Objectives (5 - 7 minutes)

1. Understanding the concept of adverb and adverbial phrase: Students should understand what adverbs and adverbial phrases are, as well as distinguish between them. They should be able to identify and classify adverbs and adverbial phrases in different contexts.

2. Recognition of adverbs and adverbial phrases in texts: Students should be able to apply their knowledge by identifying and classifying adverbs and adverbial phrases in various texts. This includes the ability to recognize when a term modifies a verb, an adjective, or another adverb, and when an adverbial phrase is used to express a circumstance.

3. Development of writing skills: Through the practice of identifying and classifying adverbs and adverbial phrases, students should also improve their writing skills, learning to use these terms correctly in their own textual productions.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should briefly review the concepts of adverb and adverbial phrase, reminding students that these terms are used to modify verbs, adjectives, and other adverbs, and to express circumstances. Furthermore, the importance of these terms in constructing meaning in texts should be emphasized.

2. Problem situations: The teacher can present two initial situations to students to arouse interest and curiosity on the subject:

   • Situation 1: 'Imagine you are writing a story and want to describe how a character moves. What words could you use to express different speeds or modes of movement?'
   • Situation 2: 'You are reading an opinion article about a movie. The author says that the movie was 'surprisingly' poorly received by critics. What is this word 'surprisingly' doing in the text? Why did the author use it?'

3. Contextualization: The teacher should explain that the correct use of adverbs and adverbial phrases is essential for clarity and precision in writing. They are important tools for expressing the circumstances in which actions occur, helping to create more vivid images and convey emotions to readers.

4. Capturing students' attention: To make the subject more engaging, the teacher can share some curiosities or interesting facts about adverbs and adverbial phrases:

   • Curiosity 1: 'Did you know that some adverbs can be used to modify adjectives and even entire phrases? For example, in the sentence 'He is very fast,' the adverb 'very' modifies the adjective 'fast.''
   • Curiosity 2: 'Adverbial phrases can be formed by two or more words, such as 'suddenly,' 'sometimes,' and 'however.' They are very common in the Portuguese language and provide more flexibility and variety to our discourse.'

Development (20 - 25 minutes)

1. Story Creation Activity: The teacher should divide the class into groups of 4 to 5 students. Each group will receive an image of a different situation (for example, a bike race, a picnic, a classroom, etc.). The challenge will be to create a short story or description of the scene, using as many adverbs and adverbial phrases as possible to enrich the text and make it more expressive. (10 - 12 minutes)

   • The teacher should provide a set of adverbs and adverbial phrases for each group, including terms that indicate time, place, manner, intensity, doubt, affirmation, negation, among others.
   • Students should work together to identify where and how to insert these terms in their stories, considering the appropriateness and the effect they produce in the text.
   • After completing the activity, each group should share their story with the class and explain why they chose to use certain adverbs and adverbial phrases.

2. Text Analysis Activity: The teacher should distribute a short text to each student (it can be an excerpt from a book, a newspaper article, a poem, a song, etc.) and ask them to identify and underline all the adverbs and adverbial phrases present. Then, students should rewrite the text, replacing or modifying some of the underlined terms, in order to experiment with the effect these changes have on the meaning and expressiveness of the text. (10 - 12 minutes)

   • The teacher should guide students to reflect on the effect that adverbs and adverbial phrases have on the text, discussing how they can alter the rhythm, emphasis, atmosphere, description, evaluation, opinion, etc.
   • Students should be encouraged to explore different possibilities of using these terms, experimenting with word order, choosing synonyms, adding or removing terms, modifying punctuation, etc.
   • After completing the activity, some students should be invited to share their modified versions of the text and explain the changes they made and why.

3. Group Discussion: To conclude the Development stage, the teacher should promote a group discussion about the activities carried out, highlighting the main points and clarifying possible doubts. The teacher can ask students what they learned from the activities, what difficulties they encountered, which strategies were most effective, how they felt about using adverbs and adverbial phrases to modify texts, among others. (5 - 7 minutes)

Return (8 - 10 minutes)

1. Group Discussion: The teacher should gather all students and promote a group discussion. Each group will have up to 3 minutes to share the solutions or conclusions found during the activities. During the presentations, groups should be encouraged to explain how they used adverbs and adverbial phrases to modify texts, what difficulties they encountered and how they overcame them, and which strategies were most effective in improving their writing skills. (3 - 4 minutes)

2. Connection with Theory: The teacher should revisit the theoretical concepts presented at the beginning of the lesson and make connections with the practical activities carried out. For example, the teacher can ask students: 'How did you apply the concept of adverb and adverbial phrase in the stories you created?' or 'Which types of adverbs and adverbial phrases were most used in the alterations you made to the text?' This discussion will help students consolidate their understanding of the topic and realize the practical relevance of the concepts learned. (2 - 3 minutes)

3. Individual Reflection: The teacher should propose that students, individually, reflect on the answers to the questions: 'What was the most important concept learned today?' and 'What questions have not been answered yet?' Students will have a minute to think and then will be invited to share their reflections with the class. This step is crucial for students to internalize what they have learned and identify possible gaps in their understanding, which can be addressed in future classes. (1 - 2 minutes)

4. Feedback and Closure: The teacher should conclude the lesson by thanking everyone for their participation and providing general feedback on the class's performance. The teacher should reinforce the main points learned and encourage students to continue practicing the use of adverbs and adverbial phrases in their textual productions. (1 minute)

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation: The teacher should summarize the main points discussed during the lesson, recalling the concepts of adverb and adverbial phrase, and their importance in writing and reading texts. The teacher can also recap the practical activities carried out, highlighting the skills developed by students and the strategies used to apply theoretical knowledge. (2 - 3 minutes)

2. Connection between Theory, Practice, and Applications: The teacher should emphasize how the lesson connected theory, practice, and applications. For instance, the teacher can mention how the story creation and text analysis activities allowed students to apply in practice what they learned about adverbs and adverbial phrases, and how these skills are useful not only in Portuguese class but also in everyday situations, such as writing essays, letters, emails, articles, etc. (1 - 2 minutes)

3. Extra Materials: The teacher should suggest additional study materials for students who wish to deepen their knowledge on the subject. These materials may include grammar books, educational websites, explanatory videos, online exercises, among others. The teacher can also provide study tips, such as taking notes while reading, practicing the identification and classification of adverbs and adverbial phrases in various texts, and trying to use these terms in their own textual productions. (1 minute)

4. Importance of the Subject: Finally, the teacher should emphasize the importance of the subject addressed for students' lives. The teacher can explain that, although it may seem like a complex grammatical topic, the ability to use adverbs and adverbial phrases effectively is crucial for communicating clearly and efficiently, both in speech and writing. Furthermore, the teacher can highlight that the competence to analyze and manipulate these terms helps students better understand the meaning and intention of authors in various texts, enhancing their critical reading skills. (1 minute)