Objectives (5 - 7 minutes)

1. Understanding the Concept of Adjective Clauses: Students should be able to understand and identify what adjective clauses are in a sentence. This includes recognizing that adjective clauses function as adjectives, providing additional information about the noun.

2. Identifying Adjective Clauses in Texts: Students should be able to apply their knowledge of adjective clauses to identify and extract adjective clauses from texts. This requires the ability to analyze sentences and identify the parts that function as adjective clauses.

3. Using Adjective Clauses to Improve Written Communication: Students should be encouraged to use adjective clauses in their own writing to improve the quality of their texts. Through examples and practical exercises, they should be able to incorporate adjective clauses effectively and coherently.

Secondary Objectives

• Developing Linguistic Analysis Skills: By studying adjective clauses, students will practice linguistic analysis skills, which are fundamental for the study of the Portuguese language and for improving written and oral communication.

• Stimulating Creativity in Writing: By learning to incorporate adjective clauses into their writing, students will develop the ability to use language more creatively and expressively. This is a valuable skill not only in Portuguese but in all areas of study and everyday life.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by briefly revisiting the concepts of subordinate clauses and their classification. This is an important step because adjective clauses are a type of subordinate clause. It is important for students to understand the structure and function of subordinate clauses before moving on to adjective clauses.

2. Problem Situations:

   • The teacher can propose the following situation: "Imagine you are writing a story and want to describe a character in more detail. How could you use adjective clauses for this?"
   • Another problem situation could be: "Have you ever read a text where the author used many words to describe an object or a person, but you felt you could understand better if the author had used fewer words but more precisely? How do you think adjective clauses could help in this situation?"

3. Contextualization: The teacher should then explain the importance of adjective clauses in written and oral communication. It can be mentioned that the proper use of adjective clauses can make writing richer and more interesting, and that the lack of adjective clauses can result in texts that are monotonous and difficult to understand.

4. Gaining Students' Attention:

   • The teacher can start by sharing some curiosities about adjective clauses. For example, they can mention that the term "adjective" comes from the Latin "adjectivus," which means "to add" or "attach," reflecting the function of adjective clauses to "add" information to nouns.
   • Another curiosity that can be shared is that the Portuguese language has a wide variety of adjective clauses, making it a rich and expressive language. The teacher can give some examples of different types of adjective clauses, such as relative, explanatory, and restrictive clauses.

The teacher should conclude the Introduction by reinforcing the importance of the topic to be studied and encouraging students to actively participate in the lesson, asking questions and sharing their own ideas and examples.

Development (20 - 25 minutes)

1. Theory (10 - 12 minutes): The teacher should present the basic theory about adjective clauses, explaining what they are, how they work, and where they are used. They should include clear and simple examples to illustrate each point. The explanations should be accompanied by diagrams or charts that help visualize the structure of adjective clauses. The teacher should emphasize that adjective clauses serve to modify or clarify the meaning of a noun, just like adjectives.

   • Definition: The teacher should start by defining what adjective clauses are, explaining that they are subordinate clauses that function as adjectives, adding information about the noun in the main clause. They can use the following definition: "Adjective clauses are subordinate clauses that have the same function as an adjective, which is to qualify or characterize a noun."

   • Structure: The teacher should explain that adjective clauses have a structure similar to subordinate clauses, with a conjugated verb and a subject, but unlike substantive and adverbial subordinate clauses, adjective clauses cannot be introduced by relative pronouns (such as "that," "who," "where," etc.) or by subordinating conjunctions (such as "if," "because," "when," etc.). The teacher can use the following example: "The car that is red is mine."

   • Types of Adjective Clauses: The teacher should present the different types of adjective clauses, explaining the differences between them.

     • Relative Adjective Clauses: The teacher should explain that relative adjective clauses are introduced by relative pronouns (such as "that," "who," "where," etc.) and that they can be restrictive (when they restrict the meaning of the noun) or explanatory (when they add extra information without restricting the meaning of the noun). They can use the following example: "The book that I bought is interesting." (restrictive) / "The book, which I bought recently, is interesting." (explanatory)

     • Adjective Clauses Without Relative Pronoun: The teacher should explain that adjective clauses can be introduced by other words, such as prepositions, adverbs, conjunctions, etc. They can use the following example: "The boy, without fear, jumped off the wall."

2. Practice (10 - 13 minutes): After presenting the theory, the teacher should guide students to apply what they have learned in practical exercises. The exercises should start with simple examples and progress to more complex ones. The teacher should circulate around the room, helping students who are having difficulties and providing constant feedback.

   • Identification Exercises: The teacher should present a series of sentences and ask students to identify the adjective clauses. They can start with sentences that contain only one adjective clause and then move on to sentences that contain multiple adjective clauses. They can use the following example: "The boy who was afraid jumped off the wall, but the other boy, without fear, did not jump."

   • Creation Exercises: The teacher should ask students to create their own sentences containing adjective clauses. They can give them a theme or a set of words that they must use in their sentences. The teacher should encourage students to be creative and to use adjective clauses effectively to enrich their sentences. They can use the following example: "Create a sentence that contains an adjective clause that restricts the meaning of the noun and an adjective clause that adds extra information without restricting the meaning of the noun."

   • Review Exercises: The teacher should ask students to review their own texts, identifying and correcting any errors they may have made when using adjective clauses. They can give them a checklist of things to look for, such as the correct use of relative pronouns, the agreement between the verb of the adjective clause and the noun it refers to, etc. They should encourage students to review their texts critically and to learn from their mistakes.

Feedback (10 - 12 minutes)

1. Group Discussion (5 - 6 minutes): The teacher should promote a group discussion where students will have the opportunity to share their answers and solutions to the practical exercises. This is a crucial part of the learning process as it allows students to learn from each other and see different approaches to the same problem. The teacher should encourage all students to actively participate in the discussion, asking questions, offering constructive feedback, and sharing their own experiences.

   • The teacher can start the discussion by asking students to share the sentences they created in the creation exercises. They can ask students what they were trying to express with their sentences and how they used adjective clauses for this. They can also ask students to identify the adjective clauses in their peers' sentences and explain how they work.

   • The teacher can then move on to the identification exercises, asking students to explain how they identified the adjective clauses. They can also ask students to create more examples of sentences that contain adjective clauses.

   • Finally, the teacher should ask students to review their own texts, identifying and correcting any errors they may have made. They can ask students what the most common errors were and how they could be avoided. They should encourage students to learn from their mistakes and see the review as an essential part of the writing process.

2. Connection with Theory (2 - 3 minutes): After the group discussion, the teacher should make the connection between practice and theory. They should review the key concepts that were discussed and explain how they apply to the practical exercises. They should also answer any questions students may have and clarify any misunderstandings.

   • The teacher can, for example, ask students to explain again what adjective clauses are and how they work. They can also ask students what the most difficult things to understand were and explain these concepts in a different way if necessary.

   • The teacher should conclude this part of the lesson by reinforcing the importance of the correct use of adjective clauses in written and oral communication and encouraging students to continue practicing what they have learned.

3. Individual Reflection (3 - 4 minutes): To conclude the lesson, the teacher should propose that students make a brief individual reflection on what they have learned. They should ask students to think silently for a minute about the following questions:

   1. What was the most important concept you learned today?

   2. What questions remain unanswered?

   • The teacher can then ask students to share their answers with the class. They should listen carefully to students' answers and respond to any questions they may have. They should also thank students for their participation and encourage them to continue studying and practicing the use of adjective clauses.

Conclusion (5 - 7 minutes)

1. Recap and Synthesis (2 - 3 minutes): The teacher should recap the main points of the lesson, reminding what adjective clauses are, how they work, where they are used, and what the different types are. They should emphasize the importance of recognizing and correctly using adjective clauses to enrich written and oral communication. The teacher can use a visual summary, such as a diagram or a table, to help students visualize and remember the main concepts.

2. Connection of Theory, Practice, and Applications (1 - 2 minutes): The teacher should highlight how the lesson connected theory, practice, and applications. They can point out that the theory was presented through clear explanations and simple examples, that practice was carried out through exercises that allowed students to apply their knowledge, and that applications were explored through discussions on how adjective clauses can be used to improve written and oral communication.

3. Extra Materials (1 minute): The teacher should suggest extra materials for students who want to deepen their knowledge of adjective clauses. These materials can include books, websites, videos, podcasts, and online exercises. The teacher can, for example, suggest that students read a chapter on adjective clauses in a grammar book, watch an explanatory video on YouTube, or do interactive exercises on a language teaching website.

4. Relevance of the Topic (1 - 2 minutes): Finally, the teacher should emphasize the importance of adjective clauses in everyday life. They can mention that the proper use of adjective clauses can make written communication richer, more interesting, and understandable, while improper use can lead to misunderstandings and less effective communication. The teacher should conclude the lesson by reinforcing the relevance of the topic studied and encouraging students to continue practicing and improving their skills in using adjective clauses.