Objectives (5 - 7 minutes)

1. Understand the concept and structure of the substantive subordinate clause, distinguishing it from other subordinate clauses.

2. Identify and correctly categorize substantive subordinate clauses in various texts, developing the skill of syntactic analysis.

3. Apply the acquired knowledge about substantive subordinate clauses in text production, enhancing the ability of written expression.

   Secondary objectives:

   • Develop the skill of text interpretation, identifying the role and function of substantive subordinate clauses in the construction of the overall meaning of the text.
   • Promote critical reading practice, observing the use of substantive subordinate clauses in texts of different genres and styles.
   • Stimulate creativity and fluency in writing, through the production of texts that explore the use of substantive subordinate clauses.

Introduction (10 - 12 minutes)

1. Review of previous contents: The teacher should start the class by recalling the basic concepts of subordinate and coordinate clauses, which were previously studied. This can be done through practical examples and questions to the class, in order to verify the students' understanding of the subject. (3 - 4 minutes)

2. Problem-solving situations: The teacher can present two problem-solving situations to stimulate the students' critical thinking. For example, they can show two complex sentences and ask the students to identify which one is a substantive subordinate clause and which one is an adjectival subordinate clause. Another situation could be the presentation of a text where some substantive subordinate clauses were replaced by other structures, and the students must identify and justify the substitutions. (4 - 5 minutes)

3. Contextualization: The teacher should contextualize the importance of studying substantive subordinate clauses, explaining how this skill can help students improve their understanding and text production. They can mention, for example, that the ability to identify and use substantive subordinate clauses can enrich written expression, allowing the construction of more complex and varied sentences. Additionally, they can emphasize that syntactic analysis, which includes the identification of substantive subordinate clauses, is an important requirement for text interpretation in exams and entrance exams. (2 - 3 minutes)

4. Introduction to the topic: To arouse the students' interest, the teacher can share some curiosities about substantive subordinate clauses. For example, they can mention that, in the Portuguese language, there are several words that can introduce a substantive subordinate clause, such as 'que' (that), 'se' (if), 'como' (how), 'quando' (when), among others. Or they can talk about the importance of substantive subordinate clauses in literature, citing examples of authors who used them prominently in their works. Furthermore, they can propose a challenge: the students must try to create a sentence that includes at least two substantive subordinate clauses. (3 - 4 minutes)

Development (20 - 25 minutes)

1. Theory - Concept and Structure of the Substantive Subordinate Clause (5 - 7 minutes)

   1.1. Definition: The teacher should start by explaining that, in the Portuguese language, substantive subordinate clauses are those that perform a typical noun function in the main clause. This means that they can act as the subject, direct object, indirect object, predicative, nominal complement, or appositive.

   1.2. Structure: The teacher should show that a substantive subordinate clause is composed of a verb in the infinitive, gerund, or participle form, and that it can be introduced by an integrative conjunction (que, se, como), a substantive subordinating conjunction (que, se, como), a relative pronoun (que, o qual, cujo), an indefinite pronoun (quem, alguém, ninguém), or a conjunctive phrase (a fim de que, com o objetivo de, para que).

2. Theory - Classification of Substantive Subordinate Clauses (5 - 7 minutes)

   2.1. Subjective: The teacher should explain that the subjective substantive subordinate clause has the same function as the subject in the main clause. For example, in the sentence 'É importante que você estude' (It is important that you study), the clause 'que você estude' (that you study) is the subjective substantive subordinate clause, as it functions as the subject of the verb 'é' (is).

   2.2. Direct Object: The teacher should show that the direct object substantive subordinate clause has the same function as the direct object in the main clause. For example, in the sentence 'Eu vi que ele saiu' (I saw that he left), the clause 'que ele saiu' (that he left) is the direct object substantive subordinate clause, as it functions as the direct object of the verb 'vi' (saw).

   2.3. Indirect Object: The teacher should explain that the indirect object substantive subordinate clause has the same function as the indirect object in the main clause. For example, in the sentence 'Eu confio em que ele vai resolver' (I trust that he will solve), the clause 'que ele vai resolver' (that he will solve) is the indirect object substantive subordinate clause, as it functions as the indirect object of the verb 'confio' (trust).

   2.4. Predicative: The teacher should show that the predicative substantive subordinate clause has the same function as the subject complement in the main clause. For example, in the sentence 'O importante é que você estude' (The important thing is that you study), the clause 'que você estude' (that you study) is the predicative substantive subordinate clause, as it functions as the subject complement of the verb 'é' (is).

   2.5. Nominal Complement: The teacher should explain that the nominal complement substantive subordinate clause completes the meaning of a noun in the main clause. For example, in the sentence 'Tenho a certeza de que ele vai ganhar' (I am sure that he will win), the clause 'de que ele vai ganhar' (that he will win) is the nominal complement substantive subordinate clause, as it completes the meaning of the noun 'certeza' (certainty).

   2.6. Appositive: The teacher should show that the appositive substantive subordinate clause has the same function as an appositive in the main clause. For example, in the sentence 'Meu desejo, que você seja feliz, é sincero' (My wish, that you be happy, is sincere), the clause 'que você seja feliz' (that you be happy) is the appositive substantive subordinate clause, as it functions as an appositive of the noun 'desejo' (wish).

3. Practice - Identification and Classification Exercises (5 - 7 minutes)

   3.1. The teacher should propose some practical exercises for the students, where they will have to identify the substantive subordinate clauses in sentences and classify them according to the function they perform in the main clause.

   3.2. The exercises can be done individually or in groups, and the teacher should move around the classroom, assisting students who have difficulties.

4. Theory - Applications of Substantive Subordinate Clauses (5 - 7 minutes)

   4.1. The teacher should show some examples of how substantive subordinate clauses are used in the Portuguese language, both in speech and writing.

   4.2. For example, they can mention that substantive subordinate clauses are frequently used to express opinions, desires, feelings, certainties, uncertainties, possibilities, among others.

   4.3. Additionally, the teacher can show how substantive subordinate clauses can be used to build more complex and rich texts, adding nuances and depth to what is being communicated.

Return (8 - 10 minutes)

1. Review and Reflection (3 - 4 minutes)

   1.1. The teacher should review the main points covered in the class, recalling the definition and structure of substantive subordinate clauses, as well as their classification and applications.

   1.2. Then, the teacher should propose that the students reflect on what they have learned. They can ask open-ended questions such as:

   • What was the most important concept you learned today?
   • What were the difficulties you encountered when identifying and classifying substantive subordinate clauses?
   • How do you think what you learned today can help you in understanding and producing texts?

   1.3. The teacher should encourage students to share their answers, promoting a classroom discussion. They should also clarify any remaining doubts and reinforce concepts that have not been fully understood by the class.

2. Connection to the Real World (2 - 3 minutes)

   2.1. The teacher should suggest that students reflect on how what they learned in class connects to the real world. They can ask questions such as:

   • How do you see substantive subordinate clauses being used in literature, newspapers, advertising, social media, etc.?
   • How can the ability to identify and classify substantive subordinate clauses help you in everyday situations, such as reading a contract, understanding a news article, writing an email, etc.?

   2.2. The teacher should encourage students to share their insights, promoting a critical reflection on the importance of what was learned.

3. Feedback and Self-assessment (3 - 4 minutes)

   3.1. The teacher should ask students to provide feedback on the class, expressing what they liked, what they didn't like, and what they think could be improved.

   3.2. The teacher should also suggest that students self-assess, answering questions such as:

   • On a scale of 1 to 10, how well do you think you understand the concept of substantive subordinate clause now?
   • What are the main doubts you still have?
   • Which learning strategies do you think were most effective for you today?

   3.3. The teacher should collect the feedback and self-assessments of the students, so they can adjust their teaching practice according to the needs and expectations of the class. Additionally, they should address any remaining doubts, ensuring that all students have understood the concepts taught.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes)

   1.1. The teacher should summarize the contents covered in the class, reinforcing the key concepts about substantive subordinate clauses. They should recapitulate the definition, structure, and different classifications of these clauses, as well as their applications in the Portuguese language.

   1.2. This can be done through an interactive review, where the teacher asks students to share what they remember about each topic. This not only helps to solidify learning but also allows the teacher to verify if all students have understood the contents.

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

   2.1. The teacher should emphasize how the class connected the theory, practice, and applications of substantive subordinate clauses. They should remind that after the theoretical explanation, students had the opportunity to practice identifying and classifying these clauses in exercises.

   2.2. Additionally, the teacher should reinforce how the knowledge acquired about substantive subordinate clauses can be applied in reading and text production, both in academic situations and in everyday situations.

3. Complementary Materials (1 - 2 minutes)

   3.1. The teacher should suggest some complementary materials for students who wish to deepen their study on substantive subordinate clauses. These materials may include books, websites, videos, podcasts, among others, that offer additional explanations, practical examples, and reinforcement exercises.

   3.2. For example, the teacher can recommend a YouTube video that explains the concept of substantive subordinate clause in a didactic way, a grammar website that provides a complete list of substantive subordinating conjunctions, and a syntax analysis exercise book that includes a section dedicated to substantive subordinate clauses.

4. Importance of the Subject (1 - 2 minutes)

   4.1. Finally, the teacher should emphasize the importance of studying substantive subordinate clauses. They should explain that this skill is not only fundamental for syntactic analysis but also for text interpretation, text production, and communication in general.

   4.2. For example, the teacher can mention that the ability to identify and classify substantive subordinate clauses is a requirement in many exams and entrance exams, and that the ability to use these clauses effectively can enrich students' written and oral expression.

   4.3. Additionally, the teacher can mention that studying substantive subordinate clauses can help students develop important cognitive skills, such as analytical ability, attention to detail, organization of thought, among others.