Objectives (5 - 7 minutes)

1. Understanding of the Implied Subject: The student should be able to identify the implied subject in a text, recognizing when the author chooses not to explicitly mention it, and understanding the context in which this choice is made.

2. Use of the Implied Subject for Textual Cohesion: The student should learn to use the implied subject correctly and effectively in their own textual productions, realizing how this strategy contributes to the cohesion of the text.

3. Practice of Identifying and Using the Implied Subject: The student should practice the skill of identifying the implied subject in various texts and applying this strategy in their own textual productions, consolidating learning and improving writing skills.

Secondary Objectives:

• Development of Textual Interpretation Skills: The study of the implied subject will contribute to the improvement of students' reading and textual interpretation skills, as the identification of this structure requires an understanding of the context and the inference of information.

• Stimulation of Creativity and Written Expression: The practice of using the implied subject can also contribute to the development of students' creativity, as this structure allows for different possibilities of written expression.

Introduction (10 - 15 minutes)

1. Review of Related Concepts: The teacher should start the lesson by briefly reviewing related concepts, such as the explicit subject and textual cohesion. This review can be done through a short quiz or a question and answer game to activate students' prior knowledge on the subject.

2. Presentation of Problem Situations: Next, the teacher should present two problem situations involving the use of the implied subject. For example:

   • "Why do some authors choose not to mention the subject in their sentences?"
   • "How can we understand what is being said in a text when the subject is implied?"

3. Contextualization of the Subject's Importance: The teacher should contextualize the importance of the subject, explaining that the use of the implied subject is very common in various types of texts, such as news, opinion articles, stories, among others. Furthermore, this strategy contributes to the fluency and cohesion of the text, making reading more enjoyable and understandable.

4. Presentation of Curiosities and Practical Applications: To spark students' interest, the teacher can present curiosities and examples of practical applications of the implied subject. For example:

   • "Did you know that in some languages, like Japanese, the use of the implied subject is very common, meaning the subject is almost always omitted in sentences?"
   • "In journalism, the use of the implied subject can be a strategy to avoid the repetition of names and make the text more dynamic. Have you noticed this in any news?"

5. Introduction of the Topic with a Hook: Finally, to introduce the topic in an engaging way, the teacher can propose a challenge or a game. For example, a guessing game where students must identify the implied subject in sentences from songs, poems, or excerpts from books.

Development (20 - 25 minutes)

1. Reading and Text Analysis Activity (10 - 12 minutes): The teacher should provide students with a short and interesting text that contains examples of the implied subject. The choice of text may vary according to the theme being worked on in the classroom. For example, if the school is working on the theme of "environment," the teacher can choose a text about the importance of environmental preservation.

   • Step 1: Students should read the text individually and underline or mark the passages where they notice the use of the implied subject.
   • Step 2: Next, students should discuss in small groups about the passages they underlined, trying to identify the implied subject and the context in which this strategy was used.
   • Step 3: Each group should share their findings with the class, promoting a collective discussion. The teacher should mediate the discussion, clarifying doubts and reinforcing concepts.

2. Textual Production Activity (10 - 12 minutes): After reading and analyzing the text, students should produce a short text (paragraph, poem, short story, etc.) using the implied subject. The teacher should provide a theme or context for the production, according to what is being worked on in the classroom. For example, if the school is working on the theme of "friendship," the teacher can ask students to write a short text describing a situation where the implied subject is a friend.

   • Step 1: The teacher should explain the activity, presenting the theme or context and guiding students to use the implied subject in their texts.
   • Step 2: Students should write their texts individually, being encouraged to be creative and to use the implied subject effectively.
   • Step 3: After producing the texts, students should exchange their texts with a peer from another group. Each student should read the peer's text and try to identify the implied subject. Then, they should discuss in pairs about the experience of producing and analyzing texts with the implied subject.
   • Step 4: Finally, some students should be invited to read their texts to the class, promoting a collective discussion about the use of the implied subject. The teacher should provide comments on the texts read, highlighting the positive aspects and suggesting improvements, if necessary.

3. Review and Reinforcement Activity (5 - 8 minutes): To conclude the Development stage, the teacher should propose an activity to review and reinforce the content. For example, the teacher can prepare a card game or a puzzle with sentences containing the implied subject. Students should work in groups to correctly assemble the sentences, identifying the implied subject. The teacher should circulate around the classroom, assisting the groups and clarifying doubts.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should gather all students and promote a group discussion about the activities carried out. Each group should share the solutions or conclusions they reached during the text analysis and textual production. The teacher should mediate the discussion, ensuring that all students have the opportunity to participate and that ideas are respected.

   • Step 1: The teacher should ask each group which passages they underlined in the text and how they interpreted those passages.
   • Step 2: The teacher should ask students who wrote texts with the implied subject what difficulties and discoveries they had during this activity.
   • Step 3: The teacher should emphasize the importance of the implied subject for textual cohesion and for expressing ideas clearly and concisely.

2. Connection with Theory (2 - 3 minutes): Next, the teacher should make the connection between the practical activities carried out and the theory presented. The teacher can review the concepts of the implied subject and textual cohesion, emphasizing how these concepts were applied in the activities. Additionally, the teacher can highlight the importance of understanding and correctly using the implied subject to enhance reading and writing skills.

   • Step 1: The teacher should ask students how they perceived the application of theory in practice during the activities.
   • Step 2: The teacher should reinforce the importance of understanding sentence structures, textual cohesion, and text interpretation for effective communication.

3. Individual Reflection (2 - 3 minutes): Finally, the teacher should suggest that students reflect individually on what they have learned. The teacher can ask reflective questions, such as:

   • "What was the most important concept you learned today?"

   • "What questions have not been answered yet?"

   • "How can you apply what you learned today in your future textual productions?"

   • Step 1: The teacher should give students a minute to think about the questions.

   • Step 2: After this minute, the teacher can ask some students to share their answers with the class, promoting a final discussion and clarifying possible doubts.

   • Step 3: Finally, the teacher should end the lesson, thanking the students for their participation and reinforcing the importance of study and practice for learning.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should summarize the main points covered during the lesson, reinforcing the concept of the implied subject and its relationship with textual cohesion. The teacher can use slides, posters, or other visual aids to assist in presenting the summary. Additionally, the teacher should highlight the skills developed by students, such as the ability to identify the implied subject in texts and to use this strategy in their own textual productions.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should explain how the lesson connected theory, practice, and applications of the implied subject. For example, the teacher can mention how reading and analyzing a text with the implied subject allowed students to better understand the theory and how the textual production activity allowed students to apply the theory in practice. Furthermore, the teacher can emphasize the importance of the implied subject for writing cohesive texts and for interpreting texts.

3. Extra Materials (1 - 2 minutes): The teacher should suggest extra materials for students who wish to deepen their knowledge about the implied subject. These materials may include books, websites, videos, games, and online exercises. For example:

   • Book: "Systemic Functional Grammar: Theory and Analysis" by Halliday, M. A. K.;
   • Website: "Nova Escola - Implied Subject";
   • Video: "Implied Subject - Portuguese Language";
   • Game: "Implied Subject: The Textual Cohesion Game".

4. Importance of the Subject in Daily Life (1 minute): Finally, the teacher should reinforce the importance of the implied subject in daily life, explaining that this strategy is widely used in various types of texts, such as news, articles, stories, among others. Additionally, the teacher can mention that the ability to identify and correctly use the implied subject contributes to the improvement of reading and writing skills, essential skills for students' academic and professional lives.