Objectives (5 - 7 minutes)

1. Understand the concept of denotation and connotation:

   • Students should be able to define and distinguish denotation and connotation.
   • They should understand that denotation refers to the literal meaning of a word or expression, while connotation refers to the associations and emotions that a word or expression can evoke.

2. Apply knowledge about denotation and connotation in practical contexts:

   • Students should be able to identify examples of denotation and connotation in texts, music, poetry, and everyday conversations.
   • They should be able to explain how word choice can influence the overall message of a text.

3. Develop critical reading and text interpretation skills:

   • Students should be able to analyze texts and identify the different layers of meaning that denotation and connotation can bring.
   • They should be able to discuss and express their own interpretations based on their understandings of denotation and connotation.

Secondary Objectives:

• Promote discussion in the classroom: Students should be encouraged to discuss and share their interpretations and examples of denotation and connotation, thus promoting interaction and active participation in the class.
• Stimulate reflection on the power of words: Students should be encouraged to reflect on how word choice can impact communication and people's perceptions.

The teacher should start the lesson by clearly establishing these Objectives, so that students know what is expected of them and what they should be able to do by the end of the lesson.

Introduction (10 - 15 minutes)

1. Review of previous concepts:

   • The teacher should start the lesson by reviewing basic language concepts, such as what a word, a phrase, and a text are. This is important so that students can understand the difference between denotation and connotation, which are directly related to the use of words and expressions.
   • Additionally, the teacher can briefly review the concepts of synonyms and antonyms, as these concepts will be useful for understanding denotation and connotation.

2. Presentation of problem situations:

   • The teacher can introduce the topic with two problem situations:
     1. 'Why can some words have different meanings, depending on the context in which they are used?'
     2. 'Why can some words make us feel different things, even though they have a similar literal meaning?'

3. Contextualization of the importance of the subject:

   • The teacher should explain that the ability to understand and use denotation and connotation is not only useful for the Portuguese class, but also in various everyday situations, such as in text interpretation, effective communication, and understanding different cultures.
   • Examples can be given of how denotation and connotation are often used in advertising, politics, and literature to influence our perceptions and emotions.

4. Introduction to the topic:

   • To spark students' interest, the teacher can share two curiosities about denotation and connotation:
     1. 'Did you know that the connotation of words can vary greatly from one language to another? For example, the word 'cat' has a positive connotation in some cultures, where it is associated with luck, and a negative connotation in others, where it is associated with betrayal.'
     2. 'Have you heard of the 'Falklands War'? This name was chosen by Argentina, which calls it the 'Malvinas War', while the United Kingdom calls it the 'Falklands War'. This difference in word choice is an example of how denotation and connotation can be used to influence people's perception of an event.'

At the end of the Introduction, students should be prepared to start studying the topic, having a basic understanding of what denotation and connotation are, and why they are important.

Development (20 - 25 minutes)

1. Group Activity - 'Guess the Word' (10 - 12 minutes)

   • The teacher divides the class into groups of 3 to 4 students and gives each group an envelope containing several words cut out from newspapers or magazines.
   • The goal of the game is for students to guess the word written on the envelope based solely on the cut-out words. To do this, they must consider both the denotation and connotation of the words.
   • In each round, a group chooses an envelope and starts discussing together. They can use the cut-out words to create sentences or short texts, trying to make the rest of the class guess the word.
   • The teacher should move around the room, observing the groups' discussions and assisting them if necessary. After each round, the teacher should promote a brief discussion about the word choices made by the groups and how they were interpreted by others.

2. Practical Activity - 'Text Analysis' (10 - 12 minutes)

   • The teacher distributes a small text to each group (it can be an excerpt from a book, song lyrics, a poem, an advertisement, etc.).
   • Students, in their groups, should read the text and identify at least three words or expressions that illustrate denotation and connotation. They should write these words on a paper, next to their interpretations.
   • Next, the groups should discuss and write a brief analysis of how the choice of these words affects the overall message of the text. They can consider questions like: 'If the word were replaced by a synonym, would the message change?', 'How do the chosen words make you feel about the subject of the text?'
   • After the Conclusion of the activity, each group should share their analyses with the class, promoting a discussion about the different interpretations and perceptions.

3. Application Activity - 'Rewriting a Text' (5 - 7 minutes)

   • Concluding the Development stage, the teacher gives each group a passage of text with highlighted words. These words are chosen in a way to have a clear denotation, but with different possible connotations.
   • Students, in their groups, should rewrite the text passage, replacing the highlighted words with synonyms that maintain the denotation but change the connotation.
   • After the Conclusion of the activity, each group should share their rewritten version of the text with the class, promoting a discussion about word choices and changes in meaning.

These group activities allow students to experience denotation and connotation in a practical and playful way, developing critical reading and text interpretation skills. Additionally, group discussion promotes interaction among students and the exchange of ideas, contributing to a more meaningful and collaborative learning experience.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher should promote a group discussion with all students, where each group will share their answers or conclusions from the activities carried out.
   • The teacher should encourage students to explain their word choices, their analyses, and their rewrites, as well as the difficulties they encountered during the activities.
   • During the discussion, the teacher should ask questions to stimulate students' reflection and to ensure that everyone understood the concepts of denotation and connotation, and how they can be applied in text interpretation and creation.

2. Connection with Theory (2 - 3 minutes)

   • After the discussion, the teacher should briefly review the main theoretical points covered in the lesson, such as the definition of denotation and connotation, and the difference between them.
   • The teacher should then connect the theory with the practices carried out, highlighting how the activities helped students understand and apply these concepts.
   • It can also reinforce the importance of denotation and connotation for text interpretation and effective communication.

3. Individual Reflection (2 - 3 minutes)

   • To conclude the lesson, the teacher should propose that students reflect individually on what they have learned.
   • The teacher can ask questions like:
     1. 'What was the most important concept you learned today?'
     2. 'What questions have not been answered yet?'
   • Students should have a minute to think about these questions. Then, they can share their answers if they wish.

4. Teacher Feedback (1 minute)

   • The teacher should end the lesson by giving brief feedback on the students' participation and performance, highlighting the positive aspects and areas that need improvement.
   • Additionally, the teacher can provide some guidance on how students can continue to learn and practice denotation and connotation outside the classroom, such as reading books, listening to music, watching movies, and paying attention to the words and expressions used.

During the Return, the teacher should be attentive to identify possible difficulties in understanding and to reinforce the most important concepts. Additionally, the teacher should value students' participation, encouraging them to continue exploring and questioning denotation and connotation.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes)

   • The teacher should start the Conclusion by summarizing the main points covered during the lesson. This includes the definition of denotation and connotation, the difference between them, and the importance of considering these aspects in text interpretation and creation.
   • For example, the teacher can recall the examples of texts discussed during the lesson and how word choices affect the message and emotions conveyed.
   • Additionally, the teacher can highlight the main skills developed during the group activities, such as critical reading ability, text interpretation, and argumentation.

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

   • Next, the teacher should explain how the lesson connected theory, practice, and applications.
   • It should be emphasized how the theoretical understanding of denotation and connotation enabled practical analysis and interpretation of texts during the group activities.
   • Additionally, the teacher can reinforce how the ability to identify and use denotation and connotation is useful not only for the Portuguese class, but also in various everyday situations, such as in news interpretation, effective communication, and expression of feelings and ideas.

3. Extra Materials (1 - 2 minutes)

   • The teacher should suggest some extra materials for students who wish to deepen their knowledge of denotation and connotation. These materials may include books, websites, videos, and music that present interesting examples of these concepts.
   • Additionally, the teacher can suggest that students practice identifying denotation and connotation in their daily lives, observing the words and expressions used in different contexts, such as in news, conversations, and advertisements.

4. Importance of the Subject (1 minute)

   • Finally, the teacher should emphasize the importance of the subject for students' daily lives.
   • It should be emphasized how the ability to understand and use denotation and connotation is essential for effective communication and correct interpretation of texts, avoiding misunderstandings and enabling clear expression of ideas and feelings.
   • Additionally, the teacher can reinforce how the ability to critically analyze language used in different contexts can contribute to the formation of conscious and critical citizens.

At the end of the lesson, students should have a clear understanding of what denotation and connotation are, how they differ, and how they apply to text interpretation and creation. Additionally, they should be motivated to continue exploring these concepts and improving their critical reading and text interpretation skills.