production of texts. Additionally, it highlights that this is basic knowledge for reading and writing in Portuguese. (2 - 3 minutes)

4. Introduction to the topic: To capture students' attention, the teacher can:

   • Tell an interesting fact about vowels, consonants, and semivowels, such as that vowels are considered the "heart" of words because they provide the main sound.
   • Introduce a story or a character related to the topic. For example, the "Letter Detective", who is always in search of lost vowels, consonants, and semivowels.
   • Propose a challenge, such as forming words using only vowels or only consonants. (3 - 5 minutes)

Development (20 - 25 minutes)

1. Activity "Letter Detective" (15 minutes):

   • Description: The teacher divides the class into groups of 4 to 5 students and provides each group with a set of cards. Each card has a letter of the alphabet, and the group must classify the letter as a vowel, consonant, or semivowel. The group that correctly classifies the majority of the letters within a set time (for example, 5 minutes) wins the round.
   • Preparation: The teacher should prepare the letter cards in advance. Additionally, they should define the rules of the game, such as the duration of each round and how the scoring will be counted.
   • Execution: The students, in their respective groups, should analyze each letter on the cards and classify them correctly. They should justify their answers, explaining why the letter is a vowel, consonant, or semivowel. The teacher should circulate around the room, observing and guiding the groups, if necessary.

2. Activity "Building Words" (10 minutes):

   • Description: In this activity, students, still in their groups, receive a set of cards with syllables. They must use these syllables to build words. The challenge is to use at least one vowel, one consonant, and one semivowel in each word.
   • Preparation: The teacher should prepare the syllable cards in advance. It is important to ensure there is a variety of vowels, consonants, and semivowels.
   • Execution: The students, in their groups, should randomly select a vowel, a consonant, and a semivowel. Then, they should use the syllables to build words. The teacher should guide the students to justify their choices of vowels, consonants, and semivowels, explaining how these letters affect the sound and meaning of words.

3. Activity "Word Challenge" (5 minutes):

   • Description: In this final activity, each group must create a challenging word that contains at least one vowel, one consonant, and one semivowel. They should write the word on a poster and present it to the class.
   • Preparation: The teacher should provide posters and markers for each group.
   • Execution: The students, still in their groups, should think of a challenging word and write it on the poster. Then, they should present the word to the class, explaining why they chose those letters and how they affect the sound and meaning of the word. The teacher should encourage respect and appreciation for all words created, regardless of how "difficult" or "easy" they may seem. Additionally, they should take the opportunity to correct any classification errors that may have been made by the groups.

Feedback (10 - 15 minutes)

1. Group Discussion (5 minutes):

   • The teacher asks each group to share the words they created in the "Word Challenge" activity. Each group has a maximum of 2 minutes to present. While the groups present, the teacher should encourage the other students to listen attentively and think about how vowels, consonants, and semivowels are used to create different sounds and meanings in words.
   • After each presentation, the teacher can ask questions to stimulate the discussion, such as: "Why did you choose this letter as a vowel/consonant/semivowel?", "How does this letter affect the sound and meaning of the word?", "Can you think of other words that use this same letter in a different way?".

2. Connection to Theory (3 - 5 minutes):

   • The teacher leverages the group discussion to connect with the theory, reinforcing the concepts of vowels, consonants, and semivowels and how they are used in the Portuguese language.
   • The teacher can also highlight the strategies that students used to identify and classify the letters in words, and how these strategies relate to the rules and patterns of the Portuguese language.

3. Individual Reflection (2 - 3 minutes):

   • The teacher proposes that students reflect individually for a minute on what they learned in the lesson. They should think about:
     1. The most important concept they learned;
     2. What question has not been answered yet;
     3. What they would like to learn more about the subject.
   • After the minute of reflection, the teacher can ask some students to share their answers with the class. The goal is for these answers to guide the planning of future lessons, helping the teacher identify which aspects of the subject students are most interested in and which questions have not been fully understood.

4. Feedback and Closure (1 - 2 minutes):

   • To conclude the lesson, the teacher can provide overall feedback on the class's performance, highlighting strengths and areas for improvement.
   • The teacher can also take the opportunity to reinforce the importance of the subject and how it applies to everyday life, for example, in reading and writing texts.
   • Finally, the teacher can give a preview of what will be covered in the next lesson, so that students can prepare and continue their learning.

Conclusion (5 - 10 minutes)

1. Recapitulation (2 - 3 minutes): The teacher should recap the main points covered during the lesson. This includes the definition of vowels, consonants, and semivowels, the discussion of their sound characteristics, and the importance of their correct identification and classification in reading and writing. The teacher can use a whiteboard or a slide to list these points, allowing students to see the connection between theoretical content and practical activities.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should explain how the lesson connected theory (the definition and characteristics of vowels, consonants, and semivowels) with practice (the activities of letter classification and word building). Additionally, they should emphasize how this knowledge is applied in daily life, especially in reading and writing texts.

3. Extra Materials (1 - 2 minutes): The teacher can suggest extra materials for students who wish to deepen their knowledge on the subject. These materials may include books, websites, videos, and educational games. For example, the teacher can recommend an online game that challenges players to classify letters as vowels, consonants, and semivowels, or an animated video that explains these concepts in a fun and engaging way.

4. Importance of the Subject (1 minute): To conclude, the teacher should emphasize the importance of the subject for students' daily lives. This can be done by explaining, for example, how the correct identification and classification of letters help avoid reading and writing errors, and how these skills are valued in various professions, such as journalism, writing, teaching, among others.

5. Closure (1 minute): The teacher ends the lesson by thanking the students for their participation and effort, and reinforcing the importance of continuous practice for the consolidation of acquired knowledge. Additionally, they can give a preview of what will be covered in the next lesson, so that students can prepare and continue learning.