Objectives (5 - 7 minutes)

1. Understanding the Phoneme J or G: The main objective is for students to understand the rules of usage and representation of the phoneme 'J' and 'G' in Portuguese words. They should be able to distinguish when 'j' sounds like 'j' or 'g', and when 'g' sounds like 'g' or 'j'.

2. Identification of Words with the Phoneme J or G: Students should be able to identify words that contain the phoneme 'j' and 'g' in various texts. They should be able to recognize the presence of these phonemes and differentiate their sound.

3. Correct Use of the Phoneme J or G: In addition to identifying and differentiating the sound of 'j' and 'g', students should be able to use these phonemes correctly in their written productions. They should apply the learned rules to choose between 'j' and 'g' in words they write.

Secondary Objectives:

• Development of Active Listening Skills: During the lesson, students will be exposed to examples of words with the phoneme 'j' and 'g'. They should develop the skill of active listening to identify and differentiate the sound of these phonemes.

• Improvement of Reading Skills: By identifying and differentiating the sound of 'j' and 'g', students should also improve their reading skills, as the sound of these phonemes can vary depending on the position in the word.

Introduction (10 - 12 minutes)

1. Review of Related Content (3 - 4 minutes): The teacher should start the lesson by reminding students about the concept of phoneme and its importance in the Portuguese language. This can be done through direct questions to the students or through a brief quiz. The teacher can also quickly review other phonemes already studied, reinforcing the concept that the same phoneme can be represented by different letters.

2. Problem Situations (3 - 4 minutes): The teacher can present students with two situations involving the use of the phoneme 'j' and 'g'. For example, he can show two sentences where the word 'jogo' appears, one sentence written correctly and another with the word spelled incorrectly (e.g., 'gogo'). He can then ask the students why the word is spelled differently in each sentence. Another problem situation could be to present students with a text where all words with the phoneme 'j' and 'g' are written with 'g' or vice versa, and ask them to identify and correct the errors.

3. Contextualization (2 - 3 minutes): The teacher should explain to the students the importance of learning to use 'j' and 'g' correctly, highlighting that the correct spelling of these phonemes contributes to the clarity and understanding of the written message. He can also mention that the incorrect use of these phonemes can result in spelling errors and changes in the meaning of some words.

4. Introduction to the Topic (2 - 3 minutes): To spark students' interest, the teacher can share some curiosities about the use of 'j' and 'g' in the Portuguese language. For example, he can mention that 'j' is a letter that did not exist in Latin, the language from which Portuguese originated, and was introduced only in the 19th century. He can also mention that 'g' can sound like 'j' in some foreign words like 'ginástica' (gymnastics) and 'girassol' (sunflower). Additionally, he can highlight the importance of paying attention to the sound of words when reading or writing, as the Portuguese language has many words that are spelled differently from their pronunciation.

Development (20 - 25 minutes)

1. Word Classification Activity (8 - 10 minutes): The teacher should prepare cards in advance with words that contain the phoneme 'j' or 'g'. The words should be varied and of different levels of difficulty. Students should be divided into groups of up to five people. Each group will receive a set of cards and will have to classify the words according to the sound of 'j' and 'g'. For example, the words 'jogo' (game), 'juiz' (judge), and 'jarra' (pitcher) would be classified together, as they all have the sound of 'j', while the words 'gato' (cat), 'gelo' (ice), and 'guitarra' (guitar) would be classified together, as they all have the sound of 'g'. The teacher should move around the room, observing the groups' work and clarifying doubts.

   • Materials Needed: Cards with words, markers for classification.

2. Sentence Creation Activity (8 - 10 minutes): Still in groups, students should create sentences using the words classified in the previous activity. They should pay attention to the correct spelling of 'j' and 'g' according to the sound they want to represent. The teacher should encourage students to use words that were not classified together, so they have the opportunity to practice the correct spelling of 'j' and 'g' in different contexts. After creating the sentences, each group should choose one to share with the class. The teacher should correct any errors and reinforce the rules of using 'j' and 'g'.

   • Materials Needed: Paper and pen for each group.

3. Dramatic Reading Activity (4 - 5 minutes): To conclude the Development stage, students should perform a dramatic reading of the sentences created in the previous activity. The goal is for them to practice the correct pronunciation of 'j' and 'g' and develop the skill of active listening, by identifying the sound of these phonemes in their classmates' words.

   • Materials Needed: No additional materials are required.

4. Group Discussion (3 - 5 minutes): After completing the activities, the teacher should facilitate a group discussion so that students can share their insights and difficulties. He should reinforce the concepts learned and clarify any possible doubts. This is an opportunity for the teacher to assess students' understanding of the phoneme 'j' and 'g' and plan the next teaching steps.

Return (8 - 10 minutes)

1. Review of Activities (3 - 4 minutes): The teacher should start the Return stage by asking each group to share the solutions or conclusions they reached during the group activities. Each group will have a maximum of 2 minutes to share their sentences and discuss the words they used and why they chose 'j' or 'g'. The teacher should encourage the participation of all students, ensuring that everyone has the opportunity to speak.

2. Connection with Theory (2 - 3 minutes): After the groups' presentations, the teacher should make a connection between the activities carried out and the theory presented at the beginning of the lesson. He should highlight how word classification and sentence creation help to understand and apply the rules of using 'j' and 'g'. The teacher can also reinforce the differences between the sound of 'j' and 'g' in different positions in the word, using the sentences created by the students as examples.

3. Final Reflection (2 - 3 minutes): The teacher should propose that students reflect individually for a minute on what they learned in the lesson. He can ask questions like: What was the most important concept learned today? What questions have not been answered yet? The teacher should encourage students to write down their reflections for future reference.

4. Teacher's Feedback (1 - 2 minutes): Finally, the teacher should share his observations about the lesson, highlighting the positive points and areas that need improvement. He should also answer any remaining questions and provide specific feedback to each group on their solutions or conclusions. The teacher can also suggest additional activities or exercises that students can do at home to reinforce what they learned in the lesson.

   • Materials Needed: Time for students' reflection and note-taking, teacher's feedback.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes): The teacher should recap the main points covered during the lesson, reinforcing the rules of using 'j' and 'g' and the sound differences that can occur in different positions in the word. He should give a brief summary of the activities carried out and the group discussions, highlighting how they helped students understand and apply these rules.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): Next, the teacher should explain how the lesson connected the theory about the phoneme 'j' and 'g' with the practice of classifying words and creating sentences. He should also emphasize the importance of this skill for everyday life, emphasizing that the correct use of 'j' and 'g' contributes to the clarity and understanding of the written message.

3. Extra Materials (1 - 2 minutes): The teacher should suggest extra materials that students can use to deepen their understanding of the use of 'j' and 'g'. This may include online exercises, educational videos, interactive games, or textbooks. The teacher should encourage students to explore these materials at their own pace and seek help if they encounter difficulties.

4. Topic Relevance (1 minute): To conclude, the teacher should reinforce the importance of the topic covered for students' daily lives. He can mention that the ability to use 'j' and 'g' correctly is fundamental not only for writing but also for reading, as the way these letters are used can change the sound and meaning of words. Additionally, he can highlight that the lesson also helped students develop other important skills, such as active listening, group collaboration, and reflection on their own learning.

   • Materials Needed: Access to the extra materials suggested by the teacher.