Objectives (5 - 7 minutes)

1. Understanding the topic: The teacher must ensure that students clearly understand what noun determiners are and how they are used to modify or specify the meaning of a noun in a text.

2. Identification of determiners: Students should be able to identify determiners in a text and understand how they affect the overall meaning. This includes the ability to recognize different types of determiners, such as articles, pronouns, and numerals.

3. Impact analysis: Students should be able to analyze how the presence or absence of determiners affects the meaning of a noun in a text. This involves the ability to infer the meaning of a noun based on the determiners accompanying it.

Secondary Objectives:

1. Development of reading skills: The activity of identifying and analyzing determiners in a text will help students enhance their reading and comprehension skills.

2. Promoting classroom discussion: By discussing the answers and interpretations of each student for the proposed activities, the teacher can encourage active participation and exchange of ideas among students.

Introduction (10 - 12 minutes)

1. Review of previous content: The teacher should start the lesson by reviewing fundamental concepts for the understanding of the current topic. This may include the definition of nouns, the function of articles, pronouns, and numerals, and how they are used in a text. This review can be done through targeted questions to assess students' prior knowledge and clarify any doubts.

2. Problem situations: The teacher can present two initial situations to arouse students' interest and contextualize the importance of the topic. For example:

   • Situation 1: 'Imagine you are reading a mystery book and suddenly come across the phrase 'The killer left a clue.' What can the determiners 'the' and 'a' tell us about the type of clue and the likely number of killers?'
   • Situation 2: 'Now, imagine you are reading a news article about an accident and find the phrase 'The child was taken to the hospital.' What can the presence of the determiner 'the' indicate about the severity of the accident and the type of care needed?'

3. Contextualization of the topic's importance: The teacher should explain how the ability to identify and analyze noun determiners can enhance the understanding of a text. This can be illustrated with examples of how the use of different determiners can alter the meaning of a sentence or passage.

4. Introduction of the topic: To spark students' curiosity, the teacher can share some curiosities or interesting facts about determiners and their use in the Portuguese language. For example:

   • Curiosity 1: 'Did you know that Portuguese is one of the few languages that has three definite articles: 'o', 'a', and 'os'? This allows for greater precision in expressing ideas and information in a text.'
   • Curiosity 2: 'Another interesting curiosity is that, in some situations, the absence of a determiner can be as significant as its presence. An example of this is the use of nouns without articles in news headlines to convey the idea of generality or importance.'

The teacher must ensure that the Introduction is interactive and involves students, encouraging them to share their ideas, opinions, and experiences related to the topic.

Development (20 - 25 minutes)

1. Treasure hunt activity: The teacher should 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, or a poem. The text should contain a series of nouns, and the groups should identify and record the determiners of each noun. The teacher can provide a template to help students identify and record the determiners.

   • Step 1: The teacher distributes the texts and explains the activity. Each group receives a different text to ensure variety in the discussion of answers.
   • Step 2: The groups read the text and start identifying and recording the determiners of each noun.
   • Step 3: After a predetermined time, the teacher asks each group to share some of their answers. During the discussion, the teacher should ask questions to guide the analysis and understanding of the students.

2. Text rewriting activity: After the treasure hunt activity, the teacher asks each group to rewrite the text they received, replacing the determiners with others of their choice. The groups should justify their choices and explain how the change of determiners affects the overall meaning of the text.

   • Step 1: The teacher explains the activity and provides examples to guide the students.
   • Step 2: The groups work together to rewrite the text, making the determiner substitutions.
   • Step 3: After the rewriting, each group must present their version of the text to the class, explaining their choices and the resulting changes in meaning.

3. Text production activity: To conclude the Development stage, the teacher proposes that the groups create a short text (minimum of 5 sentences) that uses a variety of nouns and their determiners. The text should be written in a way that allows for multiple interpretations, so that the determiners are crucial for understanding the meaning.

   • Step 1: The teacher explains the activity and provides an example text.
   • Step 2: The groups write their texts, ensuring the use of varied and strategic determiners.
   • Step 3: After writing, each group reads their text to the class, who should try to interpret the meaning based on the determiners used.

The teacher should circulate around the classroom during the activities, guiding the groups, clarifying doubts, and encouraging everyone's participation. At the end of the activities, the teacher should highlight the main points discussed and clarify any remaining doubts.

Return (8 - 10 minutes)

1. Group discussion: The teacher should promote a group discussion, allowing each group to share their solutions or conclusions from the activities carried out. Each group will have a maximum of 3 minutes to present. During the presentations, the other groups should be encouraged to ask questions or make comments, thus promoting the exchange of ideas and collective reflection.

   • Step 1: The teacher organizes the order of presentations and starts the discussion.
   • Step 2: Each group presents their solutions or conclusions.
   • Step 3: The other groups ask questions or make comments, initiating a discussion.

2. Connection with theory: After all presentations, the teacher should revisit the theoretical concepts discussed at the beginning of the lesson and make the connection with the practical activities carried out. The teacher should emphasize how the identification and analysis of determiners in a text can contribute to its understanding and interpretation.

   • Step 1: The teacher reviews the theoretical concepts.
   • Step 2: The teacher highlights the points of connection with the practical activities.

3. Individual reflection: The teacher should propose that students reflect individually for one minute on the following questions:

   1. 'What was the most important concept you learned today?'

   2. 'What questions have not been answered yet?'

   • Step 1: The teacher gives instructions for reflection.
   • Step 2: Students reflect individually.
   • Step 3: The teacher asks some students to share their answers with the class.

4. Feedback and closure: Based on the students' responses to the reflection, the teacher can clarify any remaining doubts and provide feedback on the class's performance. The teacher should end the lesson by emphasizing the importance of the topic for understanding and producing texts.

   • Step 1: The teacher answers unanswered questions and provides feedback.
   • Step 2: The teacher concludes the lesson, reinforcing the importance of the topic.

The Return is a fundamental stage to consolidate learning, allowing students to reflect on what they have learned and what they still need to learn. Additionally, it promotes the exchange of ideas and the collective construction of knowledge. The teacher should ensure that all students have the opportunity to participate and that their contributions are valued.

Conclusion (5 - 7 minutes)

1. Lesson Summary: The teacher should start the Conclusion by summarizing the main points discussed during the lesson. This includes the definition of noun determiners, the different types of determiners (articles, pronouns, numerals), how they are used to alter the meaning of a noun in a text, and the importance of identifying and analyzing determiners for understanding and interpreting a text.

2. Theory-Practice Connection: Next, the teacher should highlight how the lesson connected theory, practice, and application. This can be done by recalling the activities carried out, such as the treasure hunt, text rewriting, and text production, and how they allowed students to apply the theoretical concepts discussed. The teacher can also emphasize how the skills developed during the lesson, such as analytical and inference abilities, are useful not only in the Portuguese discipline but in other areas of study and in everyday life.

3. Additional Materials: The teacher can suggest additional study materials for students who wish to deepen their understanding of the topic. This may include grammar books, educational websites, explanatory videos, online exercises, among others. The teacher should emphasize that autonomous study is an important part of the learning process and that the use of these materials can help students consolidate what they have learned in the classroom.

4. Relevance of the Topic: Finally, the teacher should highlight the importance of the topic for students' everyday lives. This can be done by exemplifying how the ability to identify and analyze noun determiners can enhance the understanding and interpretation of texts, facilitating communication and understanding in various situations, such as reading books, newspapers, emails, messages, among others. The teacher can also emphasize how mastering the Portuguese language, including knowledge of determiners, is essential in many professions and in academic life.

The teacher should ensure that the Conclusion is clear, concise, and relevant to the students. Additionally, they should encourage students to continue studying the topic and applying what they have learned in their reading and writing activities.