Objectives (5 - 7 minutes)

1. Understanding the concept of subject and predicate: Students should be able to clearly define what the subject and predicate are in a sentence. They should understand that the subject is the term about which something is said and the predicate is the term that contains the information about the subject.

2. Identifying the subject and predicate in a sentence: Students should be able to identify and separate the subject and predicate in different types of sentences. They should understand that the subject can be expressed in different ways, such as a noun, pronoun, numeral, among others, and that the predicate always contains a verb.

3. Practice in constructing sentences: Students should be able to construct their own sentences, ensuring that they have a correctly identified and separated subject and predicate.

Secondary objectives:

• Development of analytical thinking: Through the identification and separation of the subject and predicate, students should develop analytical thinking skills, which can be useful not only for the Portuguese language discipline, but also for other areas of study.

• Improvement in writing and reading: By understanding the basic structure of a sentence, students should be able to improve their writing and reading skills, becoming more efficient in written communication.

Introduction (10 - 12 minutes)

1. Review of previous concepts: The teacher should start the lesson by briefly reviewing the concepts of noun, verb, and predicate, which are essential for understanding the current lesson. This can be done through a quick quiz or word association activity. (3 - 5 minutes)

2. Problem situations: To spark students' interest, the teacher can present two problem situations that involve identifying the subject and predicate. For example:

   • "In 'The girl ran to catch the bus', who is the subject and what did he do?"
   • "In 'The book was read by everyone', what was read and by whom?" (2 - 3 minutes)

3. Contextualization: The teacher should explain the importance of the subject and predicate in constructing a correct and coherent sentence. It can be mentioned that, without a clear subject, it is not possible to indicate who or what performs the action, and without a predicate, it is not possible to indicate the action or state. This can be exemplified with sentences without a subject or predicate, which make no sense. (2 - 3 minutes)

4. Introduction to the topic: The teacher should then introduce the topic of subject and predicate, explaining that, in a sentence, the subject is the term about which something is said and the predicate is the term that contains the information about the subject. Simple examples can be used to illustrate this definition. (2 - 3 minutes)

5. Curiosities: To make the introduction more interesting, the teacher can share some curiosities about the subject and predicate. For example, it can be mentioned that, in some languages, such as Latin, the subject can be omitted, since the verbal form already indicates who performs the action. Another curiosity is that, in some indigenous languages of Brazil, such as Karitiana and Pirahã, there is no clear distinction between subject and predicate. (1 - 2 minutes)

Development (20 - 25 minutes)

1. "Cutting the sentence" activity (10 - 12 minutes):

   • Materials needed: cards with words (nouns, verbs, articles, pronouns, etc.), tape, markers.

   • Preparation: Before class, the teacher should prepare the word cards, ensuring that there are enough cards for each student. On each card, there should be a single word, which can be a subject, a predicate, or any other term that can appear in a sentence.

   • Development: The students, divided into groups of 5 people at most, receive a set of cards. The activity consists of constructing a sentence from the cards, ensuring that it has a subject and a predicate. After constructing the sentence, the students must identify and mark the subject and predicate. Then, they must "cut" the sentence, separating the subject and predicate from the other terms, and paste the parts on a larger piece of paper, clearly indicating which is the subject and which is the predicate.

   • Objective: With this activity, students will have the opportunity to manipulate the terms of a sentence in a concrete way, which can facilitate the understanding of the concept of subject and predicate.

2. "Subject and predicate detective" activity (10 - 12 minutes):

   • Materials needed: list of sentences, paper and pen for each student.

   • Preparation: The teacher should prepare a list of sentences that contain varied subjects and predicates, including sentences with hidden subject and nominal predicate. It is important that the sentences are of different levels of complexity, so that students can practice identifying the subject and predicate in different contexts.

   • Development: The students, still in groups, receive the list of sentences. They should read each sentence, identify the subject and predicate, and write it down on their paper. The groups that finish faster can be challenged to create their own sentences, ensuring that they have a subject and a predicate.

   • Objective: With this activity, students will have the opportunity to practice identifying the subject and predicate in a more realistic context, which can help to consolidate the concept.

3. "The Great Detective" activity (5 - 7 minutes):

   • Materials needed: character tokens, scenarios, paper and pen for each student.

   • Preparation: The teacher should prepare character tokens, which contain information about the subject and predicate of different sentences. In addition, you should prepare scenarios that describe situations in which the characters are involved.

   • Development: Each student receives a character token and a scenario. They should read the token information and the scenario, and construct a sentence that describes what the character is doing in the scenario. After constructing the sentence, they must identify and mark the subject and predicate.

   • Objective: With this activity, students will have the opportunity to practice identifying the subject and predicate of a sentence in a playful and engaging way, which can increase motivation and engagement.

Feedback (8 - 10 minutes)

1. Group discussion (3 - 4 minutes): The teacher should gather all the students and start a group discussion about the solutions or conclusions found by each team. Each group will have a maximum of 3 minutes to share their findings. During this discussion, the teacher should encourage students to explain how they arrived at their answer, what they found most challenging in the activity, and what strategies they used to overcome these challenges.

2. Connection with theory (2 - 3 minutes): After the group discussion, the teacher should make the connection between the practical activities and the theory presented at the beginning of the class. He can, for example, highlight how the "Cutting the sentence" activity helped to illustrate the separation of the subject and predicate in a sentence, and how the "The Great Detective" activity allowed students to practice identifying the subject and predicate in a more realistic context.

3. Individual reflection (2 - 3 minutes): To end the class, the teacher should ask students to do a brief individual reflection on what they have learned. He can do this by asking some questions, such as:

   1. "What was the most important concept you learned today?"
   2. "What questions still haven't been answered?"
   3. "How can you apply what you learned today in your daily life or in other disciplines?" The teacher should give students a minute to think about these questions and then ask some volunteers to share their answers with the class.

4. Feedback and closing (1 minute): The teacher should thank the students for their participation and effort during the class, and reinforce the importance of the subject and predicate in constructing a sentence. He should also encourage students to continue practicing identifying the subject and predicate in their reading and writing, and to seek help if they still have questions.

This Feedback is important to consolidate the students' learning, allow them to reflect on what they have learned, and identify possible doubts or difficulties. In addition, by sharing their solutions and strategies with the class, students can learn from each other and develop communication and collaboration skills.

Conclusion (5 - 7 minutes)

1. Recapitulation of key concepts (2 - 3 minutes): The teacher should begin the conclusion by reaffirming the concepts of subject and predicate, explaining again that the subject is the term about which something is said and the predicate is the term that contains the information about the subject. He can do this through a quick summary, highlighting the most important points of the lesson.

2. Connection between theory, practice and applications (1 - 2 minutes): Then, the teacher should explain how the lesson connected the theory, practice, and applications of the subject and predicate. He can, for example, mention how the practical activities allowed students to apply the theory in a concrete and realistic way, and how the correct identification of the subject and predicate is fundamental for correct writing and reading.

3. Extra materials (1 minute): The teacher should then suggest some extra materials for students who wish to deepen their knowledge of the subject and predicate. This may include textbooks, educational websites, explanatory videos, and online exercises. He can also suggest that students practice identifying the subject and predicate in their daily reading, as a way to reinforce what they have learned.

4. Importance of the subject and predicate in everyday life (1 - 2 minutes): Finally, the teacher should explain the importance of the subject and predicate in everyday life. He can, for example, mention that the ability to correctly identify and separate the subject and predicate is essential for correct writing and reading, not only in Portuguese but in all disciplines. In addition, he can explain that, by understanding the basic structure of a sentence, students can improve their communication and expression skills, which is essential for adult life.

5. Closing the class (1 minute): The teacher should end the class by thanking the students for their participation and effort, and reinforcing that he is available to clarify any questions that may have arisen. He can also remind students of the importance of studying regularly and reviewing the material at home, as a way to consolidate learning.