Objectives (5 - 7 minutes)

1. Identifying the Predicate in a Sentence: Students should be able to recognize and identify the part of the sentence that expresses the action, state, or phenomenon attributed to the subject. For this, they will need to understand the function of the predicate in the sentence structure.

2. Differentiating Subject from Predicate: Emphasis should be placed on the difference between subject and predicate, as they are the two essential terms of a sentence. Students should be able to clearly distinguish between them and identify them correctly in a sentence.

3. Understanding the Predicative of the Subject and Object: Students should learn to identify the predicative of the subject and object, understanding that they are terms that attribute characteristics or states to the subject or object in the sentence.

Secondary Objectives:

• Promoting Active Participation: Encouraging students to actively participate in the class by asking questions, sharing their ideas, and contributing to classroom discussions.

• Developing Linguistic Analysis Skills: In addition to recognizing the essential terms of a sentence, students should be able to analyze the structure of sentences and understand how these terms function in the context of the sentence.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher starts the class by briefly reviewing the essential terms of a sentence, with a special focus on the subject. He can ask students questions to verify if they remember the concepts previously studied. (3 - 5 minutes)

2. Problem Situations: The teacher presents two problem situations that will serve as the basis for introducing the new content. For example, he can write two sentences on the board, one with the subject and predicate clearly identified, and another without the identification of these terms. The problem situations could be: 'How can we identify who performs the action in the first sentence?' and 'What is missing in the second sentence for us to fully understand its meaning?'. (2 - 3 minutes)

3. Contextualization of the Subject: The teacher contextualizes the importance of the subject, explaining that correctly identifying the subject and predicate is fundamental for understanding and producing texts. He can highlight the importance of this in everyday situations, such as interpreting news, reading books, and even in oral communication. (2 - 3 minutes)

4. Introduction to the Topic: The teacher introduces the topic in a way that arouses the students' interest. For example, he can tell the origin of the word 'predicate' (from Latin 'praedicatum', which means 'what is said about the subject') and how it relates to the concept that will be studied. Another interesting strategy is to show examples of famous sentences and challenge the students to identify the subject and predicate. (3 - 4 minutes)

5. Gaining Attention: To capture the students' attention, the teacher can share some curiosities, such as the fact that the Portuguese language is one of the few that has the verbs 'ser' and 'estar', which are used to indicate states and characteristics, as the predicative does. He can also propose a challenge, such as creating a sentence that has a compound subject and a predicative of the subject. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Theory and Concepts (10 - 12 minutes): The teacher presents the theory about the predicate and the predicative, explaining each concept clearly and objectively. He can use the blackboard or a visual aid to illustrate the terms and the structure of the sentence. During the explanation, it is important for the teacher to emphasize the importance of the predicate for understanding the meaning of the sentence, as well as the function of the predicative, which is to attribute characteristics, states, or phenomena to the subject or object. The teacher should also pay attention to the difference between the predicative of the subject and the object.

   1. Predicate Definition: The teacher explains that the predicate is the part of the sentence that contains the verb and expresses what is said about the subject. He can give examples of simple predicates, such as 'It's raining.' and 'He runs.', and compound predicates, such as 'She studies and works.' and 'We sing and dance.'

   2. Predicative Definition: Next, the teacher defines the predicative as the term that, through a linking verb, attributes a characteristic, a state, or a phenomenon to the subject or object of the sentence. He should give examples of predicatives of the subject, such as 'He is tall.' and 'She is happy.', and predicatives of the object, such as 'I consider math difficult.' and 'We find the movie interesting.'

2. Practice with Examples (5 - 7 minutes): After the theoretical explanation, the teacher proposes to the students to identify the subject and predicate in some sentences. For example, he can write several sentences on the board and ask the students to point out the subject and predicate. The teacher should correct the answers and explain why each term is the subject or predicate.

   1. Practice with Predicative of the Subject: The teacher then presents sentences that contain the predicative of the subject and asks the students to identify this term. For example, he can propose the sentence 'The boy became sad about the game's result.' and ask the students what 'became sad'.

   2. Practice with Predicative of the Object: Next, the teacher presents sentences that contain the predicative of the object and asks the students to identify this term. For example, he can propose the sentence 'I consider math difficult.' and ask the students what 'consider difficult'.

3. Group Activity (5 - 6 minutes): To consolidate learning and promote interaction among students, the teacher organizes the students into groups and proposes that they create their own sentences, identifying the subject, predicate, and predicative. The teacher should circulate around the classroom, assisting the groups and clarifying any doubts.

   1. Creating Sentences: The students, in their groups, should create at least three sentences, ensuring that all terms are correctly identified. After creating the sentences, each group should share them with the class, explaining the identification of the terms.

   2. Feedback and Correction: After the presentation of the sentences, the teacher should provide positive feedback to the groups and correct any errors, reinforcing the concepts learned.

4. Review and Conclusion (3 - 5 minutes): To conclude the Development, the teacher gives a brief review of the concepts presented and answers any questions from the students. He can propose that the students, individually, identify the subject, predicate, and predicative in some sentences that he will present. The teacher should encourage the students to ask questions and clarify their doubts, ensuring that everyone has understood the essential terms of a sentence.

Return (10 - 12 minutes)

1. Group Discussion (3 - 4 minutes): The teacher gathers all the students and promotes a group discussion about the solutions found by each team. Each group shares their sentences and explains the identification of the subject, predicate, and predicative. During this activity, the teacher should encourage the students to listen attentively to their classmates' explanations and to ask questions if necessary. This discussion allows students to learn from each other and clarify any doubts.

2. Connection with Theory (2 - 3 minutes): After the presentations, the teacher summarizes the main learnings and reinforces the connection between the practice carried out and the theory presented at the beginning of the class. For example, he can show how identifying the subject and predicate is fundamental for analyzing the sentence structure, and how identifying the predicative allows attributing characteristics, states, or phenomena to the subject or object.

3. Individual Reflection (3 - 4 minutes): The teacher then proposes that the students reflect individually on what they learned in the class. He can ask questions like: 'What was the most important concept learned today?'; 'What questions have not been answered yet?'; 'How can you apply what you learned today in your life?'; 'What do you think could have been done differently to improve your learning?'. The teacher gives a minute for the students to think about these questions and then they can share their answers, if they feel comfortable.

4. Feedback and Closure (2 - 3 minutes): The teacher thanks everyone for their participation and ends the class. He should take this opportunity to give general feedback on the students' participation and to clarify any questions that have not been answered yet. The teacher can also propose that the students reflect on what they learned in the class and what they would still like to learn, so that he can adapt the next classes according to the students' needs.

5. Students' Feedback (2 - 3 minutes): The teacher can request a brief feedback from the students about the class. He can ask what they found most interesting, what they found most challenging, and what they would like to learn more about. The teacher can take note of these suggestions and use them as a basis for planning the next classes.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes): The teacher summarizes the main points covered during the class, recalling the concepts of subject, predicate, predicative of the subject, and object. For example, he can highlight that the subject is the one who performs the action or on whom the action is performed, the predicate is the action or the state itself, and the predicative attributes a characteristic or state to the subject or object. The teacher reinforces the importance of correctly identifying these terms for understanding the sentence structure.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher emphasizes how the class connected theory, practice, and applications. For example, he can mention that the theoretical explanation about the subject, predicate, and predicatives was followed by practical activities of identifying these terms in sentences. Additionally, the teacher can highlight that the ability to correctly identify the subject and predicate is fundamental for interpreting and producing texts in various situations, from reading news to writing essays.

3. Supplementary Materials (1 - 2 minutes): The teacher suggests some complementary study materials for students who wish to deepen their knowledge on the subject. For example, he can recommend textbooks, educational websites, explanatory videos, and online exercises. The teacher can also propose that students practice identifying subject, predicate, and predicative in texts of different genres, to understand how these terms relate to the overall meaning of the text.

4. Importance of the Subject (1 - 2 minutes): Finally, the teacher emphasizes the importance of the subject studied for the students' daily lives. For example, he can explain that correctly identifying the subject and predicate is essential for text interpretation, a skill essential in various areas, such as reading news, understanding instructions, analyzing arguments, among others. Additionally, the teacher can highlight that understanding the predicative contributes to producing richer and more coherent texts, a valuable skill for both academic writing and oral communication.