Objectives (5 - 7 minutes)

1. Understand punctuation in compound sentences: The main objective is for students to understand how punctuation is applied in compound sentences. They should be able to recognize and analyze the different punctuation structures.

2. Differentiate simple sentences from compound sentences: In addition to understanding punctuation in compound sentences, students should be able to differentiate it from simple sentences. They should be able to identify the differences and similarities between the two.

3. Practice applying punctuation in compound sentences: The objective is for students to be able to apply what they have learned in practice. They should be able to punctuate sentences and text excerpts in compound sentences correctly.

Secondary Objectives:

• Develop reading and writing skills: Through the study of punctuation in compound sentences, students will also enhance their reading and writing skills.

• Promote textual comprehension: By learning to punctuate in compound sentences, students will also be delving into how the structure of a sentence can affect text comprehension.

Introduction (10 - 15 minutes)

1. Review of previous concepts (3 - 5 minutes): The teacher should start the lesson by briefly reviewing the concepts of punctuation in simple sentences, as it is a necessary prior knowledge to understand punctuation in compound sentences. The teacher can use examples of punctuated sentences in simple sentences and ask students to identify the different types of punctuation.

2. Problem-solving situations (5 - 7 minutes): The teacher can present two situations that lead students to think about the use of punctuation in compound sentences. For example, a text without punctuation can be presented and students can be asked to punctuate it correctly. Then, a text with incorrect punctuation can be presented, and students can be asked to correct it. These activities will help students realize the importance of punctuation for the clarity and understanding of the text.

3. Contextualization of the subject (2 - 3 minutes): The teacher should explain the importance of punctuation in compound sentences, showing how it can alter the meaning of a sentence or text excerpt. It can also highlight the relevance of punctuation in the academic and professional context, where correct and clear writing is fundamental.

4. Introduction of the topic (2 - 3 minutes): To spark students' interest, the teacher can present some curiosities about punctuation in compound sentences. For example, it can be mentioned that the lack of a comma in the sentence "Let's eat, kids!" can turn it into "Let's eat kids!", completely changing the message's meaning. Another curiosity is that punctuation in compound sentences can vary according to the writing style, the author's intention, and the context of the sentence.

Development (20 - 25 minutes)

1. Theory: Punctuation in Compound Sentences (8 - 10 minutes): The teacher should explain the concept of punctuation in compound sentences, emphasizing that, unlike simple sentences, compound sentences require more than one period to separate ideas. The teacher should present the three main punctuation marks used in compound sentences: comma, semicolon, and colon.

   • Comma: The teacher should explain that the comma is used to separate coordinated clauses in a complex sentence, as well as to separate subordinate clauses that begin the sentence. It should be emphasized that the comma is not used to separate the subject from the predicate.
   • Semicolon: The teacher should explain that the semicolon is used to separate coordinated clauses that are independent but have a close semantic relationship. It should be highlighted that the semicolon is less common than the comma and that it can often be replaced by a period or a comma.
   • Colon: The teacher should explain that colons are used to introduce a quotation, a list, an explanation, or a conclusion. It should be emphasized that colons are not used before an independent clause.

2. Practice: Examples of Applying Punctuation in Compound Sentences (7 - 10 minutes): The teacher should provide students with a list of unpunctuated sentences and ask them to punctuate them correctly. The teacher should move around the classroom, providing guidance and clarifying doubts. After the conclusion of the activity, the teacher should review the answers with the class, highlighting common errors and reinforcing correct concepts.

3. Theory: Differences between Simple and Compound Sentences (5 - 7 minutes): The teacher should explain the differences between simple sentences and compound sentences, emphasizing that in simple sentences, there is only one clause, while in compound sentences, there are two or more clauses. The teacher should use examples to illustrate the differences in punctuation between the two.

4. Practice: Identification of Simple and Compound Sentences (5 - 7 minutes): The teacher should provide students with a list of sentences and ask them to identify whether each one is a simple or compound sentence. The teacher should move around the classroom, providing guidance and clarifying doubts. After the conclusion of the activity, the teacher should review the answers with the class, highlighting common errors and reinforcing correct concepts.

5. Discussion and Questions (3 - 5 minutes): The teacher should end the Development session with an open discussion, where students can ask questions and clarify any remaining doubts. The teacher should reinforce key concepts and the importance of punctuation in compound sentences.

Return (8 - 10 minutes)

1. Review and Connection (3 - 5 minutes): The teacher should start the Return stage by reviewing the main points covered during the lesson. The different punctuation marks in compound sentences (comma, semicolon, and colon), the difference between simple and compound sentences, and the importance of punctuation for clarity and understanding of the text should be recalled.

2. Practical Application (3 - 5 minutes): The teacher should then ask students to apply what they have learned. This can be done in two ways:

   • First, the teacher can provide students with a short text without punctuation and ask them to punctuate it correctly. This will allow them to practice applying punctuation in compound sentences in a contextualized way.
   • Next, the teacher can present students with some sentences and ask them to identify whether each one is a simple or compound sentence, and punctuate them correctly. This will allow them to practice differentiating between the two types of sentences.

3. Individual Reflection (2 - 3 minutes): The teacher should then ask students to reflect individually on what they have learned. This can be done by asking questions such as:

   • What was the most important concept you learned today?
   • What questions do you still have about punctuation in compound sentences?

   The teacher should give students a minute to think about these questions and then ask some volunteers to share their answers. This will allow the teacher to assess the students' level of understanding and identify any areas that may need reinforcement in future lessons.

4. Feedback and Closure (1 - 2 minutes): Finally, the teacher should provide feedback to students on their performance during the lesson. The teacher should praise strengths and offer constructive suggestions for improvements. The teacher should also end the lesson by emphasizing the importance of punctuation in compound sentences for clear and effective writing, and encourage students to continue practicing their punctuation skills.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should start the Conclusion by summarizing the main points covered during the lesson. This includes the definition of punctuation in compound sentences, the difference between simple and compound sentences, and the correct application of punctuation marks (comma, semicolon, and colon) in compound sentences. The teacher should reinforce these concepts, emphasizing the importance of punctuation for clarity and understanding of the text.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): Next, the teacher should explain how the lesson connected theory, practice, and applications. The teacher should highlight that the theory was presented and explained, practice was carried out through punctuation activities and identification of simple and compound sentences, and applications were explored through examples of texts and sentences. The teacher should emphasize that understanding the theory is essential for practical application and that practice is fundamental for consolidating learning.

3. Supplementary Materials (1 - 2 minutes): The teacher should then suggest supplementary materials for students who wish to deepen their understanding of punctuation in compound sentences. This may include grammar books, educational websites, explanatory videos, and online exercises. The teacher should encourage students to use these resources to review the lesson material and practice more.

4. Importance of the Subject (1 - 2 minutes): Finally, the teacher should explain the importance of the subject for students' daily lives. It should be emphasized that correct punctuation in compound sentences is essential for clear and effective writing, whether in school tasks, college entrance essays, academic papers, or professional communications. The teacher should encourage students to apply what they have learned not only in future lessons but also in their daily reading and writing activities.

5. Lesson Closure (1 minute): The teacher should end the lesson by thanking the students for their participation and effort, and reminding them that punctuation in compound sentences is an ongoing topic that will be reinforced and expanded in future lessons.