Objectives (5 - 7 minutes)

1. Understand the structure and use of simple and compound sentences, distinguishing and identifying them in texts.
2. Identify the elements that make up a simple and a compound sentence, such as the subject, the predicate, coordinated and subordinated clauses, conjunctions, and punctuation marks.
3. Correctly use simple and compound sentences in text production, respecting the rules of agreement and coherence.

Secondary Objectives:

• Develop skills in text analysis and interpretation, allowing students to identify the simple and compound sentences used and understand the effect they have on the text.
• Promote writing development, encouraging students to use simple and compound sentences correctly in their textual productions.
• Reinforce the importance of grammar in the process of written communication, highlighting how the correct use of simple and compound sentences contributes to the clarity and fluency of the text.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by reviewing the concepts of subject and predicate, which are fundamental for understanding simple and compound sentences. This can be done through a short quiz or interactive activity to assess the students' level of knowledge and clarify any doubts. (3 - 5 minutes)

2. Problem-Solving Scenarios: Next, the teacher can present two problem-solving scenarios to pique the students' interest and introduce the lesson's theme. For example:

   • "How can we organize our ideas in a text so that it makes sense?";
   • "Why do we use words like 'and,' 'but,' 'because,' 'when,' and others in our texts?". The teacher should encourage students to share their insights and hypotheses, stimulating critical thinking and active participation. (5 - 7 minutes)

3. Contextualization of the Theme: The teacher should then contextualize the importance of studying simple and compound sentences, emphasizing how they are essential for the organization and cohesion of texts. Practical examples, such as writing a formal email, preparing a research report, or creating a literary text, can be mentioned. (2 - 3 minutes)

4. Introduction of the Topic: Finally, the teacher should introduce the topic in an engaging manner, sharing curiosities, interesting facts, or stories related to the use of simple and compound sentences. For example:

   • "Did you know that, in the Portuguese language, the longest recorded sentence has over 400 words? How did the author manage to organize so many ideas in a single text?";
   • "Do you know what a 'catchphrase' is? It consists of a single sentence but has the power to change how we perceive a situation or character in a text". The teacher should encourage students to share their opinions and curiosities, promoting a playful and stimulating learning environment. (5 - 7 minutes)

Development (20 - 25 minutes)

1. Theory - Definition and Differentiation of Simple and Compound Sentences (10 - 15 minutes)

   • The teacher should start the theory presentation by explaining that a sentence is a unit of meaning that contains one or more clauses.
   • Next, define what a simple sentence is, stating that it consists of a single clause, that is, a single verb.
   • Then explain what a compound sentence is, clarifying that it is formed by two or more clauses, which can be coordinated or subordinated.
   • Emphasize that in simple sentences, the clauses are independent, while in compound sentences, they relate to each other through a conjunction or relative pronoun.
   • To facilitate understanding, the teacher can use practical and everyday examples, such as song lyrics, book excerpts, news, among others.
   • Ensure that students understand the difference between the two types of sentences, clarifying any doubts throughout the explanation.

2. Practice - Identification of Simple and Compound Sentences (5 - 7 minutes)

   • After the explanation, the teacher should propose a practical activity for identifying simple and compound sentences in texts.
   • Students should receive a short text and be guided to underline the clauses, identifying whether the sentence is simple or compound.
   • The teacher should move around the classroom, assisting students and clarifying any doubts that may arise during the activity.

3. Theory - Elements of Simple and Compound Sentences (5 - 7 minutes)

   • Next, the teacher should explain the elements that make up simple and compound sentences.
   • For simple sentences, reinforce the presence of the subject and predicate, which are mandatory.
   • In compound sentences, in addition to the subject and predicate, present the conjunctions, which are responsible for linking the clauses, and relative pronouns, which refer back to and replace terms already mentioned in the text.
   • The teacher should use practical and real examples to illustrate each element, facilitating students' understanding.

4. Practice - Identification of Elements in Simple and Compound Sentences (5 - 7 minutes)

   • After the explanation, the teacher should propose a second practical activity in which students must identify the elements (subject, predicate, conjunctions, and relative pronouns) in the simple and compound sentences of the same text used in the previous activity.
   • The teacher should move around the classroom, monitoring the activity, clarifying any doubts, and correcting any errors.

By the end of this stage, students should be able to distinguish and identify simple and compound sentences, as well as their respective elements, in various texts. Furthermore, practicing the proposed activities will allow students to consolidate the theoretical content, facilitating knowledge retention.

Review (8 - 10 minutes)

1. Review and Reflection (3 - 4 minutes)

   • The teacher should start the Review by revisiting the main points covered in the lesson. This can be done interactively, for example, through a question-and-answer game or a brief summary presented by the teacher. The goal is to reinforce the concepts learned and ensure that students understood the lesson content.
   • Next, the teacher should encourage students to reflect on what they have learned. Questions like: "What was the most important concept you learned today?", "Were you able to identify the simple and compound sentences in the text?", "What were the main difficulties you encountered?" can be asked.
   • The teacher should encourage students to share their reflections, promoting a collaborative and respectful learning environment. It is important for the teacher to show interest and value students' opinions, creating a conducive environment for learning.

2. Connection to Practice (2 - 3 minutes)

   • The teacher should then help students make the connection between the presented theory and practice. Questions like: "How can understanding simple and compound sentences help you improve your writing?" can be asked.
   • The teacher should encourage students to think about real situations where they can apply what they have learned, such as in writing texts for school, work, or daily communication.
   • Emphasize the importance of the presented content, highlighting how the correct use of simple and compound sentences contributes to the clarity and fluency of the text.

3. Supplementary Materials (1 - 2 minutes)

   • The teacher should suggest supplementary materials for students who wish to deepen their knowledge on the subject. These materials may include books, websites, videos, educational games, among others.
   • Inform students about the existence of these materials, where they can find them, and how they can use them to complement their study at home.

4. Feedback and Closure (1 minute)

   • Finally, the teacher should request quick feedback from students about the lesson, asking if they felt the lesson's objective was achieved and if they have any remaining doubts or difficulties.
   • Thank students for their participation, reinforce the importance of continuous study, and conclude the lesson in a motivating way, reminding students of the next topic to be covered.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes)

   • The teacher should start the Conclusion by providing a brief summary of the main points covered in the lesson. This includes the definition and differentiation of simple and compound sentences, the identification of the elements that compose them, and the importance of their correct use in text production.
   • Reinforce the content using practical and real examples presented during the lesson. This will help students consolidate the acquired knowledge and better understand the relevance of the subject.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes)

   • Next, the teacher should explain how the lesson connected theory, practice, and applications. Highlight how the definition and differentiation of simple and compound sentences, as well as the identification of their elements, were addressed both theoretically and practically.
   • Also emphasize how the learned content can be applied in practice, such as in text production and understanding texts from others. This will help demonstrate the relevance of the subject to students' daily lives.

3. Suggestion of Supplementary Materials (1 - 2 minutes)

   • The teacher should then suggest supplementary materials for students who wish to deepen their knowledge on the subject. These materials may include books, websites, videos, educational games, among others.
   • Inform students about the existence of these materials, where they can find them, and how they can use them to complement their study at home.

4. Relevance of the Subject and Closure (1 minute)

   • Finally, the teacher should reinforce the importance of the subject for students' daily lives, highlighting how the correct use of simple and compound sentences contributes to the clarity and fluency of the text.
   • Conclude the lesson by thanking students for their participation, reinforcing the importance of continuous study, and reminding them of the next topic to be covered. This will help motivate students for the upcoming lessons and maintain their interest in learning.