Objectives (5 - 7 minutes)

1. Introduce the concept of possessive pronouns in English to elementary school students (1st to 5th grade). Students will learn that possessive pronouns are used to indicate possession or belonging.

2. Develop students' ability to identify and use possessive pronouns correctly in simple contexts, such as describing objects, people, or animals and expressing possession.

3. Promote active and fun practice of possessive pronouns through games and playful activities. The goal is for students to feel motivated to learn and use possessive pronouns in a meaningful and authentic way.

Secondary objectives:

• Stimulate communication in English among students, creating a collaborative and interactive learning environment.

• Encourage creativity and individual expression of students through activities involving the creation of sentences with possessive pronouns.

• Reinforce the importance of respect for possession and belonging, developing a perspective of citizenship and empathy.

The teacher will start the lesson by reviewing the personal pronouns that have already been studied and introducing the idea of possession or belonging. From there, possessive pronouns will be presented and explained, with examples of use. Next, students will be invited to participate in practical activities that reinforce learning and allow the application of concepts in real situations.

Introduction (10 - 12 minutes)

1. Review of Initial Concepts: The teacher will start the lesson by reviewing the personal pronouns that have already been studied. For this, he can propose a review activity in which students, in a circle, have to introduce themselves in English using personal pronouns. For example, "My name is John. I am 7 years old. I am from Brazil." This will help reinforce students' familiarity with personal pronouns and prepare them for the introduction of possessive pronouns.

2. Problem Situations: The teacher will present two simple situations that involve the idea of possession or belonging. In the first one, he can ask: "Who here has a pet? How do you say that the pet is yours in English?" In the second one, the teacher can show a personal object, like a pen, and ask: "This pen is mine. How would you say that in English?" These situations will help contextualize the need for possessive pronouns and motivate students to learn more about the subject.

3. Contextualization: The teacher can then explain that, just like in Portuguese, in English we also use special words to talk about things that belong to us or to other people. For example, instead of saying "the pen is of me", we say "the pen is mine". Instead of saying "the cat is of you", we say "the cat is yours". The teacher can also explain that it is important to know and use these words correctly so that people can understand what we mean.

4. Capturing Students' Attention: To spark students' interest, the teacher can share some curiosities about possessive pronouns in English. For example, he can explain that, unlike personal pronouns, possessive pronouns in English do not have gender variation. That is, we use "my" to talk about something that belongs to a boy as well as to a girl. Another curiosity is that in English, we use different possessive pronouns to talk about different people. For example, we use "my" to talk about something that belongs to me, "your" to talk about something that belongs to you, "his" to talk about something that belongs to him, "her" to talk about something that belongs to her, and so on. These curiosities will help make the lesson more interesting and engaging for students.

Development (20 - 25 minutes)

1. Activity 1: "Who's That?" (10 - 12 minutes)

   • The teacher divides the class into small groups and gives each group a photo of an animal, object, or person (depending on the vocabulary already taught). The photo should be large enough for everyone to see clearly.

   • The goal of the game is for each group, in turn, to choose a possessive pronoun to describe the image in front of them. For example, if the photo is of a dog, the group can say "It is our dog".

   • If the group describes it correctly, they receive a point. Otherwise, the teacher asks another group to try.

   • The game continues until all photos have been used. The group with the most points wins. This practical activity will help students understand and use possessive pronouns in an authentic and playful way.

2. Activity 2: "What's Mine, What's Yours?" (10 - 12 minutes)

   • The teacher sets up a table with various objects, such as toys, books, fruits, etc.

   • The students are again divided into groups, and the teacher passes a piece of paper and a pencil to each group.

   • Each group must, in turn, pick an object from the table and, using a possessive pronoun, write a sentence about the possession of the object. For example, "This is my book", or "That is her toy".

   • The group must then read the sentence aloud to the class and place the object back on the table. If the sentence is correct, the group receives a point. If it is incorrect, the teacher corrects the sentence and the game continues.

   • In the end, the group with the most points wins. This activity will allow students to develop their speaking and writing skills while practicing possessive pronouns.

3. Activity 3: "Pronoun Basketball" (10 - 12 minutes)

   • The teacher divides the class into two teams and places two trash cans or buckets in front of the room. Each trash can represents a team.

   • The teacher then shows each team a flashcard with a word (for example, "book", "ball", "dog", etc).

   • One student from each team, one at a time, must pick the word on the flashcard and form a sentence using the appropriate possessive pronoun. For example, if the word is "ball", the student could say "This is our ball".

   • If the sentence is correct, the student throws the word into the team's trash can. If it is incorrect, the teacher corrects the sentence and the game continues.

   • In the end, the team with more words in the trash can wins. This activity promotes oral practice of possessive pronouns in a dynamic and fun way.

The teacher can choose one or more of these activities depending on the available time and the pace of the class. The focus should always be on interaction and active practice of possessive pronouns, so that students feel comfortable and confident in their use.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher gathers all students in a large circle and starts a group discussion about the activities carried out.

   • He can ask questions like: "What was the most fun part of the game for you?" or "What was the most difficult sentence you had to form and why?".

   • The teacher should encourage students to share their experiences and feelings during the activities, promoting an environment of respect and appreciation for each other's opinions.

2. Connection with Theory (2 - 3 minutes)

   • The teacher then makes the connection between the practical activities and the theory learned.

   • He can ask: "Remember when we talked about how to say that something belongs to us in English? How did we use possessive pronouns in today's activities?".

   • The teacher should highlight how possessive pronouns were correctly used by students in the activities, reinforcing theoretical learning.

3. Final Reflection (3 - 4 minutes)

   • To conclude, the teacher proposes that students reflect on what they learned in the lesson.

   • He can ask two simple questions: "What do you think was the most important thing you learned today about possessive pronouns?" and "How do you intend to use what you learned today in your lives?".

   • The teacher should give time for students to think about the answers and then some volunteers can share their reflections.

   • This reflection stage is important for students to internalize what they learned and realize the relevance of the content to their daily lives.

The teacher should conduct the return in a positive and encouraging manner, valuing students' contributions and reinforcing the importance of what was learned. He should also take the opportunity to make an informal assessment of students' understanding of the topic studied, which can guide the preparation of future lessons.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes)

   • The teacher begins the conclusion by summarizing the main points covered during the lesson. He reminds that possessive pronouns are used to indicate possession or belonging.

   • He reinforces that in English, we use different possessive pronouns to talk about different people (my, your, his, her, our, their).

   • Additionally, the teacher highlights that, unlike personal pronouns, possessive pronouns in English do not have gender variation.

   • The teacher can do a quick review by asking students to say some examples of sentences using possessive pronouns.

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

   • Next, the teacher emphasizes how the lesson connected theory, practice, and applications. He recalls that through practical activities, students had the opportunity to apply the theory learned in a meaningful and authentic way.

   • The teacher also emphasizes that possessive pronouns are an essential part of everyday vocabulary in English and that by learning to use them correctly, students will be able to express possession or belonging more precisely and clearly.

3. Additional Materials (1 minute)

   • The teacher suggests some extra materials for students who wish to deepen their knowledge of possessive pronouns in English. He may recommend children's English books with activities focused on pronouns, educational websites with interactive games on the topic, or even YouTube videos that explain in a playful and fun way the use of possessive pronouns.

4. Importance of the Subject (1 - 2 minutes)

   • Finally, the teacher explains the importance of the subject for students' daily lives. He emphasizes that by learning to use possessive pronouns correctly, students will be able to communicate more effectively in real situations, such as describing their belongings, families, or pets in English.

   • Additionally, the teacher highlights that by respecting possession and belonging, students are developing a perspective of citizenship and empathy, fundamental characteristics for harmonious coexistence in society.

The teacher concludes the lesson by reinforcing the importance of studying possessive pronouns and encouraging students to continue practicing and exploring the subject outside the classroom. He also thanks everyone for their participation and effort and makes himself available to clarify any doubts that may arise.