Objectives (5 - 7 minutes)

1. Understand the difference between direct and indirect speech:
   • Identify the main characteristics of each.
   • Understand how the transformation from one to the other occurs.
2. Develop speech transformation skills:
   • Practice transforming sentences from direct to indirect speech and vice versa.
3. Apply the acquired knowledge in practical situations:
   • Analyze texts and identify the type of speech used.
   • Write texts correctly using both types of speech.

Secondary Objectives:

• Stimulate reflection on the use of direct and indirect speech in everyday and literary communication.
• Promote the development of critical reading skills through the analysis of texts with the presence of these speeches.

Introduction (10 - 15 minutes)

1. Review of previous contents:

   • The teacher should start the lesson by briefly recapitulating the concepts of sentence, clause, and statement, as well as reviewing the types of sentences (affirmative, negative, interrogative, and exclamatory) and their structures. This review is essential for students to better understand the characteristics of direct and indirect speech. (3 - 5 minutes)

2. Contextualization of the subject:

   • The teacher should then contextualize the importance of direct and indirect speech, explaining that they are widely used in literature, journalism, storytelling, and even in everyday communication.
   • Examples of real situations where knowledge of these speeches is fundamental can be cited, such as in interviews, reports, presentations, formal conversations, among others. (3 - 5 minutes)

3. Presentation of problem situations:

   • The teacher can propose two situations for students to think about:
     1. "How do you think the characters' lines in a book would be if they were transformed from direct to indirect speech?"
     2. "Imagine that you had to tell someone something that another person said, but you couldn't use the exact words. How would you do that?"
   • These situations serve to instigate students' curiosity and prepare them for the content that will be covered. (2 - 3 minutes)

4. Introduction to the topic:

   • The teacher should then introduce the topic of direct and indirect speech, explaining that they are different ways of reporting what someone said, but they have specific characteristics.
   • For example, the origin of the terms "direct" and "indirect" can be presented and how they relate to the idea of speaking something more closely or more distantly from what was actually said. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Presentation of the theory (8 - 10 minutes):

   • The teacher should start the explanation about direct and indirect speech, emphasizing that both are ways of reporting what someone said, but in different ways.
   • Direct speech is the most faithful way to reproduce a speech, as it quotes the exact words of the speaker, always delimited by quotation marks (""). Example: João said, "I like ice cream."
   • Indirect speech reproduces the content of the speech, but not the exact words, and is not delimited by quotation marks. It is like a report of what was said. Example: João said he liked ice cream.
   • The teacher should explain that when transforming a direct speech into an indirect one, some changes occur, such as the substitution of personal pronouns, adjustments in verb tenses, and the introduction of subordinating conjunctions.
   • It should be clarified that when transforming an indirect speech into a direct one, the changes are reversed, that is, the verbs return to the original tense, the conjunctions are removed, among others.
   • Examples of sentence transformations should be given to illustrate the explanation.

2. Practical activity - Speech transformation (10 - 12 minutes):

   • The teacher should propose an activity of speech transformation, where students will be divided into groups and will receive a list of sentences in direct speech that should be transformed into indirect speech and vice versa.
   • In their groups, students should discuss the necessary changes in each sentence and make the transformation. The teacher should circulate around the room, assisting the groups when necessary.
   • After the activity, each group should present one of their transformed sentences to the class, explaining the changes they made. This will allow for the correction of possible errors and the consolidation of learning.

3. Discussion and clarification of doubts (2 - 3 minutes):

   • After the activity, the teacher should promote a class discussion, asking students about the difficulties encountered, the strategies used for sentence transformation, among others.
   • This is the moment for the teacher to clarify any doubts that may have arisen during the lesson, reinforcing the main concepts and the rules of speech transformation.

4. Connection to practice (2 - 3 minutes):

   • To conclude the Development stage, the teacher should connect the activity performed with the theory presented.
   • The importance of knowledge about direct and indirect speech for understanding and producing texts, as well as for effective communication in real situations, should be emphasized.
   • For example, the teacher can present a text from a report or a book and ask students to identify the speeches present, justifying their answers.

Return (8 - 10 minutes)

1. Group discussion (3 - 4 minutes):

   • The teacher should gather all students in a large circle and provide an opportunity for each group to share their solutions or conclusions from the practical activities carried out.
   • Each group will have up to 2 minutes to present, and after all presentations, students are encouraged to ask questions or comment on the solutions presented by other groups.
   • The teacher should mediate the discussion, ensuring that all students have the opportunity to speak and that contributions are respectful and constructive.
   • This stage is important for students to learn from each other, perceive different approaches to the same problem, and develop argumentation and active listening skills.

2. Learning verification (2 - 3 minutes):

   • After the discussion, the teacher should provide a brief summary of the main ideas and concepts discussed, reinforcing the learnings achieved.
   • The teacher can ask students what the most important points they learned during the lesson were and how they intend to apply this knowledge in the future.
   • This stage serves to verify if the learning objectives were achieved and to identify possible gaps in students' understanding that will need to be addressed in future lessons.

3. Individual reflection (2 - 3 minutes):

   • The teacher should propose a moment of individual reflection, where students will have a minute to silently think about the following questions:
     1. "What was the most important concept learned today?"
     2. "What questions have not been answered yet?"
   • After reflection, students will be invited to share their answers with the class. The teacher should encourage everyone to participate but respect those who prefer not to share.
   • This stage is important for students to internalize what they have learned, identify possible difficulties, and express their doubts or curiosities.

4. Conclusion (1 minute):

   • To conclude the lesson, the teacher should summarize the main points discussed and learned, reinforce the importance of knowledge about direct and indirect speech, and thank the participation and effort of the students.
   • The teacher should make it clear that despite the lesson ending, he will be available to clarify doubts and support students in their learning process.

Conclusion (5 - 7 minutes)

1. Content recapitulation (2 - 3 minutes):

   • The teacher should summarize the main points discussed during the lesson, reinforcing the concept of direct and indirect speech, the characteristics of each, and the rules for their transformation.
   • A quick questionnaire can be conducted to verify if students understood the content, asking, for example, "What is direct speech?" and "What changes occur when transforming direct speech into indirect speech?"

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

   • The teacher should highlight how the lesson connected theory, through the explanation of concepts, with practice, through the activity of speech transformation.
   • It should be emphasized that theoretical understanding is essential for carrying out practical activities, and that, in turn, practical activities are essential to consolidate theoretical learning.

3. Suggestion of additional materials (1 - 2 minutes):

   • The teacher should indicate complementary study materials for students who wish to deepen the subject. This may include books, websites, videos, educational games, among others.
   • For example, the book "The Little Prince" by Antoine de Saint-Exupéry, which presents many examples of direct and indirect speech, or the website "Nova Escola," which offers interactive activities for practicing speech transformation.

4. Relevance of the topic (1 minute):

   • To conclude, the teacher should emphasize the importance of knowledge about direct and indirect speech for students' everyday lives.
   • It should be explained that the skill of speech transformation is essential for the production of coherent and cohesive texts, for the understanding of literary and journalistic texts, and for effective communication in various situations.
   • For example, the teacher can mention the importance of this knowledge for taking exams, for preparing school assignments, for participating in debates and discussions, among other contexts.

5. Closing (1 minute):

   • To end the lesson, the teacher should thank the participation and effort of the students, encourage them to continue studying and making an effort, and reinforce that he will be available to clarify doubts and support learning, even after the lesson ends.