Lesson plan of Subordinating Conjunctions: Compound Period by Subordination and Substantive Subordinate Clauses

Objectives (5-7 minutes)

1. Understanding Subordinating Conjunctions

   • Identify and understand the use of subordinating conjunctions, which are essential for forming complex sentences through subordination.
   • Learn to differentiate between subordinating conjunctions and other word classes, such as coordinating conjunctions.

2. Classifying Substantive Subordinate Clauses

   • Correctly classify substantive subordinate clauses according to their syntactic function.
   • Recognize substantive subordinate clauses in texts, identifying their function within the context of the sentence.

3. Practice in Identification and Use

   • Apply the knowledge acquired in identifying and using subordinating conjunctions and substantive subordinate clauses in texts.
   • Develop the ability to produce sentences and texts that contain subordinating conjunctions and substantive subordinate clauses correctly and coherently.

Introduction (10-15 minutes)

1. Review of Previous Content

   • Begin the lesson with a brief review of content that is a prerequisite for understanding the topic of the day. This may include reviewing concepts such as word classes (nouns, adjectives, verbs, etc.), clauses (subordinate, coordinate), and sentences (simple, compound).

2. Problem Situations

   • Present two problem situations that involve the use of subordinating conjunctions and the classification of substantive subordinate clauses. For example:
     • "In a letter to a friend, how could you express your desire for them to come visit you, using a substantive subordinate clause?"
     • "In a text about a trip, how could you describe the anticipation of getting to know a new place, using a subordinating conjunction?"

3. Contextualization

   • Explain the importance of the subject within the context of the Portuguese language, emphasizing that the correct use of subordinating conjunctions and the appropriate classification of substantive subordinate clauses contribute to clarity and textual cohesion.
   • Provide examples of real situations where the ability to correctly use these elements of language is fundamental, such as in writing essays for entrance exams and competitions, in producing academic and professional texts, among others.

4. Introduction of the Topic

   • Introduce the topic in a way that arouses students' interest. For example, you could tell them the origin of the word "subordinative" and how it relates to the idea of dependence between clauses in a complex sentence.
   • Another strategy is to present curiosities about the use of subordinating conjunctions in different registers of the language, such as in literature, the press, colloquial speech, etc. For example, the fact that certain subordinating conjunctions are more common in certain types of texts, or that some are considered "elegant" and others "informal."

Development (20-25 minutes)

1. Linguistic Scavenger Hunt Activity

   • Divide the class into groups of 3 to 4 students and provide each group with a short text, such as a news article, an excerpt from a book, a letter, an email, etc.
   • Explain that the group's task is to search the text for all the subordinating conjunctions they can find and then classify the substantive subordinate clauses present.
   • Each group should write down the subordinating conjunctions found and the classification of the clauses. At the end, the groups should share their findings with the class, discussing the different possibilities of classification and the effect of these clauses on the meaning of the text.
   • This activity allows students to apply the knowledge acquired in a practical way, while also developing critical reading and textual interpretation skills.

2. "Conjunctions and Clauses" Board Game

   • Prepare a simple board game where each square represents a challenge related to subordinating conjunctions and substantive subordinate clauses.
   • The challenges can range from identifying conjunctions in given sentences to producing sentences with substantive subordinate clauses that express certain ideas.
   • The students play in groups of 3 to 4 people. Each time a group advances on the board, they have to solve the challenge of the square they have landed on. The first group to reach the end of the board is the winner.
   • This game is a fun way to review and reinforce knowledge about conjunctions and clauses, while students are actively involved in the learning process.

3. Creating Cooperative Stories

   • This activity consists of creating a story in a group, where each member of the group must contribute a part. The only rule is that each contribution must include at least one subordinating conjunction and one substantive subordinate clause.
   • The groups will have a set time to create the story, which can be on any topic of interest to the group.
   • After the stories are finished, each group will read theirs to the class. During the readings, students should pay attention to the use of conjunctions and clauses, and discuss how these elements contribute to the fluidity and meaning of the story.
   • This activity not only allows students to practice using conjunctions and clauses in a contextualized way, but also stimulates students' creativity, cooperation, and written expression skills.

Feedback (8-10 minutes)

1. Group Discussion

   • After completing the activities, allow each group to share their solutions or conclusions with the class. This can be done in a quick presentation format, where each group has a limited time to share their findings.
   • During the presentations, the other students should pay attention and ask questions if necessary. This promotes interaction and exchange of ideas among students, as well as allowing them to see different approaches to the same problem.
   • The teacher should facilitate the discussion, asking questions that encourage students to reflect on what has been learned. For example, "Why did you classify this clause as substantive and not adverbial?", "How could changing a subordinating conjunction alter the meaning of the sentence?", etc.

2. Connection to Theory

   • After the presentations, the teacher should summarize what was discussed, reinforcing the theoretical concepts that were applied in the activities.
   • The teacher can highlight examples from the presentations that clearly and effectively illustrate the use of conjunctions and the classification of clauses, reinforcing the importance of these elements in building meaning and textual cohesion.

3. Individual Reflection

   • To close the lesson, the teacher should propose a moment of individual reflection, where students will have a minute to think about the following questions:
     1. What was the most important concept learned today?
     2. What questions have not yet been answered?
   • After the time for reflection, students may share their answers if they wish. This allows the teacher to assess students' level of understanding and identify possible gaps in learning that need to be addressed in future lessons.

4. Teacher Feedback

   • The teacher should provide feedback to the students on the lesson, highlighting the strengths and areas that need improvement.
   • The feedback should be constructive and based on concrete observations of students' participation and contributions during the lesson.
   • The teacher should also encourage students to continue practicing what has been learned, whether through additional exercises, complementary readings, or applying the concepts in their own text productions.

Conclusion (5-7 minutes)

1. Summary and Recapitulation

   • The teacher should begin the conclusion by briefly summarizing the main points covered in the lesson. This includes the definition of subordinating conjunctions, the classification of substantive subordinate clauses, and the importance of using these elements correctly in constructing cohesive texts.
   • It is recommended that the teacher make connections between theory and practice, recalling the examples and activities carried out during the lesson to demonstrate the application of the concepts.

2. Connection between Theory, Practice, and Applications

   • Next, the teacher should explain how the lesson connected the theory, practice, and applications of using subordinating conjunctions and substantive subordinate clauses.
   • This can be done by emphasizing how the practical activities allowed students to apply the theory in a contextualized way and how these concepts are essential for producing coherent and cohesive texts.

3. Supplementary Materials

   • The teacher should suggest supplementary materials for students who wish to deepen their understanding of the topic of the lesson. These materials may include textbooks, educational websites, explanatory videos, among others.
   • In addition, the teacher may indicate additional exercises for students to practice at home, in order to consolidate their learning.

4. Importance of the Subject

   • Finally, the teacher should emphasize the importance of the subject covered in the lesson for students' daily lives.
   • This can be done through practical examples, such as the relevance of using conjunctions and clauses correctly in writing essays for entrance exams and competitions, in producing academic and professional texts, among others.
   • The teacher can also highlight how the ability to identify and classify these elements can improve the comprehension of written texts, since the correct interpretation of a text often depends on understanding the subordination relationships between the ideas expressed.