Objectives (5 - 7 minutes)

1. Define and differentiate the terms homonyms, homographs, homophones, and paronyms:
   • Through concrete examples and everyday situations, students should be able to clearly understand and distinguish between these terms.
2. Identify and classify homonym, homograph, homophone, and paronym words:
   • Students should learn to recognize these words in different contexts and classify them correctly.
3. Apply the knowledge acquired in practice:
   • Students should be able to apply what they learned about these terms in practical activities, such as solving exercises and writing sentences.

Secondary objectives:

• Develop critical thinking and problem-solving skills:
  • By studying these terms, students will be encouraged to think critically and apply their problem-solving skills.
• Promote active participation and teamwork:
  • The flipped classroom methodology encourages students to participate actively and work in teams, which contributes to the development of social skills.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start the class by recalling the concepts of synonyms and antonyms, which are terms often confused with homonyms, homographs, homophones, and paronyms. This review is essential to ensure that students have a solid foundation to understand the new content. (3 - 5 minutes)

2. Problem situation:

   • The teacher can propose two situations that illustrate the importance of understanding and distinguishing between homonyms, homographs, homophones, and paronyms. For example:
     • Situation 1: Imagine that you are writing an email to a teacher. You want to say "I am excited for today's class", but you mistakenly write "I am anxious for today's class". The teacher may misinterpret the word "anxious" as meaning that you are nervous or worried, rather than excited.
     • Situation 2: Now, imagine that you are reading a book and find the following sentence: "The wind was strong and the beam fell". You know that "beam" refers to a piece of construction, but it can also be the verb "see". How can you know which word is correct in this context? (3 - 5 minutes)

3. Contextualization: The teacher should emphasize the importance of understanding these terms in everyday life, whether in writing emails, reading texts, or in everyday conversation. This can be illustrated with examples from news, advertisements, songs, or even everyday conversations. (2 - 3 minutes)

4. Introduction to the topic:

   • The teacher can start the introduction to the topic with some curiosities, such as:
     • Curiosity 1: Did you know that the Portuguese language has over 20,000 homonym, homograph, homophone, and paronym words?
     • Curiosity 2: Did you know that the word "cabeça" (head) can have over 20 different meanings, depending on the context in which it is used? (2 - 3 minutes)

5. Grabbing students' attention:

   • To spark students' interest, the teacher can share some jokes or puns that involve these terms. For example:
     • Joke 1: "Why did the math book fall in love with the history book? Because they were homonym brothers!".
     • Joke 2: "What is the animal that changes color when it is sad? The chameleon." (this is an example of a homograph) (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity 1 - Memory game of homonym, homograph, homophone, and paronym words (10 - 12 minutes):

   • Preparation: The teacher should prepare a memory game in advance with cards that have homonym, homograph, homophone, and paronym words. Each pair of cards should have words that fit into one of these categories. For example, one card could have the word "ponto" (point) and the other "ponto" (period), another card could have the word "sede" (thirst) and the other "sede" (headquarters), and so on.
   • Execution: Students, divided into groups, should play the memory game. Each time a pair of cards is correctly matched, the group should explain why these words are homonyms, homographs, homophones, or paronyms. If a group is unable to make the correct association, the other groups can help. The teacher should circulate around the room, clarifying doubts and guiding students, if necessary. At the end of the game, the teacher should promote a brief discussion about the words that caused the most doubts.

2. Activity 2 - Development of a mini-dictionary of homonym, homograph, homophone, and paronym words (10 - 12 minutes):

   • Preparation: The teacher should divide the class into groups and provide each group with a list of homonym, homograph, homophone, and paronym words. The words should be mixed up and the students will have to classify them correctly.
   • Execution: Each group, based on the list of words provided, should develop a mini-dictionary, classifying the words into homonyms, homographs, homophones, and paronyms. At the end of the activity, each group should present their mini-dictionary to the class, explaining the classifications made. The teacher should correct possible mistakes and clarify doubts.

3. Activity 3 - Creation of a rap or poem using homonym, homograph, homophone, and paronym words (5 - 8 minutes):

   • Preparation: The teacher should explain that, in song lyrics and poems, it is common to find words that are homonyms, homographs, homophones, or paronyms, and that this activity will help reinforce the understanding of these terms.
   • Execution: Each group, using the words on the list provided, should create a rap or poem. The challenge is to include as many homonym, homograph, homophone, and paronym words as possible, so that they are correctly classified. At the end of the activity, each group should present their rap or poem to the class. The teacher should evaluate the correct use of words and the group's creativity.

These playful and contextualized activities allow students to learn in a meaningful and fun way, in addition to promoting interaction between them and developing collaboration and communication skills.

Feedback (8 - 10 minutes)

1. Group discussion (3 - 5 minutes):

   • The teacher should promote a group discussion, where each group shares their conclusions and solutions found during the activities. Each group will have up to 3 minutes to make their presentation. This is a crucial moment for students to practice communication and collaboration skills, in addition to reinforcing the knowledge acquired. The teacher should encourage students to ask questions and comment on the presentations of the other groups, thus promoting a collaborative learning environment.
   • During the discussion, the teacher should ask guiding questions to ensure that the most important concepts have been understood. For example:
     1. "Why did you classify this word as a homograph and not as a homonym?"
     2. "How did you make sure that the words in the rap were correctly classified?"

2. Connection to the theory (2 - 3 minutes):

   • After the presentations, the teacher should summarize the main ideas discussed and connect them with the theory presented at the beginning of the class. The teacher should highlight the differences between homonyms, homographs, homophones, and paronyms and reinforce the importance of knowing how to differentiate them to avoid misunderstandings in written and oral communication.

3. Individual reflection (2 - 3 minutes):

   • In closing, the teacher should ask students to reflect individually on what they learned during the class. The teacher can ask questions such as:
     1. "What was the most important concept you learned today?"
     2. "What questions have not yet been answered?"
     3. "How can you apply what you learned today to real-life situations?"
   • Students will have one minute to think and then the teacher should invite volunteers to share their reflections with the class. This is an opportunity for the teacher to assess students' level of understanding and identify possible difficulties that need to be addressed in future classes.

This Feedback stage is essential to consolidate learning and allow students to reflect on what they have learned. In addition, it promotes interaction between students and the teacher, which contributes to the joint construction of knowledge.

Conclusion (5 - 7 minutes)

1. Class recap (2 - 3 minutes):

   • The teacher should begin the Conclusion by recalling the main points covered during the class. This includes the definition of homonyms, homographs, homophones, and paronyms, the identification and classification of these words, and the importance of knowing how to differentiate them. The teacher can do this in the form of questions, asking students to recall what was discussed.
   • Example questions:
     1. "What are the four types of words we studied today and how do they differ from each other?"
     2. "How would you classify the word 'casa' (house) as a homonym, homograph, homophone, or paronym? Why?"

2. Connection between theory, practice, and applications (1 - 2 minutes):

   • The teacher should then explain how the class connected the theory, practice, and applications of knowledge. This can be done by reviewing the activities carried out during the class, such as the memory game, the creation of the mini-dictionary, and the composition of the rap or poem. The teacher should emphasize how these practical activities helped students to understand and apply the theoretical concepts.
   • In addition, the teacher should highlight how the knowledge acquired will be useful in students' daily lives, whether in writing texts, reading books and news, or in oral communication. The teacher can recall the problem situations presented in the Introduction of the class, and how understanding homonyms, homographs, homophones, and paronyms could have helped to solve these situations.

3. Supplementary materials (1 minute):

   • The teacher should suggest supplementary study materials for students, so that they can deepen their knowledge on the topic. These materials can include books, websites, videos, online games, among others. The teacher could, for example, suggest that students search for more examples of homonym, homograph, homophone, and paronym words, and try to classify them.

4. Importance of the subject (1 - 2 minutes):

   • In closing, the teacher should emphasize the importance of the subject presented for daily life and for students' academic development. The teacher could, for example, mention that mastering these concepts is essential for good oral and written communication, in addition to being one of the requirements for understanding and analyzing more complex texts.
   • The teacher could also emphasize that the study of homonyms, homographs, homophones, and paronyms is a way to explore and appreciate the richness and complexity of the Portuguese language.

The Conclusion is a crucial stage for consolidating students' learning and for ensuring that they have understood the relevance and applicability of the concepts learned. In addition, by suggesting supplementary study materials, the teacher encourages students' self-learning and deepens their knowledge of the subject.