Objectives (5 - 10 minutes)

1. Understanding the concept of noun: The main objective is for students to understand what a noun is, identifying it in different contexts and situations. To achieve this, the teacher should present clear and simple examples, encouraging student participation so that they can also contribute with examples and definitions.

2. Identification and classification of nouns: In this stage, students should be able to identify nouns in sentences and texts, classifying them according to their characteristics (common, proper, concrete, abstract, among others). The teacher should encourage careful observation and group discussion to enhance this skill.

3. Understanding number inflection in nouns: Finally, students should learn about number inflection in nouns, that is, how they can vary between singular and plural. The teacher should present the general inflection rules, as well as the most common exceptions. Students should practice applying these rules in practical activities.

Secondary Objectives:

• Development of linguistic competence: By working with the classification and inflection of nouns, students will also be improving their reading and writing skills, developing a deeper and more accurate understanding of the Portuguese language.
• Encouragement of critical thinking and creativity: By discussing and identifying nouns in different contexts, students will be encouraged to think critically about the structure of language and the expression of ideas. Additionally, the practice of turning nouns into plural can be an opportunity to explore the richness of vocabulary and the diversity of forms of expression.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by briefly reviewing the content that students have already learned about nouns, recalling the definition, the function in the sentence, and the types of nouns. This moment is essential to ensure that all students are at the same level of understanding and ready to move on to the new content.

2. Problem Situation 1: The teacher can then present two sentences to the students for analysis:

   • "The birds fly in the sky."
   • "The bird flies in the sky." The question that should be asked to the students is: "What changed between the two sentences? What does this have to do with nouns?" This problem situation serves to arouse students' curiosity and prepare them for the new content, which is the number inflection in nouns.

3. Contextualization: The teacher should explain that by learning about number inflection in nouns, students will be able to express ideas more precisely and richly, avoiding ambiguities and misunderstandings. Furthermore, knowledge about number inflection is fundamental for understanding and producing correct and coherent texts.

4. Introduction to the Topic: The teacher should introduce the lesson topic in an engaging way, presenting two curiosities:

   • Curiosity 1: "Did you know that in some languages, such as English, number inflection is much more complex than in Portuguese? For example, in English, in addition to singular and plural, there is also the dual, which is used to refer to pairs of things, like 'the two eyes' or 'the two hands'."
   • Curiosity 2: "Have you heard of 'plural of respect'? This happens when we use the plural form to refer to a single person, like 'you all' instead of 'you'. It is a way to show respect and courtesy, and it is an interesting particularity of the Portuguese language." With these curiosities, the teacher should be able to capture the students' attention and arouse their interest in the lesson topic.

Development (20 - 25 minutes)

1. Activity 1 - Noun Adventure (10 - 12 minutes): The teacher should divide the class into groups of 4 to 5 students. Each group will receive a set of cards with different nouns printed on them, varying in type (common, proper, concrete, abstract) and number (singular and plural). The goal of the game is for students to classify the nouns into their corresponding categories and then turn all the nouns into plural. The group that finishes first and correctly wins the game.

   • Preparation: The teacher should prepare the noun cards in advance. Each noun should be printed in a different color, according to its classification. For example, common nouns in blue, proper nouns in green, concrete nouns in yellow, and so on. Additionally, the teacher should prepare a set of number inflection cards, with singular on one side and plural on the other.
   • Execution: The students, divided into groups, should receive the noun cards and the number inflection cards. They should then start classifying the nouns and inflecting them into plural, using the corresponding cards. The teacher should circulate around the room, observing the groups' work, answering questions, and providing guidance if necessary.
   • Conclusion: When a group finishes, the teacher should check if all classifications and inflections are correct. The teacher should then announce the winning group and reward them, if possible in the school.

2. Activity 2 - Noun Scene (10 - 12 minutes): Still in groups, students should create a short scene or story using as many nouns as possible. They should then identify the nouns in their scenes, classify them, and inflect them into plural. This activity allows students to apply what they have learned in a fun and creative way.

   • Preparation: The teacher should provide paper and colored pens to the groups so they can write their scenes. Additionally, the teacher should have a dictionary and a list of nouns available to help students who have difficulty finding words.
   • Execution: The students, in their groups, should start creating their scenes, writing them on paper. They should strive to use as many nouns as possible, varying in type and number. After finishing writing their scenes, they should identify and classify the nouns, and then inflect them into plural.
   • Conclusion: Each group should then present their scene to the class. While presenting, students should point out the nouns in their scenes and explain why they classified them in a certain way and how they inflected them. The teacher should evaluate the scenes and provide feedback, praising the successes and pointing out possible improvements.

Both activities allow students to practice identifying, classifying, and inflecting nouns in a playful and meaningful way, which should facilitate learning and content retention. Additionally, the activities promote collaboration and communication among students, which is important for the development of social and emotional skills.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher should gather all students and promote a group discussion about the solutions or conclusions found by each team during the activities. The teacher should guide the discussion, ensuring that all important points are addressed and that doubts are clarified. It is important for the teacher to ask questions that stimulate students to reflect on what they have learned and make connections with other knowledge.

   • The teacher can start by asking: "What were the main difficulties you encountered when classifying and inflecting nouns? How did you manage to overcome them?" This question allows students to reflect on the learning process and identify the strategies that were effective for them.
   • The teacher can also ask: "Were you able to identify all the nouns in your scenes? Why were some nouns more difficult to identify than others?" This question leads students to reflect on the nature of nouns and their importance in effective communication.
   • Another interesting question is: "How can the activity of classifying and inflecting nouns help you improve your reading and writing skills?" This question encourages students to make connections between what they learned in the lesson and their language skills.

2. Connection with Theory (3 - 5 minutes): The teacher should then review the main theoretical concepts covered in the lesson, reinforcing the importance of classifying and inflecting nouns for understanding and producing clear and coherent texts. The teacher can use examples from the activities to illustrate the concepts and clarify any remaining doubts.

3. Final Reflection (2 - 3 minutes): To conclude the lesson, the teacher should propose that students reflect for a minute on the following questions:

   1. "What was the most important concept you learned today?"
   2. "What questions have not been answered yet?" The teacher should encourage students to share their answers, if they feel comfortable, and to write down the unanswered questions to be discussed in the next lesson. This final reflection helps students consolidate what they have learned and identify possible gaps in their understanding, which is essential for effective learning.

4. Teacher's Feedback (1 - 2 minutes): Finally, the teacher should provide overall feedback on the lesson, praising the students' effort and dedication, highlighting strengths and pointing out areas that need improvement. The teacher should encourage students to continue practicing and studying the content at home, so they can consolidate what they have learned and prepare for the next challenges.

Conclusion (5 - 10 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should start the Conclusion of the lesson by briefly summarizing the main points covered. This includes the definition of noun, the different types of nouns, the identification and classification of nouns in texts, and finally, the number inflection in nouns. The teacher should reinforce that by understanding and mastering these concepts, students will be better able to express their ideas clearly and precisely, both in speech and writing.

2. Connection between Theory and Practice (1 - 2 minutes): Next, the teacher should highlight how today's lesson managed to connect the theory, initially presented, with the practice carried out in the activities. The teacher should emphasize that the theoretical understanding of nouns allowed students to successfully perform the classification and inflection activities, and that, in turn, practice helped consolidate the theoretical understanding.

3. Additional Materials (1 - 2 minutes): The teacher should then suggest some extra materials for students who wish to deepen their knowledge of nouns and number inflection. This may include textbooks, educational websites, explanatory videos, online exercises, among others. For example, the teacher can recommend a YouTube video that explains in a playful and simple way the number inflection in nouns.

4. Relevance of the Subject (1 - 2 minutes): Finally, the teacher should emphasize the importance of what was learned for students' daily lives. The teacher should explain that by understanding and correctly applying number inflection in nouns, students will be able to communicate more effectively and precisely. The teacher can give examples of real-life situations where correct noun inflection is crucial, such as in writing a formal email, reading an academic text, or even in everyday conversation.

5. Closure (1 minute): To conclude the lesson, the teacher should thank everyone for their participation and effort, reinforce the importance of continuous study and individual effort, and express the expectation that students are prepared for the next lesson. The teacher should also remind students to review the content learned at home and to seek clarification on any doubts they may have.