After, in previous classes, the teacher explained the characteristics of the strips and presented and I read some comic strips with the students, in this class the teacher challenges the class to build their own comic strips.
Construction of the strips:
The teacher previously selects the necessary material. The selected material must be distributed to the students, who must be organized in small groups. The teacher must ensure that each group is given varied material, so that everyone has what they need to create their own comic strip.
The teacher explains to the students that they themselves, with the teacher's guidance, will make one or more strips with the available material, pasting their assembly on a sheet of paper.
Once this work is finished, the task has a second part, which consists of changing the students into groups so that they present the comic strip to the other colleagues.
The teacher distributes a sheet of text and activity to each student and reads it aloud.
Then, with the help of the teacher, students try to identify words from the text that can be replaced by others that have the same meaning and write on the sheet.
That done, now it's time for the students to try to identify words in the text that they know their antonyms and write on the sheet as well.
Explanation of augmentative and diminutive:
At first, the teacher explains what augmentatives and diminutives are. It also explains how their training is done, and presents a list of augmentatives and diminutives, using the textbook.
Discovery of words in the augmentative and diminutive:
In a second moment, the teacher asks the students to discover more words in the augmentative and diminutive, especially those formed by the suffixes -ão and -inho/-zinho.
This discovery should be made by leafing through the textbook and looking at other materials or things around you.
As they discover these words, one at a time, say them aloud, so that the teacher can write them on the board or on the board.
The words are then read aloud by the teacher, who asks students to copy the words into their notebook.
Finally, the teacher distributes an activity sheet to practice the content.
News planning and production:
The teacher selects news from children's newspaper supplements and distributes it to students, organized into groups, asking them to choose a news item they would like to report orally.
Once the news is chosen, the teacher guides the students about the differences between the written text and the oral and teaches how to write the chosen news, but in a short way and thinking that it will be transmitted orally.
Once this part of the task is finished, the students choose who will be the journalist, while the others are responsible for choosing the costumes and the scenario - things such as a more formal coat and toy glasses, and for the scenery, a poster that will serve as a background, a toy tablet and a pen for the journalist.
Students should organize themselves and bring these materials from home for the day of the presentation.
Oral presentation of the news:
After everything is organized, on the day of the presentation, the teacher can film it so that everyone can watch the news broadcast again, including giving a name to his news.
Divide the class into groups and propose the production of posters with themes previously selected by the teacher.
Take advantage of any event that is being planned by the school or any commemorative date of the month, whose posters can serve to raise awareness of a theme or tribute to someone.
The teacher should guide, but leave space for students to give their ideas about the message that would like to transmit, the images they will use, colors and letters to compose a poster that reaches the public expected.
Once the project is finished, the students carry out the making of their posters - drawing or cutting and pasting images, phrases, letters, according to their creativity.
Once ready, the posters must be posted by the school.