Objectives (5-7 minutes)

1. Understanding the concept of the adjective and adjectival phrase: Students should be able to understand what an adjective and an adjectival phrase are, differentiating between them and understanding how they play the role of qualifying nouns.

2. Identifying adjectives and adjectival phrases in texts: Students should be able to identify adjectives and adjectival phrases in texts, recognizing their function in describing and qualifying nouns.

3. Producing texts with the appropriate use of adjectives and adjectival phrases: Students should be able to apply the knowledge acquired for the proper use of adjectives and adjectival phrases in their textual productions, enriching their texts with the use of these resources.

Secondary objectives:

• Development of critical and analytical thinking: Through the identification and use of adjectives and adjectival phrases, students will be encouraged to develop critical and analytical thinking skills, becoming more aware of the importance of these elements in the construction of meaning in texts.

• Improvement of reading ability: By understanding and identifying adjectives and adjectival phrases in texts, students will improve their reading skills, becoming more apt at understanding the author's intention and meaning.

• Improvement of writing ability: Through the production of texts with the proper use of adjectives and adjectival phrases, students will improve their writing ability, making it richer and more expressive.

Introduction (10-15 minutes)

1. Review of previous concepts: The teacher should start the class by reminding students of previous concepts fundamental to understanding the current topic. In this case, it is important to review what nouns are and their functions in the Portuguese language. This can be done through questions directed at students so that they can actively participate in the learning process. (3-5 minutes)

2. Problem situations:

   • The teacher may present a sentence like "The day was beautiful" and ask the students what they understand by "beautiful.". They may express their opinions and the teacher should guide them to understand that "beautiful" is an adjective that qualifies the noun "day". (2-3 minutes)

   • The teacher may then present the sentence "The day seemed like an impressionist painting" and ask students what words could be adjectives. This situation is used to introduce the idea of an adjectival phrase, since "an impressionist painting" is an expression that has the same function as an adjective, qualifying the noun "day.". (2-3 minutes)

3. Contextualization: The teacher should explain to students that adjectives and adjectival phrases are very frequently used in the Portuguese language to give more information about nouns, making communication more precise and rich. The teacher can provide examples of how these resources are used in different contexts, such as literature, advertising, newspapers, etc. (2-3 minutes)

4. Introduction of topic: The teacher should then introduce the topic of the class, explaining that the students will be taught how to correctly identify and use adjectives and adjectival phrases. To pique the students' interest, the teacher can share some curiosities, such as the origin of certain adjectives or examples of how the use of an adjective or an adjectival phrase can completely change the meaning of a sentence. (2-3 minutes)

Development (20-25 minutes)

1. Categorization Activity (10-12 minutes)

   • Activity description: The teacher will divide the class into groups of 3 to 4 students and will hand out a set of cards to each group. Each card will have a word. Some words will be adjectives and others will be nouns. The objective of the activity will be to categorize the words according to their grammatical class.

   • Step by step of the activity:

     1. The teacher distributes the cards to each group.
     2. The students, in their groups, should discuss and categorize each word as an adjective or noun.
     3. Once all the cards have been categorized, each group should explain its choices to the class.
     4. The teacher will then correct the activity, giving feedback to the students about their categorizations.

   • Activity goal: This activity aims at reinforcing the concept of adjective and noun, preparing the students for the following activity of identifying adjectives and adjectival phrases in texts.

2. Text Completion Activity (10-12 minutes)

   • Activity description: The teacher will provide each group with a short text (5-6 sentences). However, some adjectival words and phrases have been removed from the text. The goal will be to fill those blanks with the correct words.

   • Step by step of the activity:

     1. The teacher distributes the texts to each group.
     2. The students, in their groups, should read the text and identify the blanks.
     3. They should then discuss and decide what adjective or adjectival phrase would be appropriate to fill each blank.
     4. Once all the blanks have been filled, each group should read the text aloud to the class, highlighting the words they chose.
     5. The teacher will correct the text, giving feedback to the students about their choices.

   • Activity goal: This activity aims at developing students' ability to identify and use adjectives and adjectival phrases correctly in text contexts. Furthermore, it encourages collaboration between the students, since they will have to discuss and make decisions as a group.

3. Sentence Creation Activity (5-6 minutes)

   • Activity description: The teacher will give the groups a challenge. They will have to create as many sentences as they can using a set of words that will be provided. These words will predominantly be nouns and the students will have to add adjectives or adjectival phrases to qualify those nouns.

   • Step by step of the activity:

     1. The teacher distributes the words to each group.
     2. The students, in their groups, should discuss and create sentences using the words and adding adjectives or adjectival phrases.
     3. Each group should write their sentences on a piece of paper.
     4. Once the time is up, each group should read their sentences to the class.
     5. The teacher will correct the sentences, giving feedback to the students on the correct use of adjectives and adjectival phrases.

   • Activity goal: This activity aims at developing students' creativity, as well as their ability to use adjectives and adjectival phrases correctly and effectively. In addition, it promotes healthy competition between groups, encouraging them to produce the most sentences possible.

Return (8-10 minutes)

1. Group Discussion (3-4 minutes)

   • Activity description: The teacher should bring all the students together for a group discussion. Each group should share their solutions or conclusions from the activities performed. The teacher should encourage the students to explain the reasoning behind their choices and to listen attentively to the contributions of the other groups.

   • Activity goal: This activity lets the students learn from each other, exposing them to different perspectives and ways of addressing the same problem. Furthermore, it helps strengthen the students' understanding of the topic and promotes a collaborative learning environment.

2. Verification of learning (3-4 minutes)

   • Activity Description: The teacher should ask specific questions to the students to check if the Learning Objectives were achieved. For example, the teacher may ask the students to give examples of adjectives and adjectival phrases that they identified in the texts or to explain why they chose a certain word to fill a blank space.

   • Activity Goal: This activity aims to provide the teacher with immediate feedback on the students' comprehension of the material presented. This will enable the teacher to adjust his teaching as needed and provide additional guidance where necessary.

3. Practical application (2-3 minutes)

   • Activity description: The teacher should then explain how what was learned in class applies to everyday situations. The teacher may give examples of how proper use of adjectives and adjectival phrases can improve written and oral communication. For example, the teacher can show how a description of an object or a scene can become more accurate and vivid with the appropriate use of adjectives.

   • Activity goal: This activity aims at helping students understand the relevance of what they have learned and how they can apply this knowledge in their everyday lives. Furthermore, it may motivate the students to keep practicing and improving their skills of using adjectives and adjectival phrases.

4. Final Reflection (1 minute)

   • Activity description: The teacher should close the class by asking students to spend a minute reflecting on what they have learned. The teacher may ask questions like "What was the most important concept you learned today?" and "What questions are still unanswered?"

   • Activity goal: This final reflection activity aims at helping the students consolidate what they have learned and identify any gaps in their understanding that may need to be addressed in future classes.

Conclusion (5-7 minutes)

1. Summary of Content (2-3 minutes)

   • The teacher should begin the Conclusion of the class with a brief summary of the key points covered. The teacher should recap the definitions of an adjective and an adjectival phrase, their difference, and how they qualify nouns. In addition, the teacher should reinforce the importance of correctly identifying and using these elements in the Portuguese language.

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

   • The teacher should then explain how the class connected theory to practice. The teacher may mention how the activities performed helped students apply theoretical knowledge in a practical and meaningful way. In addition, the teacher should highlight how understanding and using adjectives and adjectival phrases correctly can improve students' reading and writing skills.

3. Extra materials (1-2 minutes)

   • To complement the learning, the teacher can suggest some extra materials for the students to explore on their own. This may include books, websites, videos or games that approach the topic of adjectives and adjectival phrases in an interesting and interactive manner. For example, the teacher may recommend reading a book that makes a creative use of adjectives, or may suggest a website with interactive grammar exercises.

4. Relevance of the topic (1 minute)

   • To close, the teacher should highlight the importance of this topic in the students' everyday lives. The teacher may explain how the ability to correctly identify and use adjectives and adjectival phrases can improve written and oral communication, making it more accurate, rich and expressive. Furthermore, the teacher can emphasize how mastering these elements can help students better understand texts and express their own ideas more effectively.