Objectives

(5 - 7 minutes)

1. Understand the concept of adverbial clauses: Students should be able to define what adverbial clauses are and how they differ from other linguistic structures, such as substantive and adjective subordinate clauses.

2. Recognize adverbial clauses in a text: Students should be able to identify adverbial clauses in a text, understanding how these structures contribute to the overall meaning of the sentence or paragraph.

3. Correctly use adverbial clauses in their textual productions: Students should be able to apply the knowledge acquired about adverbial clauses in their own textual productions, enriching their texts with these structures.

Secondary Objectives:

• Promote interaction and collaboration among students: The inverted classroom methodology, which values active student participation, will foster the exchange of ideas and collaboration among them.

• Stimulate reflection on language: The study of adverbial clauses will allow students to reflect more deeply on language and its structures, contributing to the development of their reading and writing skills.

• Develop research and autonomous study skills: The inverted classroom requires students to study the content beforehand, which promotes the development of research and autonomous study skills.

Introduction

(10 - 15 minutes)

1. Review of previous concepts: The teacher starts the lesson by reminding students about the concept of subordinate clauses, a linguistic structure that has already been studied before. The teacher can ask students questions to check if they remember the content and to spark interest in the day's lesson. For example, the teacher can ask: "What is a subordinate clause? What are the types we have already studied?".

2. Problem situation: Next, the teacher proposes two problem situations for the students. The first one is as follows: "Imagine you are writing a story and want to express that a character did something so intensely that they almost fainted. How could you express this in a clause?". The second problem situation is: "Imagine you are describing a scenario where the sun is shining so intensely that it hurts the eyes. How could you express this in a clause?".

3. Contextualization: The teacher then contextualizes the importance of adverbial clauses, explaining that they are used to express the circumstances in which an action occurs. This is fundamental for writing, as it allows the author to describe more precisely and richly what is happening in the story or descriptive text. Furthermore, the ability to identify and use adverbial clauses is valued in exams and competitions, as it demonstrates a good command of the Portuguese language.

4. Introduction to the topic: To introduce the topic in an engaging way, the teacher can share an interesting fact about adverbial clauses. For example, they can explain that in some languages, such as English, adverbial clauses are used more frequently than in others, such as Portuguese. Another curiosity is that in some indigenous languages of Brazil, such as Tupi, there are no adverbial clauses, which can make the translation of texts from these languages to Portuguese more challenging.

5. Capture students' attention: To arouse students' interest, the teacher can propose a challenge. They can show a complex sentence and ask students if they can identify the main clause and the subordinate clauses. Then, they can explain that within the subordinate clauses, there are adverbial clauses, which are also important linguistic structures. Additionally, the teacher can show examples of literary and journalistic texts that make good use of adverbial clauses, to demonstrate to students how these structures can enrich writing.

Development

(20 - 25 minutes)

1. "Linguistic Treasure Hunt" Activity: The teacher divides the class into groups of up to 5 students and gives each group a sheet with a short text, which must contain at least 10 clauses. However, some clauses are adverbial and others are not. The groups' task is to identify the adverbial clauses in the text and classify them according to the circumstance they express (time, place, manner, etc.). To do this, students must underline the adverbial clauses with a color and write the corresponding circumstance next to them. The group that finishes first and correctly classifies the adverbial clauses wins the activity. (10 - 15 minutes)

   • Step 1: The teacher gives each group a sheet with a short text containing mixed adverbial and non-adverbial clauses.
   • Step 2: Students, in their groups, read the text and identify the adverbial clauses.
   • Step 3: Students underline the adverbial clauses with a color.
   • Step 4: Students classify each adverbial clause according to the circumstance it expresses (time, place, manner, etc.).
   • Step 5: The group that finishes first and correctly classifies the adverbial clauses wins the activity.

2. "Building Stories" Activity: Still in their groups, students must create a short story, of up to one paragraph, that contains at least three adverbial clauses, one for time, one for place, and one for manner. The story should be written in a creative and original way, and the adverbial clauses should be used to enrich the narrative. The teacher circulates around the room, assisting groups that encounter difficulties. In the end, each group reads their story to the class. (10 - 15 minutes)

   • Step 1: The teacher instructs students to create a short story in their groups, using at least three adverbial clauses, one for time, one for place, and one for manner.
   • Step 2: Students, in their groups, discuss and plan the story they will write.
   • Step 3: Students write the story on their sheets, paying attention to the correct use of adverbial clauses.
   • Step 4: The teacher circulates around the room, assisting groups that encounter difficulties.
   • Step 5: In the end, each group reads their story to the class and the teacher provides final comments.

Return

(8 - 10 minutes)

1. Group discussion and activity correction: The teacher gathers all students and promotes a group discussion about the solutions found by each group during the activities. Each group has a maximum of 3 minutes to share their findings and strategies. During this moment, the teacher should reinforce the concepts studied, correct any errors, and highlight the strengths of each solution presented. (3 - 4 minutes)

   • Step 1: The teacher invites a representative from each group to share their solutions and strategies.
   • Step 2: The teacher attentively listens to the presentations, asking questions to clarify unclear points and correcting any errors.
   • Step 3: The teacher highlights the strengths of each solution presented and reinforces the concepts studied.

2. Connection with theory: After the group discussion, the teacher makes the connection between the activities carried out and the theory presented in the Introduction of the lesson. They explain how the activities helped students understand and apply the concept of adverbial clauses. (2 - 3 minutes)

   • Step 1: The teacher explains how the activities carried out helped in understanding and applying the concept of adverbial clauses.
   • Step 2: The teacher emphasizes the importance of recognizing and correctly using adverbial clauses in textual productions.

3. Final reflection: To conclude the lesson, the teacher proposes that students reflect individually for one minute on the following questions: (1 minute)

   • Step 1: The teacher presents the questions: "What was the most important concept you learned today?" and "What questions have not been answered yet?".
   • Step 2: Students have one minute to silently reflect on the questions.
   • Step 3: The teacher invites students to share their answers, if they feel comfortable.

4. Feedback and clarification of doubts: The teacher opens a space for students to share their reflections, clarify possible doubts, and provide feedback on the lesson. (2 - 3 minutes)

   • Step 1: The teacher invites students to share their reflections, clarify possible doubts, and provide feedback on the lesson.
   • Step 2: The teacher thanks everyone for their participation and concludes the lesson, making it clear that they are available to clarify any doubts that may arise after the lesson.

Conclusion

(5 - 7 minutes)

1. Summary of main contents: The teacher gives a brief summary of the contents covered during the lesson, recapitulating the concept of adverbial clauses, their importance in text structuring, and their classification according to the circumstance they express (time, place, manner, etc.). For example, they can ask students: "What are adverbial clauses?" and "How can we classify them?" to check if students can remember and articulate the acquired knowledge. (2 - 3 minutes)

   • Step 1: The teacher recaps the main concepts of the lesson, reinforcing the knowledge acquired by students.
   • Step 2: The teacher asks students questions to check if they can remember and articulate the acquired knowledge.

2. Connection between theory, practice, and applications: The teacher explains how the lesson connected the theory, practice, and applications of adverbial clauses. They highlight how the practical activities allowed students to apply theoretical knowledge concretely and how the ability to identify and use adverbial clauses is useful not only in writing but also in reading and understanding texts. (1 - 2 minutes)

   • Step 1: The teacher explains how the lesson connected the theory, practice, and applications of adverbial clauses.
   • Step 2: The teacher emphasizes the importance of identifying and correctly using adverbial clauses in reading and text production.

3. Extra study materials: The teacher suggests some extra materials for students who wish to deepen their knowledge about adverbial clauses. These materials may include textbooks, educational websites, YouTube videos, among others. For example, the teacher can recommend the book "Gramática do Português Culto Falado no Brasil" by Bechara, and the website "Gramática Online", which has a section dedicated to adverbial clauses. (1 - 2 minutes)

   • Step 1: The teacher suggests some extra materials for students who wish to deepen their knowledge about adverbial clauses.
   • Step 2: The teacher briefly explains what each material contains and why it is useful for studying adverbial clauses.

4. Importance of the subject for daily life: Finally, the teacher emphasizes the importance of adverbial clauses for students' daily lives. They explain that although it may seem like a complex subject and distant from reality, adverbial clauses are frequently used in oral and written communication, and their proper use can make a difference when expressing ideas clearly and precisely. (1 - 2 minutes)

   • Step 1: The teacher emphasizes the importance of adverbial clauses for students' daily lives.
   • Step 2: The teacher explains how the proper use of adverbial clauses can make a difference in oral and written communication.