Objectives (5 - 10 minutes)

1. Understand the concept of Coordinating Conjunctions:

   • Definition of conjunction and its importance in the construction of sentences and texts.
   • Identification of additive, adversative, alternative, conclusive and explanatory coordinating conjunctions.
   • Examples of sentences with the correct use of each type of coordinating conjunction.

2. Recognize Compound Sentences by Coordination:

   • Difference between simple and compound sentences.
   • Identification of the compound sentence by coordination in the structure of a text.
   • Understanding the role of coordinating conjunctions in the construction of the compound sentence.

3. Practice the application of the content learned:

   • Practical exercises to identify and correctly use coordinating conjunctions.
   • Production of small texts using the compound sentence by coordination.
   • Joint review and correction of the exercises, promoting interaction and the exchange of ideas among the students.

Secondary objectives:

• Stimulate the active participation of students:

  • Encourage the formulation of questions and doubts during the explanation of the content.
  • Promote interaction between students in carrying out practical exercises.
  • Value individual and collective contributions to the class's learning.

• Develop writing and interpretation skills:

  • Reinforce the importance of the correct use of conjunctions in the production of cohesive and coherent texts.
  • Practice reading and interpreting sentences and texts that use the compound sentence by coordination.

Introduction (10 - 15 minutes)

1. Review of related content:

   • The teacher will begin the class by recalling basic concepts that are fundamental to understanding the topic of the day. This includes reviewing the notions of simple and complex sentences, as well as different types of conjunctions, especially coordinating conjunctions. (3 - 5 minutes)

2. Problem situations:

   • The teacher will present two situations that will be the starting point for approaching the topic. The first situation can be the analysis of a text that presents the use of coordinating conjunctions. The second situation can be the proposal of a small text, without the use of conjunctions, and challenge the students to insert the appropriate coordinating conjunctions. (5 - 7 minutes)

3. Contextualization:

   • The teacher will explain the importance of the topic, showing that the correct use of coordinating conjunctions is fundamental for the construction of cohesive and coherent texts. In addition, you can emphasize that the ability to identify and use conjunctions appropriately is one of the skills evaluated in Portuguese language tests, such as ENEM. (2 - 3 minutes)

4. Get the students' attention:

   • The teacher can share curiosities about the use of coordinating conjunctions, such as the fact that the Portuguese language has a wide variety of conjunctions of this type, which differentiates it from other languages. In addition, you can tell a story or anecdote that illustrates the importance of the proper use of conjunctions, such as the famous case of the advertisement that said: "Semi-literate girl becomes president", which was the target of jokes because of the improper use of the conjunction "without". (2 - 3 minutes)

Development (20 - 25 minutes)

1. Role-Playing Activity:

   • The class will be divided into groups of 4 to 5 students. Each group will receive a hypothetical situation involving the use of coordinating conjunctions. For example, a scene from a movie or a comic that must be rewritten with the correct use of coordinating conjunctions. (10 - 12 minutes)

   • Students will have to analyze the situation, identify the appropriate coordinating conjunctions, and rewrite the text. They should discuss in groups the best way to do this, promoting interaction and exchange of ideas among them. (10 - 12 minutes)

2. History Creation Activity:

   • Also in groups, students will have to create a short story, no longer than 10 lines, using as many coordinating conjunctions as possible. The story should be coherent and make sense, even with the frequent use of conjunctions. (5 - 7 minutes)

   • After creating the story, each group will have to share it with the class, which will have to identify the coordinating conjunctions used. The teacher will correct the answers, reinforcing the correct identification and use of the conjunctions. (5 - 7 minutes)

3. Grammar Scavenger Hunt Activity:

   • The teacher will spread several cards with written sentences around the classroom, some of them with coordinating conjunctions. Still in groups, students will have to find the sentences with coordinating conjunctions, categorize them according to the type of conjunction (additive, adversative, alternative, conclusive, explanatory) and rewrite the sentences, maintaining the meaning, but replacing the coordinating conjunction with one of another kind. ( 5 - 7 minutes)

   • After the activity, the teacher will review the answers, correcting them and explaining the reason for the changes made. This activity is important for students to realize that replacing one coordinating conjunction with another can change the meaning of the sentence. (5 - 7 minutes)

These fun and interactive activities aim to engage students in the learning process, making the content clearer and more meaningful for them. In addition, by working in groups, students have the opportunity to develop teamwork, communication and problem-solving skills.

Feedback (10 - 15 minutes)

1. Group Discussion:

   • The teacher will ask each group to share the solutions or conclusions found during the activities. Each group will have a maximum of 3 minutes to present. The teacher must ensure that all groups have the opportunity to speak and that the time is respected. (5 - 7 minutes)
   • During the presentations, the teacher should ask questions to encourage student reflection and promote the active participation of all. For example, "Why did you choose that particular conjunction?", "How did replacing the conjunction change the meaning of the sentence?" or "Did you encounter any difficulty in identifying the conjunctions?". (3 - 5 minutes)
   • After all the presentations, the teacher should make a brief summary of the main ideas presented by the groups, highlighting the successes and correcting any errors. It is important that the teacher reinforces the fundamental concepts of the topic, making the connection between theory and practice. (2 - 3 minutes)

2. Learning Check:

   • The teacher should propose a moment of individual reflection, where the students will have to mentally answer some questions. These questions should serve to verify what has been learned and to identify possible doubts or difficulties that still exist. Some examples of questions are: "What was the most important concept learned today?" and "What questions have not yet been answered?". (2 - 3 minutes)
   • After the moment of reflection, the teacher can ask some students to share their answers with the class. This can be done voluntarily or the teacher can call some students randomly. The goal is to promote student self-assessment and exchange of experiences. (2 - 3 minutes)

3. Teacher Feedback:

   • Finally, the teacher should give general feedback on the lesson, highlighting the positive points and pointing out possible improvements for the next lessons. The teacher should also reinforce the importance of the content learned for the students' lives, showing examples of real situations where knowledge of coordinating conjunctions and compound sentences can be useful. (2 - 3 minutes)
   • The teacher should end the class by reinforcing the importance of continuous study and practice for consolidating learning. In addition, it must make clear that it is available to clarify any questions that students may have, whether during class or outside of class. (1 - 2 minutes)

This Callback is a crucial stage in the lesson plan, as it allows the teacher to assess students' progress, identify difficulties, and clarify doubts. Furthermore, by promoting reflection and self-assessment, the teacher is helping students to become more autonomous in their learning process.

Conclusion (5 - 10 minutes)

1. Summary and Recapitulation:

   • The instructor should begin the Conclusion of the class with a brief summary of the main points covered, recalling the definition of coordinating conjunctions, the existing types (additive, adversative, alternative, conclusive, and explanatory) and how they are used in the construction of the compound sentence by coordination. (2 - 3 minutes)
   • Next, the teacher should recap the activities performed, reinforcing the learnings achieved and the importance of each one for understanding and practicing the content. (2 - 3 minutes)

2. Connection between Theory and Practice:

   • The instructor should highlight how the class allowed the students to experience theory in practice, through activities involving the analysis and creation of texts, the identification and correct use of coordinating conjunctions, and the reflection on the impact of these conjunctions on the meaning of sentences. and texts. (1 - 2 minutes)
   • In addition, the teacher should reinforce how the content learned is directly linked to the ability to produce and interpret texts, which is one of the fundamental skills for communication and expression in Portuguese language. (1 - 2 minutes)

3. Supplementary Materials:

   • To complement the content learned in class, the teacher may suggest reading various texts, such as news, opinion articles, short stories, among others, so that students can identify and analyze the use of coordinating conjunctions in practice. (1 - 2 minutes)
   • In addition, the teacher may indicate extra activities, such as creating a short narrative or argumentative text using the compound sentence by coordination, or preparing a list of sentences containing different types of coordinating conjunctions. (1 - 2 minutes)

4. Subject Relevance:

   • Finally, the instructor should emphasize the importance of the content learned for the students' lives, explaining that the ability to identify and correctly use coordinating conjunctions is essential not only for the study of the Portuguese language, but also for the production of texts in various situations. daily, such as in school essays, in email or text message communication, or even in social media posts. (1 - 2 minutes)

The Conclusion of the class aims to consolidate learning, make the connection between theory and practice, and emphasize the importance of the content for students' lives. Furthermore, by suggesting supplementary materials and extra activities, the teacher is encouraging autonomous study and continuous practice, which are essential for the consolidation of learning.