Objectives (5 - 7 minutes)

1. Understanding the concept of verb: Students should be able to understand and articulate the concept of verb, identifying it as a class of words that expresses action, state, phenomenon, or indicates the occurrence of a process. The teacher can conduct a brief review of the classes of words and then focus on the verb.

2. Identification of verbs in sentences and texts: Students should be able to identify verbs in sentences and texts, applying the knowledge acquired about the concept of verb. This can be done through practical activities, such as reading various texts and identifying the verbs present.

3. Differentiation of verbs from other grammatical classes: Students should be able to differentiate verbs from other grammatical classes, such as nouns and adjectives. For this, the teacher can propose exercises of word classification, where students will have to identify if the word is a verb or not.

Secondary objectives:

• Development of critical thinking: The study of word structure and grammatical classification can help develop students' critical thinking, as they will have to analyze and understand the rules that govern word formation and their function in the sentence.

• Improvement of reading and writing skills: By learning to identify and differentiate verbs, students will be improving their reading and writing skills, as they will be able to use this knowledge to construct correct sentences and better understand what they are reading.

Introduction (10 - 15 minutes)

1. Content review: The teacher should start the lesson with a brief review of the classes of words, highlighting the importance of each one in the structure of the Portuguese language. It may be useful to review nouns, adjectives, adverbs, and prepositions, as well as their functions in the sentence. This review can be done interactively, requesting examples from the students and discussing them together.

2. Problem-Situation: After the review, the teacher can present two problem situations to arouse the students' interest in the topic.

   • The first situation can be reading a text in which the verbs have been replaced by nouns. The teacher can ask the students to try to rewrite the text, replacing the nouns with the correct verbs.
   • The second situation can be presenting a list of words and the task of classifying each of them as verbs, nouns, adjectives, etc. The teacher can then discuss the students' answers, focusing on the correct identification of verbs.

3. Contextualization: The teacher should explain to the students the importance of verbs in everyday life, emphasizing that they are essential for expressing actions, states, and phenomena. Examples can be given of how verbs are used in different contexts, such as reading a book, writing a text, or even in a daily conversation.

4. Attention Gain: To capture the students' attention, the teacher can share curiosities about verbs. For example:

   • The word 'verb' comes from the Latin term 'verbum', which means 'word'.
   • The verbs 'ser' and 'estar' are the only ones that indicate a state. All others indicate action.

This Introduction should prepare the students for the content that will be covered in the lesson, arousing their interest and curiosity about the subject.

Development (20 - 25 minutes)

1. Activity 1 - Verb in action: (10 - 12 minutes)

   • The teacher should divide the class into groups of five students and distribute different everyday scenes (for example, a family lunch, a conversation between friends, a school class, etc.).
   • Each group should identify the verbs present in the scenes and write them down on a sheet.
   • Then, the groups should exchange their scenes. Now, the challenge is for each group to rewrite the scene, replacing the verbs with nouns or adjectives.
   • Finally, each group should present the new version of the scene to the class, who should try to guess which was the originally present verb.
   • This playful and contextualized activity will allow students to understand the importance of verbs in expressing actions and processes.

2. Activity 2 - The verb hunt: (10 - 12 minutes)

   • The teacher should prepare a list of sentences in advance, where some verbs have been replaced by nouns or adjectives.
   • Each group will receive the list of sentences and should identify the verbs that have been replaced, writing them down on a sheet.
   • Finally, the teacher will correct the activities with the class, highlighting the importance of correctly identifying verbs for understanding the meaning of the sentences.

3. Activity 3 - The house of verbs: (5 - 8 minutes)

   • Before the lesson, the teacher should prepare cards with different words, which can be verbs, nouns, adjectives, adverbs, etc.
   • The teacher will describe a sentence, but instead of saying the word 'verb', will make a hand gesture indicating that it is a verb. For example: 'Let's do a... (hand gesture)!'
   • The first student to pick up the card with the mentioned verb will earn a point for their group. The game continues until all cards have been used.
   • This playful and competitive activity helps reinforce the concept of verb and develop the ability to identify it in sentences.

These practical and contextualized activities allow students to apply the knowledge acquired about the concept of verb in a playful and interactive way. In addition, these activities contribute to the development of teamwork, oral communication, and argumentation skills.

Return (8 - 10 minutes)

1. Group Discussion: (3 - 4 minutes)

   • The teacher should call each group to share the solutions found in the activities carried out. Each group will have a maximum of 2 minutes to present. During the presentations, the teacher should guide the students to explain the reasoning used to identify the verbs and to rewrite the scenes and sentences.
   • While the students present, the teacher should intervene, revisiting concepts discussed in the lesson, clarifying doubts, and promoting reflection on the use of verbs in the Portuguese language.

2. Connection with Theory: (2 - 3 minutes)

   • After the presentations, the teacher should revisit the theoretical concepts discussed in the lesson, making the connection with the practical activities carried out. For example, the teacher can review the definition of verb and explain how the groups managed to identify the verbs in the scenes and sentences.
   • The teacher can also highlight the most common mistakes made by students and explain why these errors occur, reinforcing the importance of attention to detail and careful analysis of words and sentences.

3. Individual Reflection: (2 - 3 minutes)

   • To conclude the lesson, the teacher should propose that students reflect individually on what they have learned. The teacher can ask questions like:
     1. What was the most important concept learned today?
     2. What questions have not been answered yet?
   • Students should write down their answers on a piece of paper, which will be handed to the teacher. These answers will be useful for the teacher to assess students' understanding of the lesson's topic and to plan future lessons.

4. Teacher's Feedback: (1 minute)

   • The teacher should end the lesson by giving brief feedback on the students' performance. This can include highlighting strengths, such as active participation, collaboration among group members, and the ability to identify verbs, as well as areas for improvement, such as attention to detail and argumentation.
   • Additionally, the teacher can reinforce the importance of verbs in the Portuguese language and encourage students to practice identifying verbs in sentences and texts at home.

This Return is essential to consolidate students' learning and to evaluate the effectiveness of the lesson. Furthermore, by promoting reflection and self-criticism, the teacher is helping students develop study skills and autonomous learning.

Conclusion (5 - 7 minutes)

1. Content Summary: (2 - 3 minutes)

   • The teacher should start the Conclusion by recalling the main points of the lesson. This includes the definition of verb, the importance of verbs in the Portuguese language, and the ability to identify and differentiate verbs from other grammatical classes.
   • It may be useful for the teacher to quickly review the concepts, asking students to summarize what they understood to verify if everyone understood correctly.

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

   • The teacher should explain how the lesson connected theory, practice, and applications. For example, the theory was presented through the definition of verb and discussions about the importance of verbs.
   • The practical activities, in turn, allowed students to apply theoretical knowledge in a playful and contextualized way.
   • Finally, the applications were explored through the problem situations presented at the beginning of the lesson and the activities of identifying verbs in sentences and texts.

3. Extra Materials: (1 minute)

   • The teacher should suggest extra materials for students who wish to deepen their knowledge on the subject. This may include books, websites, videos, and online exercises about verbs.
   • For example, the teacher can recommend the book 'Gramática Descritiva do Português' by Eduardo Paiva Raposo, which has a chapter dedicated to verbs, or the website 'Além da Redação', which has several explanatory videos about grammar.

4. Importance of the Subject for Everyday Life: (1 - 2 minutes)

   • To conclude, the teacher should emphasize the importance of verbs in everyday life. It can be explained that without verbs, we would not be able to express actions, states, phenomena, or indicate the occurrence of a process.
   • Additionally, the teacher can give examples of how knowledge about verbs is useful in different situations, such as reading a book, writing a text, or even in a daily conversation.

The Conclusion is a crucial step to consolidate students' learning, highlight the relevance of the presented content, and encourage students to continue studying the topic. Furthermore, by connecting theory, practice, and applications, the teacher is helping students understand how grammatical knowledge can be useful and relevant in their lives.