Objectives (5 - 7 minutes)

1. Understanding of the Noun and its Determinants: Students should be able to identify and understand the basic structure of the noun, as well as the function and meaning of determinants. This includes knowing the different types of determinants and when and how to use them correctly.

2. Practical Identification of Nouns and their Determinants: Students should be able to apply the acquired knowledge to identify and analyze nouns and their determinants in real texts. This implies being able to recognize the function of each determinant in the sentence and how they modify the meaning of the noun.

3. Vocabulary Development and Writing Skills: By practicing the identification of nouns and their determinants, students will also expand their vocabulary and enhance their writing skills. They will learn to choose the appropriate determinants for nouns in different contexts, thus enriching their written expression.

Secondary Objectives:

• Promote Active Participation and Critical Thinking: The teacher should encourage students to actively participate in the class, asking questions, sharing their ideas and doubts, and applying what they have learned in practical exercises. This will promote critical thinking and meaningful learning.

• Develop Confidence in Portuguese Communication Skills: By learning to use nouns and their determinants correctly, students will improve their communication skills in Portuguese, which is essential for academic and professional development.

Introduction (10 - 15 minutes)

1. Review of Related Content: The teacher should start the class by reviewing the concepts of noun, adjective, article, and pronoun, as these are essential for understanding the topic of the lesson. This can be done through a brief oral review, questioning students about what they remember and clarifying any doubts that may arise.

2. Problem-Solving Scenarios: To spark students' interest, the teacher can present two problem-solving scenarios:

   • First scenario: "Imagine you are writing a story and want to describe a character. How would you use nouns and their determinants to do this effectively and clearly?"
   • Second scenario: "Now imagine you are reading a text and come across a word you don't know. How would you use the determinants around that word to try to understand its meaning?"

3. Contextualization: The teacher should then explain the importance of using nouns and their determinants correctly, relating them to everyday situations and different communication contexts. For example, it can be mentioned how the proper use of determinants is crucial in school essays, formal email writing, interpreting literary texts, among others.

4. Engaging Students' Attention: To capture students' attention, the teacher can share two curiosities:

   • Curiosity 1: "Did you know that in Portuguese, nouns have gender (masculine or feminine) and number (singular or plural)? And that determinants, besides indicating the gender and number of the noun, can also indicate if it is close or distant from the speaker, if it has been mentioned before, among other things?"
   • Curiosity 2: "Have you heard of 'song lyrics'? Well, song lyrics are a great example of how nouns and their determinants can be used creatively and expressively in language, helping to tell stories, convey emotions, and create images in the listener's mind."

By the end of this stage, students should be engaged and motivated to learn more about the use of nouns and their determinants.

Development (20 - 25 minutes)

1. Theory - What are Nouns and Determinants? (5 - 7 minutes)

   • The teacher should start by explaining that the noun is a class of words that names beings, objects, feelings, among others.
   • It should be emphasized that nouns have gender (masculine and feminine) and number (singular and plural).
   • Next, determinants should be defined as words that accompany or precede nouns, modifying their meaning and agreeing with them in gender and number.
   • Examples of determinants can be given, such as articles (the, a, the, the), pronouns (my, your, that, who), numerals (two, third, four), and adjectives (big, beautiful, intelligent).
   • Finally, it should be highlighted that the presence or absence of a determinant before a noun can completely change the meaning of the sentence.

2. Practice - Identifying Nouns and Determinants in Sentences (10 - 12 minutes)

   • The teacher should present a series of sentences on the board or slides, and ask students to identify the nouns and determinants in each of them.
   • Initially, the teacher can provide a step-by-step example, explaining how to identify the noun and its determinant.
   • Then, students should be divided into groups and given some sentences to analyze. The teacher should move around the room, assisting groups that have difficulties.
   • Afterwards, each group should present their answers to the class, justifying their choices. The teacher should correct and clarify any misconceptions.

3. Theory - Types of Determinants (5 - 7 minutes)

   • The teacher should introduce the different types of determinants and their functions.
   • It should start with articles, explaining that they indicate whether the noun is known (defined) or unknown (indefinite) to the speaker.
   • Next, pronouns should be discussed, which replace or accompany the noun, indicating person, place, time, among others.
   • Then, numerals should be addressed, indicating quantity or order.
   • Finally, adjectives should be explained, which characterize or qualify the noun.

4. Practice - Creating Sentences with Nouns and Determinants (10 - 12 minutes)

   • The teacher should propose a challenge: each group must create a short story, using as many nouns and their determinants as possible, to demonstrate understanding of what was learned.
   • Students should have time to discuss and plan the story. The teacher should move around the room, guiding and assisting groups as necessary.
   • After the stories are developed, each group should present it to the class. The teacher should correct and provide feedback on the use of nouns and determinants.

By the end of this stage, students should have acquired a solid understanding of the use of nouns and their determinants, and be able to identify and use them correctly in texts.

Return (10 - 15 minutes)

1. Review and Connection to Practice (5 - 7 minutes)

   • The teacher should revisit the stories created by the groups and ask each one to share a sentence they consider the best example of correct use of nouns and their determinants.
   • After each presentation, the teacher should praise the good use of language and, if necessary, make corrections or suggestions to improve expression.
   • Next, the teacher should revisit the sentences analyzed at the beginning of the class and ask students if they can now identify more clearly the nouns and determinants in each of them.
   • The teacher should also reinforce the importance of nouns and determinants in constructing the meaning of sentences, using examples of how the change or omission of a determinant can alter the sentence's meaning.
   • Finally, the teacher should make the connection between theory and practice, explaining how the knowledge acquired in the class can be applied in real reading and writing situations.

2. Individual Reflection (3 - 5 minutes)

   • The teacher should suggest that students reflect individually on what they learned in the class.
   • This can be done through questions like: "What was the most important concept you learned today?" and "What questions have not been answered yet?".
   • Students should have a minute to think and write down their answers. The teacher should emphasize that there are no right or wrong answers, and the goal is to stimulate reflection and self-questioning.

3. Sharing Reflections (2 - 3 minutes)

   • After individual reflection, the teacher should invite students to share their answers with the class.
   • Students should have a maximum of one minute to speak. The teacher should encourage everyone's participation, creating an environment of respect and appreciation for different opinions and experiences.
   • During the sharing, the teacher should make connections with the students' reflections, reinforcing the positive points and helping to clarify any doubts.

4. Feedback and Closure (1 - 2 minutes)

   • Finally, the teacher should thank everyone for their participation and reinforce the importance of using nouns and their determinants correctly for effective communication in Portuguese.
   • The teacher should also encourage students to continue practicing what they have learned, whether in reading, writing, or everyday conversations.
   • Lastly, the teacher can ask students if they have suggestions for future classes or if there is something they would like to learn more deeply about the topic.

By the end of this stage, students should have consolidated what they learned, had their doubts clarified, and feel confident to apply the acquired knowledge in their study and communication activities.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes)

   • The teacher should give a brief summary of the main points covered in the class, recapitulating the definition of nouns and determinants, the different types of determinants, and their importance in constructing the meaning of sentences.
   • Practical activities carried out can also be recalled, highlighting strengths and areas that may need more practice or review.

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

   • The teacher should emphasize how the class connected theory, practice, and applications of using nouns and determinants.
   • It can be mentioned how theory was applied in practice, through the identification and analysis of nouns and determinants in real sentences, and the creation of stories that used these elements creatively and expressively.

3. Supplementary Materials (1 - 2 minutes)

   • The teacher should suggest complementary study materials for students who wish to deepen their understanding of using nouns and determinants.
   • Grammar books, educational websites, explanatory videos, online exercises, among other resources can be indicated.
   • For example, the teacher may recommend reading a literature book with special attention to the use of determinants, or practicing rewriting a news article using different types of determinants to observe the changes in meaning that occur.

4. Importance of the Topic in Everyday Life (1 minute)

   • Finally, the teacher should reinforce the relevance of using nouns and determinants correctly in everyday life, not only for academic or professional writing, but also for everyday communication.
   • It should be emphasized that mastering these concepts contributes to more effective and clear communication, correct interpretation of texts, and enrichment of vocabulary and written expression.

By the end of this stage, students should have consolidated what they learned, understood the importance of the topic, and be motivated to continue studying and practicing.