Lesson plan of Adjective Clauses

Objectives (5 - 7 minutes)

1. Understand the concept of adjectival clauses: The teacher should ensure that students understand what adjectival clauses are, how they are formed, and their function in constructing the meaning of a sentence.

2. Identify adjectival clauses in texts: Students should be able to recognize adjectival clauses in texts, realizing how they are used to give more information about a noun.

3. Produce texts with adjectival clauses: Students should be able to use the knowledge they have acquired to produce their own texts, including adjectival clauses correctly and effectively.

Secondary objectives:

• Develop reading and text comprehension skills: By recognizing adjectival clauses, students will improve their reading and text interpretation skills.

• Promote writing practice: When producing texts with adjectival clauses, students will be practicing writing, developing their ability to express themselves and organize ideas.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should begin by recalling the concepts of subordinate clauses, noun clauses, and adjectives. It is important that students have clarity about these topics so that they can adequately understand the content of the current lesson. The teacher can do this through a quick oral review, asking students questions and encouraging active participation.

2. Problem situations: The teacher can propose two situations that encourage students to think about the use of adjectival clauses:

• "How would you describe a person without using direct adjectives, such as handsome or intelligent?"
• "How would you give more information about an object or place without repeating words or phrases already used?"

3. Contextualization: The teacher can explain the importance of adjectival clauses in everyday life, showing how they are used in various types of texts, from news and academic articles to informal conversations. They can also mention that the proper use of adjectival clauses contributes to the clarity and fluency of writing.

4. Getting students' attention: To arouse students' interest, the teacher can share trivia or stories related to the topic. For example:

• "Did you know that Portuguese is one of the few languages that use adjectival clauses? In many languages, the information we express with adjectival clauses is done differently."
• "Have you ever heard of the 'Adjective Effect'? It is a technique used by writers to convey emotions or create vivid images in the reader's mind. Let's explore a little more about it today!"

This introduction should set the stage for the development of the class, ensuring that students are engaged and ready to learn.

Development (20 - 25 minutes)

1. Classification Activity (10 - 12 minutes):

• The teacher should prepare in advance a series of sentences or small text excerpts that contain adjectival clauses. It is important that these sentences vary in terms of complexity and context.
• The students, divided into groups of no more than 5 members, will receive a set of cards. Each card will have an adjectival clause written on it.
• The objective of the activity is for students to classify the adjectival clauses into three categories: Restrictive Adjectival Clauses, Explanatory Adjectival Clauses, and Explanatory Adjectival Clauses with the Use of Commas.
• After the classification, each group should justify their choice, explaining why the adjectival clause was classified in that way.
• The teacher should circulate around the room, assisting the groups and clarifying dudas.

2. Text Production Activity (10 - 12 minutes):

• Still in groups, the students will receive a short text that contains blank spaces where adjectival clauses should be inserted.
• The text should be chosen so as to allow students to use their creativity to complete it, but it should also provide a clear context for the use of adjectival clauses.
• The teacher should guide the students to choose the adjectival clauses according to the effect they want to create in the text. For example, if they want to describe something in a more general way, they can opt for a restrictive adjectival clause. If, on the other hand, they want to give more information and details, they can choose an explanatory adjectival clause.
• After the conclusion of the activity, each group should share their text with the class. The teacher should encourage the other students to identify the adjectival clauses in the text and discuss the effect they caused.

3. Reflection Activity (5 - 8 minutes):

• To conclude the development of the lesson, the teacher should propose a group reflection on the importance of adjectival clauses in the Portuguese language.
• The teacher can lead the discussion by asking questions such as: "How do adjectival clauses contribute to the clarity and expressiveness of our writing?" or "What would be the difficulties of expressing the same ideas without the use of adjectival clauses?"
• The objective of this activity is to reinforce the students' learning, allowing them to consolidate the knowledge acquired and realize the relevance of what they have learned for their daily and academic lives.

The development of the lesson should be planned so as to ensure that students have the opportunity to put into practice what they have learned, exploring different contexts and possibilities for the use of adjectival clauses. In addition, it is important that the teacher be present and active during all activities, guiding the students and clarifying their doubts.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes):

• The teacher should promote a group discussion, where each team shares their solutions or conclusions from the activities carried out. This allows all students to have the opportunity to hear different perspectives and approaches to the use of adjectival clauses.
• During this discussion, the teacher should reinforce the concepts learned, correct errors and clarify any remaining doubts. The objective is to ensure that all students have correctly understood the use and function of adjectival clauses.

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

• The teacher should then connect the practical activities carried out with the theory presented at the beginning of the lesson. This can be done through directed questions, such as: "How do the clauses you have classified fit into the definition of adjectival clauses that we discussed?" or "How did the use of adjectival clauses in the text you produced contribute to the clarity and fluency of the writing?"
• The teacher should also highlight any important learning points that emerged during the activities, reinforcing the relevance and applicability of adjectival clauses.

3. Final Reflection (2 - 3 minutes):

• To conclude the lesson, the teacher should propose that students reflect individually on what they have learned. The teacher can do this through questions such as: "What was the most important concept you learned today?" and "What questions have not yet been answered?"
• The students should have a minute to think about the answers to these questions. Then, they can share their reflections with the class, if they feel comfortable.
• This final reflection is a crucial step for consolidating learning. It allows students to internalize what they have learned, identify any gaps in their understanding, and prepare for the next lesson.

4. Teacher Feedback (1 minute):

• Finally, the teacher should provide brief general feedback on the class's participation and performance during the lesson. This may include praise for effort and collaboration, as well as areas for improvement. The objective is to encourage students to continue striving and improving their skills.

Feedback is an essential part of the lesson plan, as it allows the teacher to evaluate the effectiveness of the teaching and the student to consolidate what has been learned. At the end of this stage, students should have a clear understanding of the concept of adjectival clauses and be able to identify and use them correctly in texts.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes):

• The teacher should begin the conclusion by summarizing the main points covered during the lesson. This includes the concept of adjectival clauses, the different categories (restrictive, explanatory, and explanatory adjectives with the use of commas), and how to identify them in texts.
• The teacher can highlight the practical activities carried out and how they helped solidify the students' theoretical understanding. For example, the teacher can mention the classification activity and the group discussion that followed, emphasizing how these activities allowed students to apply what they had learned and deepen their understanding.
• The teacher should reinforce the importance of adjectival clauses in the Portuguese language, highlighting how they contribute to the clarity and expressiveness of writing.

2. Connection between Theory and Practice (1 - 2 minutes):

• The teacher should explain how the lesson connected theory, practice, and application. This may include a discussion of how the theory of adjectival clauses was applied in practical activities and how this application relates to the actual use of adjectival clauses in texts.
• The teacher can also mention how the lesson prepared students for the future use of adjectival clauses, whether in academic writing, creative writing, or reading and interpreting texts.

3. Supplementary Materials (1 minute):

• The teacher should suggest additional study materials for students who wish to deepen their understanding of adjectival clauses. This may include grammar books, educational websites, explanatory videos, and online practice exercises.
• The teacher may also recommend reading different types of texts that make interesting and effective use of adjectival clauses, so that students can observe these uses in practice.

4. Importance of the Subject (1 minute):

• To conclude, the teacher should emphasize the importance of adjectival clauses in everyday life. The teacher can explain that the correct use of adjectival clauses not only contributes to the clarity and expressiveness of writing, but can also affect the way we are understood by others.
• The teacher can suggest that students practice identifying and using adjectival clauses in their daily lives, observing them in texts they read and incorporating them into their own writing.

The Conclusion is an essential part of the lesson plan, as it allows the teacher to reinforce key concepts, connect theory and practice, and highlight the relevance of the subject to students' daily lives. At the end of this stage, students should have a clear and complete understanding of adjectival clauses and be prepared to apply this knowledge in their reading and writing activities.