Objectives (5 - 7 minutes)

1. Understand the concept of sentence complements - students must be able to identify and understand the function of sentence complements within a sentence. They must be able to differentiate between direct object, indirect object, agent of the passive, and nominal complement.

2. Identify and apply the direct and indirect object in sentences - students must be able to correctly identify and apply the direct and indirect object in sentences. They must understand the difference between the two and how each affects the structure of the sentence.

3. Identify and apply the agent of the passive in sentences - students must be able to correctly identify and apply the agent of the passive in sentences. They must understand the difference between the agent of the passive and the indirect object.

4. Identify and apply the nominal complement in sentences - students must be able to correctly identify and apply the nominal complement in sentences. They must understand the function of the nominal complement and how it relates to the preceding noun.

Secondary Objectives include:

• Encourage active student participation - through the use of active methodologies, students will be encouraged to actively participate in the class, sharing their doubts, ideas, and contributions.

• Promote critical thinking - throughout the class, students will be encouraged to think critically about the concepts presented, applying them in practical examples and discussing their applications.

Introduction (10 - 15 minutes)

1. Review of previous content - The teacher should begin the class with a quick review of the concepts of subject and predicate, which are fundamental to understanding sentence complements. Students will be invited to participate, recalling and sharing their definitions and examples.

2. Problem situations - The teacher should present two problem situations that involve the use of sentence complements. For example, "How can we complete the sentence 'The teacher...' in such a way as to express the meaning that he taught something to someone?" and "How can we complete the sentence 'The book...' in such a way as to express the meaning that someone read it?".

   • The teacher should encourage students to think about possible answers and justify their choices, setting the stage for Introducing the concepts of direct and indirect object.

3. Contextualization - The teacher should explain the importance of the correct use of sentence complements in constructing clear and coherent sentences. It should be emphasized that without the correct use of these elements, the message that one wants to convey can be misinterpreted.

4. Introduction to the topic - To arouse the students' interest, the teacher may introduce the topic by showing examples of famous sentences or excerpts from books that illustrate the use of sentence complements. For example, the sentence "The boy gave the chocolate to the girl" can be used to introduce the concept of direct and indirect object.

   • Another interesting strategy is to present curiosities about the Portuguese language. For example, the fact that, in Portuguese, the direct object can come before the verb (as in "The chocolate the boy gave to the girl") or after the verb (as in "The boy gave the chocolate to the girl") is a unique characteristic of our language that can be explored to introduce the topic in a fun and interesting way.

Development (20 - 25 minutes)

1. Sentence scavenger hunt activity (10 - 12 minutes)

   • The teacher should divide the class into groups of 4 to 5 students. Each group will receive a sheet with a series of sentences that are missing the sentence complements. The complements to be found are: direct object, indirect object, agent of the passive, and nominal complement.

   • The students, in their respective groups, must identify what type of complement is missing in each sentence. They can use different colors of marker to highlight the different complements.

   • After identifying the complements, the students should write the correct complement in the corresponding line.

   • The teacher should circulate around the room, assisting the groups when necessary and clarifying any doubts.

   • At the end of the activity, each group should have completed all the sentences correctly. The teacher should then correct the sentences together with the class, emphasizing the importance of each type of complement and how they affect the meaning of the sentence.

2. Dramatization of situations using sentence complements (10 - 12 minutes)

   • Still in their groups, students should choose one of the sentences from the previous activity and create a short scene that represents the meaning of the sentence.

   • They should include the correct use of sentence complements in the characters' speech and in the description of the action.

   • The students should present their scenes to the class. While watching, the other students should try to identify the sentence complements used.

   • After all the presentations, the teacher should lead a discussion about the scenes, highlighting the importance of sentence complements for constructing the meaning of the sentence and how they were used creatively and efficiently in the groups' performances.

3. Sentence guessing game (5 - 7 minutes)

   • To end the Development stage, the teacher should propose a sentence guessing game. The teacher will write on the board a series of sentences that are missing one or more sentence complements.

   • One student from each group will be drawn to try to guess the missing complement in the sentence. The rest of the group may help by giving hints, but without saying the complement directly.

   • The game should proceed in rounds, alternating the students who try to guess. The group that guesses the most sentences wins.

   • At the end of the game, the teacher should review the concepts, reinforcing the correct use of sentence complements and clarifying any doubts that may have arisen during the game.

Feedback (8 - 10 minutes)

1. Group discussion (3 - 4 minutes)

   • The teacher should gather all the students and promote a group discussion. Each group will have up to 2 minutes to share their solutions or conclusions from the activities carried out.

   • During the presentation, the teacher should encourage the other groups to ask questions, express their opinions and comments. This will promote interaction between the students and broaden the understanding of the content.

2. Connection to theory (2 - 3 minutes)

   • After the discussion, the teacher should return to the theoretical concepts presented at the beginning of the class and make the connection with the activities carried out.

   • The teacher may ask the students how they applied the theoretical concepts in practice during the activities. This will help reinforce the students' understanding of sentence complements.

3. Reflection on learning (2 - 3 minutes)

   • The teacher should ask students to reflect individually for a minute on the following questions: "What was the most important concept learned today?" and "What questions have not yet been answered?"

   • After the minute of reflection, the teacher should ask some students to share their answers with the class. This will help identify possible gaps in students' understanding and provide feedback for planning future classes.

4. Feedback and closing remarks (1 minute)

   • Finally, the teacher should thank everyone for their participation, praise the students' effort and progress, and reinforce the importance of studying sentence complements for constructing clear and coherent texts.

   • The teacher should also inform the students about the content of the next class, encouraging them to study the material in advance and bring their doubts to the next class.

Conclusion (5 - 7 minutes)

1. Summary of the Content (2 - 3 minutes)

   • The teacher should recap the main points covered during the class, reinforcing the concept of sentence complements, and the difference between direct object, indirect object, agent of the passive, and nominal complement.
   • He should remind students that the direct object is the term that completes the meaning of a transitive verb, the indirect object is the term that completes the meaning of a transitive verb, the agent of the passive is who performs the action expressed by the verb in the passive voice and the nominal complement completes the meaning of a noun.
   • The teacher should emphasize the importance of understanding the use and function of these complements for constructing clear and coherent sentences.

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

   • The teacher should recall the practical activities carried out during the class, highlighting how they helped the students to apply the theoretical concepts presented.
   • He should emphasize that practice is fundamental to understanding and mastering these concepts, and that the dramatization and sentence guessing game activities allowed students to experience the use of sentence complements in a playful and creative way.
   • The teacher may also mention some practical applications of these concepts, such as writing more cohesive texts and interpreting more complex texts.

3. Complementary Materials (1 minute)

   • The teacher should suggest some complementary study materials for students who wish to deepen their knowledge on the topic.
   • These materials may include textbooks, educational websites, explanatory videos, online exercises, among others.
   • The teacher may also indicate some examples of sentences with sentence complements in literary, journalistic, advertising texts, among others, so that students can observe these concepts being applied in practice.

4. Relevance of the Subject (1 minute)

   • Finally, the teacher should reinforce the importance of studying sentence complements for effective communication and the production of clear and coherent texts.
   • He should emphasize that by mastering these concepts, students will be better prepared to express themselves correctly and understand more accurately the messages conveyed by others, whether in speech, reading or writing.
   • The teacher should also highlight that knowledge of these contents is relevant for students' success in Portuguese language assessments, such as the Enem and other entrance exams, which usually charge mastery of these concepts.