Objectives (5 - 7 minutes)

1. Understand the concept of Paronyms and Homonyms: Students should be able to define and differentiate paronyms and homonyms, understanding that they are words that have similarities in sound or writing, but with different meanings.

2. Identify Paronyms and Homonyms in the context of sentences and texts: Students should be able to locate paronyms and homonyms in sentences and texts, recognizing the importance of understanding the context for the correct interpretation of meaning.

3. Correctly apply Paronyms and Homonyms in writing and speech: Students should be able to use paronymous and homonymous words correctly in their written productions and speech, avoiding confusion and common errors.

   Secondary Objectives:

   • Stimulate critical thinking and attention to detail: Through the study of paronyms and homonyms, students will be encouraged to pay attention to details and think critically about the correct use of language.

   • Develop reading and text comprehension skills: By identifying and interpreting paronyms and homonyms in texts, students will improve their reading and text comprehension skills.

   • Promote correct writing practice: By correctly applying paronymous and homonymous words, students will be practicing correct writing, which is essential for effective communication.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start by reviewing the concepts of synonyms and antonyms, as they are the basis for understanding paronyms and homonyms. Additionally, it may be useful to quickly question or review examples of synonyms and antonyms to see if students still remember the content.

2. Problem Situations: The teacher can propose two problem situations to stimulate students' thinking. The first one could be: "How would you react if someone used a word that sounds similar, but has a completely different meaning than you expect?" The second situation could be: "Imagine you are reading a text and come across the word 'acento'. How would you know if the author is referring to the graphic symbol or the way to pronounce a word?"

3. Contextualization: The teacher should then explain the importance of paronyms and homonyms in the Portuguese language, emphasizing that the correct use of these words is fundamental for effective communication. It may be helpful to cite examples of real situations where the incorrect use of paronyms and homonyms caused misunderstandings or confusion.

4. Engage Students' Attention: To arouse students' interest, the teacher can share some curiosities about paronyms and homonyms. For example, they can mention that the word 'casa' is a homonym, as it can refer to a place where one lives (noun) or to the action of getting married (verb). Another curiosity is that the word 'acento' is an example of a paronym, because if written without the 's' (acento), it becomes a homonym, which is the word 'assento', meaning a place to sit.

   Introduction Activities:

   • Word Game: The teacher can propose a word game where students have to identify if the words said by the teacher are paronyms, homonyms, synonyms, or antonyms. For example, the teacher can say: 'ralo' and 'ralho', 'certo' and 'serto', 'bom' and 'mau', 'falar' and 'calar'. Students will have to raise their hand and say what the relationship between the words is.

   • Reading Challenge: The teacher can bring a text with several examples of paronyms and homonyms and ask the students to read the text aloud, paying attention to the paronymous and homonymous words. Then, students will have to highlight the paronymous and homonymous words they found.

Development (20 - 25 minutes)

1. Theoretical Explanation: (10 - 12 minutes)

   • Paronyms Definition: The teacher should start by explaining that paronyms are words that have similarities in writing and/or sound, but with different meanings. For example, 'descrição' (act of describing) and 'discrição' (reserve, caution).

   • Homonyms Definition: Next, the teacher should introduce the definition of homonyms, which are words that have the same pronunciation or writing, but with distinct meanings. For example, 'casa' (place where one lives) and 'casa' (form of the verb to marry).

   • Difference between Paronyms and Homonyms: The teacher should emphasize that the main difference between paronyms and homonyms is that paronyms have different meanings, but similar sounds and/or writings, while homonyms can have the same pronunciation or writing, but must have different meanings.

   • Examples of Paronyms and Homonyms: The teacher should then present a list of examples of paronyms and homonyms, which may include: 'acento' and 'assento', 'cela' and 'sela', 'sito' and 'cito', 'cinto' and 'sinto', 'mais' and 'mas', 'a' and 'à', 'para' and 'pára', among others.

   • Importance of Understanding the Context: The teacher should emphasize that, to avoid misunderstandings, it is essential to understand the context in which words are used. For example, the word 'banco' can refer to a seat or a financial institution, depending on the context.

2. Practical Activities: (10 - 13 minutes)

   • Association Game: The teacher should divide the class into groups and give each group a list of mixed paronymous and homonymous words. The goal of the game is for students to correctly associate the words with their respective meanings. The group that finishes first, with all correct associations, will be the winner.

   • Creating Sentences: The teacher should ask each student to choose two words from the list of paronyms and homonyms and create a sentence for each of them, in order to show the correct usage in context. For example, if the student chooses 'casa' and 'casa', they can create the sentence: 'In my house, my parents got married.' This activity helps students understand the importance of context in interpreting the meaning of words.

   • Text Correction: The teacher can bring a short text with intentional errors of paronyms and homonyms and ask students to identify and correct the errors. For example, the teacher can write: 'Eu comprei um belo assento para o meu acento novo.' Students will have to identify that the correct version would be: 'Eu comprei um belo assento para o meu novo acento.' This activity helps reinforce the correct use of words in the context of writing.

3. Discussion and Reflection: (3 - 5 minutes)

   • After the activities, the teacher should promote a classroom discussion about the difficulties encountered and the learnings acquired. The teacher should ask questions that encourage students to reflect on the content and the practical application of what they have learned. For example: 'Which words were the most difficult to associate with their meanings? Why?' or 'How do you think knowledge about paronyms and homonyms can help improve writing and communication in general?'

This discussion moment is crucial for the teacher to assess if the lesson Objectives were achieved and for students to clarify any remaining doubts.

Return (8 - 10 minutes)

1. Concepts Review: (3 - 4 minutes)

   • The teacher should start the Return stage by briefly reviewing the concepts of paronyms and homonyms, reinforcing that paronyms are words that have similarities in writing and/or sound, but with different meanings, while homonyms are words that have the same pronunciation or writing, but with distinct meanings.

   • They should also emphasize the importance of understanding the context in which words are used for the correct interpretation of their meaning, giving practical examples that were worked on during the lesson.

2. Connection to Practice: (2 - 3 minutes)

   • The teacher should then connect the presented theory with practice, explaining how knowledge about paronyms and homonyms can be useful in students' daily lives, whether in reading, writing, or oral communication.

   • They can mention examples of everyday situations where the correct use of these words is essential, such as in text interpretation, essay writing, communication via email or text message, among others.

3. Reflection on Learning: (2 - 3 minutes)

   • The teacher should propose that students reflect on what they learned during the lesson. They can ask questions like: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'

   • Students should have a minute to think about these questions, and then the teacher can ask some of them to share their answers with the class.

   • The teacher should pay attention to students' answers, as they may indicate points that need to be reinforced or clarified in future lessons.

4. Teacher's Feedback: (1 minute)

   • To end the lesson, the teacher should give general feedback on the students' participation and performance, highlighting the positives and pointing out possible areas for improvement.

   • They should encourage students to continue studying and practicing the correct use of paronyms and homonyms, reminding them that learning is a continuous process that requires effort and dedication.

This Return moment is crucial to consolidate students' learning and prepare them for the next lesson. Additionally, by reflecting on what they have learned, students will be developing metacognitive skills, which are essential for autonomous and effective learning.

Conclusion (5 - 7 minutes)

1. Summary of Contents: (2 - 3 minutes)

   • The teacher should start the Conclusion by summarizing the main points covered during the lesson. They should reinforce the definition of paronyms and homonyms, the difference between them, and the importance of understanding the context for the correct interpretation of meaning.

   • They should also recall the examples of paronyms and homonyms discussed and the practical activities carried out, highlighting how they helped solidify the understanding of the concepts.

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

   • The teacher should then explain how the lesson connected the theory about paronyms and homonyms with practice. They should emphasize that, in addition to learning the words' definitions, students also had the opportunity to apply this knowledge in practical activities, which helped reinforce learning.

   • They can mention examples of the activities performed, such as the association game and sentence creation, to illustrate how theory was applied in practice.

3. Extra Materials: (1 - 2 minutes)

   • To complement learning, the teacher should suggest extra materials for students to study at home. These may include explanatory videos about paronyms and homonyms, online exercises, online dictionary websites that show examples of paronyms and homonyms usage, among others.

   • They can also recommend reading various texts, such as news, opinion articles, stories, among others, for students to practice identifying paronyms and homonyms in a real context.

4. Importance of the Subject: (1 minute)

   • Finally, the teacher should highlight the importance of the subject covered for students' daily lives. They should emphasize that the correct use of paronyms and homonyms is crucial for effective communication, whether in writing or speech.

   • They can mention examples of real situations where the correct use of these words is essential, such as in text interpretation, essay writing, communication via email or text message, among others.

The Conclusion is an essential stage to ensure that students have understood the lesson content and to encourage them to continue learning about the topic. Additionally, by emphasizing the relevance of the subject, the teacher is motivating students to apply what they have learned in their daily lives.