Objectives (5 - 7 minutes)

1. Understand the concept of substantive subordinate clause: Students should understand what a substantive subordinate clause is, its characteristics, and how it differs from other clauses. This includes identifying the verb that introduces it and understanding that the substantive subordinate clause can replace a noun in the sentence.

2. Identify and analyze substantive subordinate clauses in texts: Students should be able to identify substantive subordinate clauses in a text and analyze them, identifying their function in the sentence and justifying their classification.

3. Produce texts using substantive subordinate clauses: Students should be able to create texts that include substantive subordinate clauses, demonstrating mastery of the concept. This objective aims at the practical application of the acquired knowledge.

Secondary Objectives:

• Stimulate reading and interpretation of texts, as the ability to identify substantive subordinate clauses requires understanding the text in its general context.
• Develop writing skills, as students will be asked to produce texts that include substantive subordinate clauses.
• Promote active participation and collaboration among students through group activities.

Introduction (10 - 12 minutes)

1. Review of Previous Content: The teacher starts the lesson by reviewing the concepts of subordinate, coordinate, and main clauses, as well as the classification of adverbial, adjectival, and substantive subordinate clauses. This review is essential for students to understand the novelty brought by the lesson: the substantive subordinate clause.

2. Problem Situations: Next, the teacher presents two situations that arouse students' curiosity and lead them to question the need to learn about substantive subordinate clauses. They are:

   • Situation 1: 'While reading a text, you notice that a clause is replacing a noun. How would you classify this clause and why?'
   • Situation 2: 'When writing a text, you want to express an idea that cannot be represented by a noun, but by a clause. How would you do that?'

3. Contextualization: The teacher then explains that the correct use of substantive subordinate clauses is fundamental for understanding and producing cohesive and coherent texts. Furthermore, it emphasizes that this skill is required in various contexts, such as in essay writing, analysis of literary texts, and interpretation of questions in exams and entrance exams.

4. Capturing Students' Attention: To conclude the Introduction and capture students' attention, the teacher can share two curiosities related to the topic:

   • Curiosity 1: 'Did you know that the use of substantive subordinate clauses is one of the characteristics that differentiate literary texts from non-literary texts? This is because, in literature, the use of more complex and varied structures, such as substantive subordinate clauses, is common.'
   • Curiosity 2: 'In the Portuguese language, there are three types of substantive subordinate clauses: subjective substantives, direct objective substantives, and indirect objective substantives. What differentiates one from the other is the function it performs in the sentence. Let's learn more about it today!'

Development (20 - 25 minutes)

1. Activity 'The Detective of Clauses' (10 - 12 minutes): In this activity, students will be divided into groups of up to five people. Each group will receive a short text, which can be an excerpt from a book, a newspaper article, a song, a poem, among others. The students' task will be to identify the substantive subordinate clauses present in the text, classify them (subjective, direct objective, or indirect objective), and justify the classification.

   • Step 1: The teacher distributes the texts to each group and explains the activity.
   • Step 2: The students read the text in their group, underlining the substantive subordinate clauses they find.
   • Step 3: After identifying the clauses, the students discuss in their group and reach a consensus on the classification of each one.
   • Step 4: Finally, the groups present their findings to the class, explaining their justifications.

2. Activity 'Story Creation' (10 - 13 minutes): In this activity, students will continue in their groups. Each group will receive a set of cards, on which different substantive subordinate clauses will be written. The students' task will be to create a story that includes all the clauses in the set, in order.

   • Step 1: The teacher distributes the sets of cards to each group and explains the activity.
   • Step 2: The students, in their group, organize the clauses from the set of cards to create a story. They can add other clauses and words, as long as the clauses from the set are kept and used in the indicated order.
   • Step 3: After creating the story, the groups present it to the class. The teacher can choose some stories to be read aloud.

3. Activity 'Clause Quiz' (5 - 10 minutes): In this activity, students will remain in their groups. The teacher will present a multiple-choice quiz, in which students must choose the correct substantive subordinate clause according to the context presented.

   • Step 1: The teacher distributes the quiz to each group and explains the activity.
   • Step 2: The students, in their group, read the questions and discuss which is the correct substantive subordinate clause according to the context presented.
   • Step 3: After the discussion, the students mark their answers on the quiz. The teacher collects the quizzes and corrects them, providing necessary feedback.

Return (8 - 10 minutes)

1. Group Discussion (3 - 5 minutes): The teacher gathers all students and starts a group discussion to share the solutions or conclusions of each group. During this discussion, groups can ask each other questions, clarify doubts, and learn from the different approaches of each group. The teacher should ensure that all students participate in the discussion.

   • Step 1: The teacher invites each group to briefly share what they discovered in the 'The Detective of Clauses' activity and the 'Story Creation' activity. Each group will have a maximum of 2 minutes to present.
   • Step 2: After all presentations, the teacher initiates the discussion, asking students about their findings, challenges, and learnings. Students are encouraged to ask each other questions and share their own experiences.

2. Connection with Theory (2 - 3 minutes): Based on the group discussions, the teacher makes the connection between the practical activities and the theory addressed in the Introduction of the lesson. The goal is to show students how practice helps solidify theoretical understanding and how theory provides the necessary tools to solve practical problems.

   • Step 1: The teacher highlights the main learnings from the activities, relating them to the theoretical concepts presented in the Introduction of the lesson. For example, how substantive subordinate clauses were identified and classified in the activities, and how this relates to the definition and characteristics of substantive subordinate clauses.

3. Final Reflection (2 - 3 minutes): To conclude the lesson, the teacher proposes that students reflect individually on what they have learned. The teacher can ask questions that stimulate this reflection, such as:

   1. 'What was the most important concept you learned today?'

   2. 'What questions have not been answered yet?'

   3. 'How can you apply what you learned today in your study and writing activities?'

   • Step 1: The teacher gives a minute for students to think about the questions.
   • Step 2: After the reflection time, the teacher invites some students to share their answers with the class. The goal is not to find the 'right' answer, but to stimulate reflection and self-assessment of the students.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes): The teacher should recapitulate the main points and concepts covered during the lesson. This includes the definition of substantive subordinate clauses, the identification and classification of these clauses, and the difference between subjective, direct objective, and indirect objective substantive subordinate clauses. The teacher can do this through a brief oral summary, or ask students to share what they consider to be the most important points of the lesson.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should explain how the lesson connected the theory, practice, and applications of the concept of substantive subordinate clauses. This may include a discussion on how the identification and classification of these clauses are fundamental for understanding and producing coherent texts, and how this skill can be applied in different contexts, such as in essay writing and interpretation of literary texts.

3. Extra Materials (1 - 2 minutes): The teacher should suggest additional study materials for students who wish to deepen their knowledge of substantive subordinate clauses. These materials may include textbooks, educational websites, explanatory videos, online exercises, among others. For example, the teacher may recommend reading literary texts that frequently use substantive subordinate clauses, so that students can observe these structures in context.

4. Relevance of the Subject (1 minute): To conclude, the teacher should emphasize the importance of the subject covered for students' daily lives. The teacher can explain that mastering substantive subordinate clauses is essential for producing cohesive and coherent written texts, which can be useful in various situations, such as writing academic papers, professional emails, interpreting texts in exams and competitions, among others. Additionally, the teacher can highlight that knowledge of substantive subordinate clauses contributes to the ability to understand and interpret texts, which is an essential skill for adulthood.