Lesson Plan | Socioemotional Learning | Dates and Time Periods

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage is to introduce students to the basic concepts of time periods, such as days of the week, months, and years, and relate them to their personal and emotional experiences. This establishes a solid foundation for them to understand the passage of time while simultaneously developing fundamental socio-emotional skills such as self-awareness, self-control, and social skills.

Main Goals

1. Develop the ability to recognize and name the different periods of the day (morning, afternoon, evening) and the days of the week.

2. Stimulate the understanding of the causes and consequences of emotions associated with different time periods, promoting emotional self-regulation.

3. Foster the ability to express emotions appropriately when discussing events and activities associated with different dates and time periods.

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

Creative Visualization: The Journey Through Time

The chosen emotional warm-up activity is Creative Visualization. This practice helps students focus and calm down, promoting a receptive mental state for learning. By visualizing a tranquil and safe scenario, students can better develop focus, presence, and concentration, essential for understanding the concepts of time and dates.

1. Ask students to sit comfortably in their chairs, with their feet on the ground and their hands resting on their laps.

2. Instruct them to close their eyes and take three deep breaths, inhaling through the nose and exhaling through the mouth, to relax their body and mind.

3. Tell students to imagine a calm and safe place, such as a serene beach, a blooming field, or a peaceful forest. Encourage them to use all their senses to visualize this place: what do they see, hear, smell, and feel?

4. Guide students on a 'journey through time' where they imagine a typical day in their lives. Ask them to visualize the morning, afternoon, and evening, paying attention to the activities they perform in each period.

5. After a few minutes of visualization, ask students to gradually open their eyes and bring their attention back to the classroom.

6. Conclude the activity by asking some students to share their experiences and feelings during the visualization.

Content Contextualization

📅 Dates and time periods are a fundamental part of our lives. Imagine how confusing it would be if we didn't know what day of the week it is or which month we are in! Being able to recognize and use this information helps us organize our activities and plan important events. Moreover, relating these concepts to our emotions and personal experiences helps us better understand the passage of time and the importance of each moment.

In the socio-emotional context, learning about dates and time periods can provide an opportunity for students to reflect on their own routines and how different moments of the day and the week can influence their feelings and behaviors. This not only sparks interest in learning the content but also promotes the development of essential emotional skills such as self-awareness and self-control.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Periods of the Day: Explain that the day is divided into three main periods: morning, afternoon, and evening. Show images representing each period to facilitate understanding. Example: 'In the morning, the sun is rising; in the afternoon, it is at its highest point; and in the evening, it is setting.'

2. Days of the Week: Present the seven days of the week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, and Sunday. Use a calendar to show how the days follow one another. Example: 'Today is Monday, tomorrow will be Tuesday.'

3. Months of the Year: Explain that the year is divided into twelve months: January, February, March, April, May, June, July, August, September, October, November, and December. Show an annual calendar for students to visualize the sequence of months. Example: 'After January comes February.'

4. Dates: Teach how to construct a complete date, including the day, month, and year. Example: 'Today is March 15, 2023.'

5. Important Events: Relate dates and time periods to important events in students' lives, such as birthdays and holidays. Example: 'Christmas is celebrated on December 25.'

6. Emotions and Time: Relate time periods to emotions, helping students recognize how they feel at different moments of the day or on different days of the week. Example: 'How do you feel on Monday morning? And on Friday afternoon?'

Socioemotional Feedback Activity

Duration: (30 - 35 minutes)

Emotional Calendar

In this activity, students will create an emotional calendar, where they will associate emotions with different days of the week and periods of the day. This will help develop self-awareness and understanding of how time and daily activities influence their emotions.

1. Distribute a sheet of paper with a weekly calendar to each student.

2. Ask students to draw or write an emotion that they usually feel on each day of the week and at different periods of the day (morning, afternoon, evening).

3. Encourage students to use different colors to represent different emotions (for example, blue for sadness, yellow for happiness).

4. After completing the emotional calendar, ask students to share their creations with the class, explaining their choices.

5. Post the emotional calendars on the classroom wall for everyone to see and reflect on their own emotions and those of their peers.

Group Discussion

After completing the activity, organize a group discussion to apply the RULER method.

Recognize: Start by asking students to observe their classmates' emotional calendars and recognize the different emotions represented. Ask: 'Who here also feels happy on Friday afternoon?'

Understand: Question students about the causes of their emotions. Ask: 'Why do you think many of you feel excited on Friday afternoon?' Discuss how different activities and events can influence our feelings.

Name: Encourage students to accurately name the emotions they identified in their calendars. Ask: 'Can someone tell me what emotion this is that you drew on Wednesday morning?'

Conclusion

Duration: (15 - 20 minutes)

Emotional Reflection and Regulation

To conduct a reflection and emotional regulation, promote a group discussion where students can share the challenges they faced during the class and how they managed their emotions. Encourage them to talk about specific moments when they felt difficulty or frustration and how they dealt with those feelings. Alternatively, ask them to write in a journal about these experiences. Ask: 'What were the most challenging moments for you today? How did you feel and what did you do to deal with those feelings?'

Objective: The objective of this subsection is to encourage self-assessment and emotional regulation, helping students identify effective strategies for dealing with challenging situations. This will allow them to reflect on their own emotions and behaviors, promoting greater self-awareness and self-control.

Closure and A Look Into The Future

To set personal and academic goals related to the content of the lesson, ask students to think about a specific goal they would like to achieve in the next week. This could be something related to recognizing and using dates and time periods or managing their emotions at different moments of the day. Encourage them to share these goals with the class to create a sense of commitment and mutual support.

Possible Goal Ideas:

1. Correctly recognize the days of the week and the periods of the day.

2. Identify and name emotions at different moments of the day.

3. Use a calendar to plan activities and events.

4. Develop strategies to regulate emotions during the week.

5. Establish a daily routine that promotes emotional well-being. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, aiming for continuity in academic and personal development. By setting goals, students are encouraged to apply what they learned in class to their daily lives, promoting continuous and sustainable growth.