Objectives (5 - 7 minutes)

1. Understand the concept of Linguistic Variation: Students should be able to understand what linguistic variation is, recognizing that language undergoes changes according to factors such as time, space, communication situation, and the speaker.

2. Identify Regional Varieties in Brazil: Students should learn to identify and differentiate the regional varieties in Brazil, recognizing that each region has its own linguistic peculiarities.

3. Analyze and Value Regional Varieties: Students should be able to analyze the regional varieties, understanding that all are equally valid and should be valued as cultural heritage of the country.

   Secondary Objectives:

   • Develop the ability for research and autonomous study.
   • Stimulate critical reflection on language and culture.
   • Foster respect for linguistic and cultural diversity.

The teacher will start the class by presenting the Objectives of the day, explaining the importance of understanding linguistic variation and valuing regional varieties. He should also clarify what the secondary Objectives are and how they will be addressed during the class.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the class by reviewing the concepts of language, linguistics, and speech, highlighting the differences between them. He should also review the concept of standard language, emphasizing its importance as one of the linguistic varieties that make up Brazilian Portuguese.

2. Problem Situations: To arouse students' interest, the teacher can propose two problem situations related to the theme of the class:

   • Situation 1: "Imagine you are on a trip through Brazil and meet people from different regions. How do you think their way of speaking can vary? How would you feel if someone criticized the way you speak?"

   • Situation 2: "Think of a TV show you like to watch. If the characters all spoke the same way, even though they are from different regions, would the story be the same? What would your experience as a viewer be like?"

3. Contextualization: The teacher should contextualize the importance of studying linguistic variation, explaining that by understanding and valuing the different ways of speaking in Brazil, we are respecting cultural diversity and combating linguistic prejudices.

4. Capturing Students' Attention: To capture students' attention, the teacher can share curiosities and practical examples:

   • Curiosity 1: "Did you know that in Brazil, there are more than 200 indigenous languages, each with its own linguistic variation? This shows how rich linguistic diversity is in our country!"

   • Curiosity 2: "Have you ever heard of the 'caipira' dialect? It is one of the most well-known linguistic variations in Brazil and even has its own dictionary, with typical words and expressions from the region!"

   • Practical Example: The teacher can play a clip from a TV show or movie that portrays the speech of a specific region. Then, ask students to analyze the characteristics of this linguistic variety.

Development (20 - 25 minutes)

1. Theory (10 - 12 minutes): The teacher should present the theory on linguistic variation and regional varieties. For this, he can use:

   • Presentation Slides: The teacher can prepare slides with the main points of the theory, such as the concept of linguistic variation, the causes of variation (time, space, communication situation, and the speaker), and the types of variation (dialectal, social, historical, stylistic).

   • Practical Examples: The teacher can use examples of expressions, words, and grammatical constructions typical of each regional variety to illustrate differences in speech. For example, he can compare the use of the pronouns 'tu' and 'você' in different regions, or show how some words have different meanings in each place.

   • Stories and Curiosities: The teacher can tell stories and curiosities about regional varieties to arouse students' interest. For example, he can talk about the origin of the 'caipira' dialect, or about the influence of indigenous and African languages in the formation of Brazilian Portuguese.

2. Group Discussion (5 - 7 minutes): After the theory presentation, the teacher should promote a group discussion so that students can express their opinions and doubts about the topic. The teacher can propose questions like:

   • "Have you noticed differences in the way people from different regions of Brazil speak? How do you react to these differences?"

   • "Have you ever heard someone criticize the way another person speaks? What do you think about that?"

3. Practical Activity (5 - 6 minutes): Finally, the teacher should propose a practical activity for students to apply what they have learned. He can divide the class into small groups and give each group a text written in a different regional variety. The students should read the text aloud, trying to imitate the speech of the region. Then, each group will present the text to the class, explaining the characteristics of the regional variety and the difficulties they encountered in imitating it.

The teacher should circulate around the classroom during the activity, assisting groups that are having difficulties and correcting possible errors. At the end of the activity, the teacher should promote a discussion with the class so that everyone can learn from the experiences of the other groups.

Return (8 - 10 minutes)

1. Content Review (3 - 4 minutes): The teacher should start the Return by reviewing the main points covered in the class. He can ask students what they remember about the concept of linguistic variation, the causes of variation, and the types of variation. The teacher can also ask students to recall the practical examples that were presented and the stories and curiosities that were told.

2. Learning Verification (2 - 3 minutes): Next, the teacher should check if the learning Objectives were achieved. He can propose some simple questions like:

   • "What have you learned about the regional varieties of Brazilian Portuguese?"

   • "Can you identify the regional varieties in a text or in someone's speech?"

3. Theory-Practice Connection (2 - 3 minutes): The teacher should then make the connection between the theory presented and the practical activity carried out. He can ask students how they applied what they learned in the activity, what difficulties they encountered, and how they overcame them. The teacher can also ask students to reflect on the importance of valuing regional varieties and how this contributes to respect for linguistic and cultural diversity.

4. Final Reflection (1 minute): Finally, the teacher should propose a final reflection. He can ask students to think for a minute about the following questions:

   1. "What was the most important concept you learned today?"

   2. "What questions have not been answered yet?"

The teacher can ask some students to share their answers with the class. He should also take note of the questions that have not been answered so that they can be addressed in future classes.

The Return is a crucial stage of the lesson plan, as it allows the teacher to check if the learning Objectives were achieved and if the students understood the content. Additionally, the Return helps students consolidate what they have learned by making the connection between theory and practice.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes): The teacher should summarize the main points covered during the class, reiterating the importance of recognizing and valuing the regional varieties of the Portuguese language. He can recap the different types of linguistic variation (dialectal, social, historical, stylistic) and recall the practical examples presented. Additionally, the teacher can highlight how language is a living phenomenon in constant transformation, reflecting social, cultural, and historical changes.

2. Supplementary Materials (1 - 2 minutes): The teacher should suggest materials for students to deepen their knowledge on the topic. These materials may include books, articles, documentaries, and specialized websites. For example, the teacher can recommend the book 'Língua, Variação e Mudança' by Marcos Bagno, which discusses in an accessible and interesting way the linguistic variation in Brazil.

3. Connection with Practice and Applications (1 - 2 minutes): The teacher should explain how understanding linguistic variation can be applied in students' daily lives. He can, for example, mention situations where respect for linguistic diversity is important, such as interactions with people from different regions of Brazil or in college entrance exams that value standard language but also recognize the validity of other linguistic varieties.

4. Importance of the Subject (1 minute): Finally, the teacher should emphasize the relevance of the topic for students' education. He can emphasize that by understanding and valuing the regional varieties of the Portuguese language, students are contributing to the construction of a fair, inclusive, and respectful society with cultural and linguistic diversity.

The Conclusion is a fundamental stage of the lesson plan, as it allows the teacher to consolidate the learnings, connect theory and practice, and motivate students to continue studying the subject. Additionally, the Conclusion helps students realize the relevance of the topic for their lives and society in general.