Lesson Plan | Active Learning | Sentence Complements: Direct and Indirect Objects, Passive Agent, Nominal Complement

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The goal-setting stage is essential to guide both students and the teacher on what will be covered and expected throughout the lesson. By establishing clear and specific objectives, students can better direct their prior study and participation in class, while the teacher can adjust activities to ensure that the objectives are met. This helps maximize class time efficiency and ensures that all students are engaged and learning effectively.

Main Objectives:

1. Empower students to identify and differentiate the complements of the sentence (direct object, indirect object, passive agent, and nominal complement) in texts read and produced.

2. Develop the skill to analyze the basic structure of the sentence, focusing on the predicate's nucleus, and apply this knowledge to text interpretation.

Side Objectives:

1. Stimulate active participation from students through group discussions and individual presentations, promoting oral expression and the exchange of ideas.

Introduction

Duration: (15 - 20 minutes)

The introduction serves to engage students with the content they studied previously, using problem situations that simulate real grammatical challenges and contextualizing the importance of the complements of the sentence in everyday life. These approaches encourage students to apply knowledge practically and recognize the relevance of grammatical study for effective communication. Moreover, they stimulate curiosity and reflection on the subject, paving the way for deeper and more meaningful learning.

Problem-Based Situations

1. Imagine a journalist writing a report who needs to choose correctly between using 'direct object complement' or 'indirect object complement' in sentences like 'The company sent (the report) (to the client).' How should he proceed to avoid grammatical errors?

2. Think of a classroom scenario where a student needs to explain the function of 'nominal complement' in a sentence like 'The admiration of the students for the teacher is remarkable.' What should he observe in the structure of the sentence to correctly identify this type of complement?

Contextualization

The complements of the sentence are essential for clarity and precision in communication, both in speech and writing. By understanding these structures, students can improve their writing and text interpretation skills, avoiding common mistakes and enriching their vocabulary. For instance, knowing how to differentiate 'direct object' and 'indirect object' helps students avoid constructions like 'He gave the book to me,' which should correctly be 'He gave me the book.'

Development

Duration: (75 - 80 minutes)

The Development stage is designed to allow students to practically and interactively apply the concepts of sentence complements learned previously. The proposed activities aim to consolidate students' knowledge through a hands-on approach, from analyzing sentences to creating theatrical plays. This stage is crucial for transforming theoretical knowledge into practical skills, ensuring that students can effectively identify and use sentence complements in various contexts.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Grammar Detectives

> Duration: (60 - 70 minutes)

- Objective: Develop the skill to identify and classify the sentence complements in varied contexts, promoting teamwork and grammatical argumentation.

- Description: Students will be divided into groups of up to five members, and each group will receive a set of cards with sentences containing different types of sentence complements: direct object, indirect object, passive agent, and nominal complement. The goal is to correctly identify and classify the complements of each sentence. To make the challenge more interesting, some cards may contain intentional errors that students must correct.

- Instructions:

• Divide the class into groups of up to five students.

• Distribute the cards with sentences to each group.

• Ask each group to analyze the sentences and classify the complements of the sentence.

• Students must discuss in the group and reach a consensus on the classification of each complement.

• Each group presents their conclusions and justifications to the class.

• Conduct a final discussion to clarify doubts and reinforce learning.

Activity 2 - Phrase Builders

> Duration: (60 - 70 minutes)

- Objective: Practice constructing correct sentences and identifying sentence complements, reinforcing theoretical understanding with practical application.

- Description: In this activity, students will use building blocks (that represent different parts of speech) to construct sentences that contain the studied sentence complements. Each group will receive a set of blocks that includes subjects, verbs, direct objects, indirect objects, passive agents, and nominal complements. They should construct correct sentences and then explain the function of each block in the sentence.

- Instructions:

• Organize students into groups of up to five people.

• Give each group a set of building blocks representing different parts of speech.

• Students should construct sentences using all types of sentence complements.

• Each group presents their sentences to the class and explains the function of each block in the structure of the sentence.

• Encourage the class to ask questions for each group, promoting understanding and correction of possible errors.

Activity 3 - Grammar Theater

> Duration: (60 - 70 minutes)

- Objective: Creatively and playfully explore the use of sentence complements, promoting a deeper understanding through theatrical practice.

- Description: Students, organized in groups, will create short theatrical plays that include dialogues containing examples of sentence complements. Each group will receive a scenario and must develop a dialogue that correctly uses the complements of the sentence. After preparation, the groups will present their plays to the class, who must identify and discuss the correct uses of the complements.

- Instructions:

• Divide the class into groups of up to five students.

• Assign each group a different scenario for creating the theatrical play.

• Students should write a dialogue that includes examples of the studied sentence complements.

• Each group rehearses and presents their play to the class.

• After each presentation, discuss with the class about the use of complements in the play and suggest improvements.

• Conclude with a reflection on the importance of complements in constructing the meaning of sentences.

Feedback

Duration: (10 - 15 minutes)

The aim of this stage is to consolidate learning through the exchange of experiences among students and shared reflection on the content covered. By discussing in groups, students have the opportunity to verbalize and confront their ideas, which helps reinforce the acquired knowledge and identify possible areas of confusion. This stage also serves for the teacher to evaluate students' understanding and clarify any remaining doubts, ensuring that all learning objectives have been met.

Group Discussion

To start the group discussion, the teacher can ask each group to share their main discoveries and challenges faced during the activities. They can be asked to discuss how they applied prior knowledge to solve the proposed problems and what they learned anew. The teacher should moderate the discussion, ensuring that all students have the opportunity to speak and encouraging critical reflection on the subjects covered.

Key Questions

1. What were the main challenges your group faced in identifying and classifying sentence complements in the different activities?

2. How did participating in practical activities like 'Grammar Detectives' or 'Phrase Builders' help solidify your understanding of sentence complements?

3. Was there any surprise or insight you would like to share about the application of sentence complements in constructing sentences?

Conclusion

Duration: (5 - 10 minutes)

The aim of the Conclusion is to consolidate learning, ensuring that students have understood the key concepts discussed during the lesson. This moment is crucial to reinforce the connection between theory and practice, as well as to highlight the relevance of sentence complements in everyday language use. By summarizing and recapping, the teacher helps students to fix knowledge and visualize its applicability, preparing them to use it effectively in real communication situations.

Summary

To conclude, the teacher should summarize the main points covered, reinforcing the identification and classification of sentence complements, such as direct object, indirect object, passive agent, and nominal complement. It is important to recap practical and theoretical examples discussed during the lesson.

Theory Connection

During the lesson, a bridge was established between grammatical theory and practice, allowing students to apply the studied content in interactive activities, such as 'Grammar Theater' and 'Phrase Builders.' These practical activities helped solidify theoretical understanding and the importance of sentence complements in constructing correct and meaningful sentences.

Closing

Understanding the complements of the sentence is crucial not only for mastering the Portuguese language but also for effective communication in daily life. Knowing how to correctly identify and use these grammatical elements aids in clear writing, precise text interpretation, and cohesive oral expression.