Objectives (5 - 7 minutes)

1. Understand the structure and function of adjectives: The teacher should explain that an adjective is a class of words that is intended to attribute characteristics and qualities to a noun, being able to vary in gender, number, and degree.

2. Identify adjectives in sentences and texts: The teacher should guide the students to identify adjectives in different contexts, whether they are short sentences, clauses, or longer texts. This will help consolidate theoretical knowledge and apply it in practice.

3. Differentiate adjectives from adjective phrases: The teacher should clarify that, although they have similar functions, there is an important difference between adjectives and adjective phrases. While the adjective is a single word, the adjective phrase is formed by two or more words that, together, have the same role as an adjective.

   Secondary Objectives:

   • Develop the ability of textual analysis and interpretation: By identifying adjectives and adjective phrases in sentences and texts, students will also be improving their reading and interpretation skills.

   • Practice writing and orality: By working with adjectives and adjective phrases, students will have the opportunity to expand their vocabulary and improve their writing and oral expression skills.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by reviewing the basic concepts of parts of speech, with a special focus on nouns, verbs, and adjectives. This review is essential for students to fully understand the content of the lesson. Additionally, the teacher can propose some quick exercises to test the students' prior knowledge on the topic.

2. Problem-Solving Scenarios: The teacher should present two problem-solving scenarios that involve the application of the concepts of adjective and adjective phrase. The first one can be an ambiguous sentence that allows two possible interpretations, depending on how an adjective or an adjective phrase is understood. The second one can be a short text that students must analyze to identify and classify the adjectives and adjective phrases present.

   • Example of problem-solving scenario 1: "The boy bought a navy blue t-shirt." Students must identify if "navy blue" is an adjective or an adjective phrase.

   • Example of problem-solving scenario 2: "The house was small and cozy, with a garden full of flowers." Students must identify and classify the adjectives and adjective phrases present in the sentence.

3. Contextualization: The teacher should explain the importance of using adjectives and adjective phrases correctly in written and oral communication. This can be illustrated with examples of how the inappropriate choice of an adjective can alter the meaning of a sentence or how the use of adjective phrases can make writing richer and more varied.

4. Introduction to the Topic: The teacher should introduce the topic of the lesson, highlighting the importance of the adjective and the adjective phrase in constructing meanings in texts. To arouse students' interest, the teacher can share curiosities about the use of adjectives in different contexts, such as in advertising, literature, and poetry. Additionally, the teacher can present some idiomatic expressions that are formed by adjective phrases, such as "sunlight," "pink," "stingy," among others.

   • Curiosity 1: "Did you know that the Guinness World Records recognizes the longest adjective in the world as 'floccinaucinihilipilification'? It has 29 letters and means 'the action or habit of considering something as little or no value.'"

   • Curiosity 2: "In poetry, the use of adjectives can be especially important to create vivid images and convey emotions. For example, in the famous poem 'Ode on a Grecian Urn' by John Keats, the adjective 'marble' is used to describe the urn, evoking the idea of something cold, hard, and untouchable."

Development (20 - 25 minutes)

1. Theory: Adjectives (5 - 7 minutes):

   • The teacher should start the explanation of the theory about adjectives, reinforcing that they are words that characterize or qualify nouns, attributing them characteristics, states, or qualities.
   • It is important to mention that adjectives can vary in gender (masculine/feminine), number (singular/plural), and degree (comparative/superlative).
   • The teacher should give examples of adjectives in different contexts and guide the students to identify them in sentences and texts.

2. Practice: Identification of Adjectives (5 - 7 minutes):

   • The teacher should propose a practical exercise of identifying adjectives, using sentences and short texts. Students should identify the adjectives present and classify them according to variations in gender, number, and degree.
   • The teacher should walk around the classroom, assisting students who have difficulties and correcting possible errors.

3. Theory: Adjective Phrases (5 - 7 minutes):

   • The teacher should explain that the adjective phrase is a set of two or more words that has the same effect as an adjective, that is, it qualifies a noun.
   • It is important to highlight that, unlike the adjective, the adjective phrase does not vary in gender, number, and degree, only the last element of the phrase can vary.
   • The teacher should give examples of adjective phrases in different contexts and guide the students to identify them in sentences and texts.

4. Practice: Identification of Adjective Phrases (5 - 7 minutes):

   • The teacher should propose a practical exercise of identifying adjective phrases, using sentences and short texts. Students should identify the adjective phrases present and classify them according to the type of variation they present.
   • The teacher should walk around the classroom, assisting students who have difficulties and correcting possible errors.

5. Review and Clarification of Doubts (3 - 5 minutes):

   • The teacher should do a quick review of the concepts presented, clarifying possible doubts that students may have.
   • The teacher should take this opportunity to reinforce the importance of using adjectives and adjective phrases correctly in written and oral communication, and how they contribute to the expressiveness and clarity of the text.

Return (8 - 10 minutes)

1. Group Discussion (3 - 5 minutes):

   • The teacher should divide the class into small groups and ask them to discuss the solutions or answers found during the activities of identifying adjectives and adjective phrases.
   • The teacher should walk around the classroom, listening to the discussions and providing feedback, clarifying doubts, and correcting possible errors.
   • It is important that the teacher encourages the participation of all students, promoting an environment of respect and cooperation among group members.

2. Connection with Theory (2 - 3 minutes):

   • After the discussion, the teacher should revisit the theoretical concepts presented at the beginning of the lesson and highlight how they apply to the practical situations discussed by the groups.
   • For example, the teacher can ask a group how they used the knowledge about adjectives and adjective phrases to identify and classify the words in the proposed sentences and texts.
   • The goal is to make students realize the importance of theoretical knowledge for the understanding and practical application of the contents.

3. Individual Reflection (1 - 2 minutes):

   • The teacher should suggest that students make a brief reflection on what they learned in the lesson. For this, the teacher can ask the following questions:
     1. What was the most important concept you learned today?
     2. What questions have not been answered yet?
   • Students should write down their answers in a notebook or sheet of paper, so they can review them later or share them with the teacher.

4. Feedback and Closure (1 - 2 minutes):

   • The teacher should ask some students to share their reflections with the class. This is a valuable moment for the teacher to receive feedback on the lesson and check if the learning objectives were achieved.
   • The teacher should end the lesson by reinforcing the most important concepts, clarifying final doubts, and motivating students to continue studying the topic.
   • For example, the teacher can suggest that students conduct further research or reading on adjectives and adjective phrases, or practice identifying these elements in other texts.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes):

   • The teacher should recap the key points of the lesson, reinforcing the definition and function of the adjective and the adjective phrase, as well as the differences between them.
   • It is also important to remember the practical examples used during the lesson to illustrate the application of these concepts.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes):

   • The teacher should explain how the lesson connected theory (the concepts and rules about adjectives and adjective phrases) with practice (the activities of identifying and classifying these elements).
   • Additionally, it should be emphasized how the knowledge acquired in the lesson can be applied in real situations, such as in reading and interpreting texts, in producing written texts, and in oral communication.

3. Additional Materials (1 - 2 minutes):

   • The teacher should suggest additional study materials for students who wish to deepen their knowledge of adjectives and adjective phrases. These materials may include textbooks, educational websites, explanatory videos, and online exercises.
   • Additionally, the teacher can recommend reading various texts, such as news, stories, poems, and songs, so that students can identify and analyze the use of adjectives and adjective phrases in these contexts.

4. Importance of the Subject (1 - 2 minutes):

   • To conclude, the teacher should emphasize the importance of the adjective and the adjective phrase for effective communication, both in writing and speaking.
   • The teacher can give examples of how the careful choice of adjectives and adjective phrases can make a text more expressive, persuasive, and clear.
   • Additionally, the teacher should reinforce that mastering these concepts helps students better understand the texts they read, produce richer and more refined texts, and communicate more effectively in various everyday situations.