Lesson Plan | Active Learning | Verb: Indicative Mood

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 - 7 minutes)

The Objectives stage is fundamental to clearly establish what students should be able to do by the end of the lesson. This clarity guides both students and the teacher in subsequent learning and assessment activities, ensuring that all efforts are aligned with the learning goals. Furthermore, it helps to maintain the focus of the content, ensuring that the most critical aspects of the study of verbs in the indicative mood are adequately addressed.

Main Objectives:

1. Empower students to recognize verbs in the indicative mood, identifying the main uses of this verbal mood.

2. Teach students to conjugate verbs in the indicative mood, applying the knowledge acquired in a practical and theoretical manner.

Side Objectives:

1. Develop the ability for linguistic analysis and the application of grammatical rules in varied contexts.

Introduction

Duration: (15 - 20 minutes)

The Introduction serves to engage students right at the beginning of the lesson, using problem situations they may have faced or encountered in their daily lives, relating to the content studied. Furthermore, contextualizing the importance of the indicative mood through practical examples and curiosities helps to solidify students' prior knowledge and to perceive the applicability of the content in real situations, increasing the interest and relevance of learning.

Problem-Based Situations

1. Imagine you are writing an invitation to a birthday party. What verbs would you use to describe the actions that will happen at the party? List at least five verbs in the indicative mood.

2. Think of a conversation you had recently. What verbs were used to indicate certain or uncertain actions? Identify and classify those verbs according to the indicative mood.

Contextualization

The indicative mood is the most common verbal mood in Portuguese and is used to express certain facts, uncertain facts, habitual actions, among others. Knowing how to identify and conjugate verbs in the indicative mood is essential for effective communication in Portuguese. For example, when telling a story, we use verbs in the indicative mood to describe actions that occurred. Additionally, understanding the indicative mood helps us differentiate between past, present, and future events, facilitating temporal comprehension in conversations and writing.

Development

Duration: (75 - 85 minutes)

The Development stage is designed for students to apply the knowledge acquired about the indicative mood in a practical and interactive manner. Through group activities, they will have the opportunity to work together, developing communication and collaboration skills, while improving their understanding and use of verbs in the indicative mood. Each proposed activity aims to consolidate learning in a fun and engaging way, ensuring that students can practice theory in a contextualized and meaningful manner.

Activity Suggestions

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

Activity 1 - Indicative Mood Detectives

> Duration: (60 - 70 minutes)

- Objective: Recognize and conjugate verbs in the indicative mood in different verbal tenses.

- Description: Students will be divided into groups of up to 5 people, and each group will receive a set of mixed sentences, some in the indicative mood and others in different verbal moods. They will need to 'detect' which verbs are in the indicative mood and conjugate them correctly in the present, past, and future. For this, they will use dictionaries and grammatical reference materials.

- Instructions:

• Form groups of up to 5 students.

• Distribute the sheets with the mixed sentences to each group.

• Ask them to identify the verbs in the indicative mood in the sentences.

• Conjugate the identified verbs in the present, past, and future.

• Each group will present their findings and conjugations to the class.

Activity 2 - Story Builders

> Duration: (60 - 70 minutes)

- Objective: Use verbs in the indicative mood to tell stories in different tenses.

- Description: In this activity, students, divided into groups, will collectively create a story, where they must use a variety of verbs in the indicative mood to describe actions in the past, present, and future. Each group will present their story to the class, highlighting the verbs used.

- Instructions:

• Divide the class into groups of no more than 5 students.

• Each group must create a story that includes actions in the past, present, and future.

• Use at least 10 verbs in the indicative mood in your story.

• Prepare an oral presentation of the story for the class.

• After the presentations, discuss with the class the verbal choices of each group.

Activity 3 - The Tense Game

> Duration: (60 - 70 minutes)

- Objective: Practice the conjugation of verbs in the indicative mood in different tenses in a playful and competitive manner.

- Description: Students will participate in a board game created by the teacher, where they must advance spaces by correctly conjugating verbs in the indicative mood according to the verb tense indicated on the space. The objective is to reach the end of the board first, correctly conjugating the verbs in all verb tenses.

- Instructions:

• Organize students into groups of up to 5.

• Explain the rules of the game, where each space represents a verb tense.

• Each group rolls a die to advance on the board and must conjugate the verb on the space they land on.

• If the conjugation is correct, the group advances; if it is wrong, they go back two spaces.

• The first group to reach the end of the board, correctly conjugating all the verbs, wins.

Feedback

Duration: (15 - 20 minutes)

The aim of this stage is to consolidate the practical and theoretical learning about the indicative mood, allowing students to reflect on the application of knowledge in interactive activities and discuss difficulties and discoveries in a collaborative environment. This discussion helps reinforce students' understanding and identifies any existing comprehension gaps, in addition to promoting communication and argumentation skills.

Group Discussion

Start the group discussion with a brief recap of the activities undertaken, asking students how they felt applying knowledge about the indicative mood in various contexts. Encourage them to share interesting discoveries or challenges faced during the activities. Then, ask them to discuss in their groups the following questions: 'What was the biggest difficulty you encountered when conjugating verbs in the indicative mood?' and 'How can knowledge about verb tenses in Portuguese be useful in real communication situations?' End the discussion with a presentation from each group, sharing the most significant insights.

Key Questions

1. What are the most important differences between the verb tenses in the indicative mood that you were able to identify?

2. How does the indicative mood help clarify actions and events in a story or conversation?

3. Was there any verbal tense that you found more complex to conjugate? Why?

Conclusion

Duration: (5 - 10 minutes)

The Conclusion serves to consolidate learning, ensuring that students keep the main concepts discussed during the lesson clear in their minds. Furthermore, by relating theory to practice and discussing the importance of the indicative mood in daily life, the relevance of the content learned is reinforced, stimulating the application of knowledge in real communication situations. This stage is essential for closing the learning cycle and preparing students for future applications of the acquired knowledge.

Summary

To wrap up, the teacher should summarize the main points discussed, such as the definition and uses of the indicative mood, the identification and conjugation of verbs in this mood, reinforcing the practical and theoretical examples used during the activities. It is important to highlight the different verbal forms of the indicative mood in their varied functions, such as expressing certain actions, uncertain actions, habits, among others.

Theory Connection

Today's lesson effectively connected theory and practice, using activities like 'Indicative Mood Detectives', 'Story Builders', and 'The Tense Game' to apply theoretical knowledge in practical and playful contexts. This approach not only facilitated students' understanding of the discussed themes but also allowed them to see the applicability of the indicative mood in everyday situations and in different types of communication.

Closing

Finally, it is crucial for students to understand the relevance of the indicative mood in their daily lives, both in writing and speaking. The ability to identify and correctly use verbs in the indicative mood is fundamental for clear and effective communication. This skill not only helps in producing more coherent and cohesive texts but also in interpreting messages in various communicative situations.