Lesson Plan | Socioemotional Learning | Morphosyntax: Introduction

Objectives

Duration: 10 - 15 minutes

The purpose of this stage is to ensure that students clearly understand the objectives of the lesson, guiding them on the specific skills that will be developed. This will help establish a solid foundation for learning morphosyntax while simultaneously promoting socioemotional development by encouraging self-reflection and understanding the relationships between words and emotions.

Main Goals

1. Recognize adjectives and understand their function in a sentence.

2. Identify isolated words and understand the relationship they establish with each other.

Introduction

Duration: 15 - 20 minutes

Emotional Warm-up Activity

Journey to the World of Calm

The chosen emotional warm-up activity is Guided Meditation. This is a practice that involves leading students through a visualization and relaxation process, helping them to focus, connect with their emotions, and mentally prepare for the lesson. Guided meditation is effective for promoting presence and concentration, creating a conducive environment for learning.

1. Prepare the environment: Dim the lights or reduce the illumination. If possible, play calming and soft background music.

2. Explain the activity: Inform students that they will participate in a guided meditation to help them focus and prepare for the lesson.

3. Ask to sit comfortably: Guide students to sit comfortably in their chairs, keeping their feet on the ground and their hands resting on their laps.

4. Start deep breathing: Instruct students to close their eyes and begin deep breathing, inhaling through the nose and exhaling through the mouth. Ask them to repeat this process three times.

5. Guide the visualization: Begin leading the meditation, saying phrases like: 'Imagine that you are in a peaceful place, such as a beach or a flower-filled field. Feel the gentle breeze on your face and listen to the sounds of nature around you.'

6. Continue with the visualization: Keep guiding students through a series of relaxing images, encouraging them to connect with the calm and peace of that imaginary place.

7. End the meditation: Gradually bring students back to the present, asking them to slowly move their fingers and toes, and then open their eyes when they are ready.

8. Quick Reflection: Ask them how they felt during the meditation and if they noticed any changes in their emotions.

Content Contextualization

Morphosyntax is an essential part of grammar that helps to understand how words work together in a sentence. Just like in our lives, where we need to understand and communicate with others effectively, words also need to relate harmoniously to ensure clear communication. For example, recognizing an adjective and its function is similar to understanding someone's feelings and emotions; both require attention and comprehension.

Studying morphosyntax also helps us see the connections and relationships between words, just as we need to perceive social relationships in our lives. When we understand how words connect, we can build more meaningful and precise sentences, just as by understanding our emotions and those of others, we can form stronger and healthier relationships.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Definition of Morphosyntax: Explain that morphosyntax is the study of how words combine to form phrases and sentences, analyzing both the structure of words (morphology) and their function within sentences (syntax).

2. Adjectives: Define adjectives as words that qualify or characterize a noun, attributing characteristics or qualities to it. Examples: 'beautiful house', 'fast car'.

3. Function of Adjectives: Detail that adjectives can vary in gender (masculine/feminine) and number (singular/plural) according to the noun they accompany. Explain that their function is to specify or describe nouns, making communication richer and more precise.

4. Relationship between Words: Discuss how words relate within a sentence. For example, an adjective agrees in gender and number with the noun it qualifies. Use practical examples like: 'The happy boy played in the park', 'The happy girl played in the park.'

5. Practical Application: Encourage students to identify adjectives in simple sentences and understand their function. Using everyday examples can help. For example: 'The small dog barked loudly' – identify 'small' as the adjective describing 'dog'.

6. Analogies to Facilitate Understanding: Compare the function of adjectives in the sentence with how emotions describe our feelings. Just as adjectives qualify nouns, our emotions qualify our experiences. For example, the word 'sad' in 'sad boy' qualifies the noun 'boy', just as feeling sad qualifies the experience of a bad event.

Socioemotional Feedback Activity

Duration: (25 - 30 minutes)

Identifying and Classifying Adjectives

In this activity, students will work in pairs to identify adjectives in a series of provided sentences and classify them according to the function they perform in the sentence. This exercise promotes both grammatical understanding and collaboration and communication among students.

1. Distribute Material: Give each pair of students a sheet with various sentences containing adjectives.

2. Explain the Task: Instruct students to work together to identify the adjectives in each sentence and underline them.

3. Classify the Adjectives: Ask students to classify the adjectives according to the function they perform (for example, qualifying a physical characteristic, emotional state, etc.).

4. Pair Discussion: Encourage students to discuss among themselves about the choices made and why they identified certain words as adjectives.

5. Share with the Class: After the pair discussion, ask some students to share their findings with the class, explaining the reasons for their classifications.

6. Socioemotional Reflection: Ask students how they felt working in pairs and if there were moments when they needed to express their emotions or manage frustrations when disagreeing.

Group Discussion

To apply the RULER method during the group discussion and feedback, begin by asking students to recognize the emotions they felt during the activity (e.g., frustration, joy, surprise). Encourage them to understand why they felt those emotions; for example, if they felt frustration for not being able to identify an adjective immediately. Help them to name those emotions correctly by offering words such as 'confused', 'satisfied', 'irritated'. Then discuss appropriate ways to express those emotions, such as asking for help or calmly sharing an idea. Finally, teach strategies to regulate those emotions, such as deep breathing or counting to ten before reacting. The discussion should be open, allowing each student to share their experiences and learn from their peers.

Conclusion

Duration: (20 - 25 minutes)

Emotional Reflection and Regulation

Conduct a group or written reflection on the challenges faced during the lesson. Ask students to think about specific moments when they felt strong emotions, such as frustration or joy. Instruct them to write or discuss how they managed those emotions, what they learned about themselves, and what strategies they used to regulate their emotions. Encourage the sharing of experiences and mutual support, promoting an environment of trust and empathy.

Objective: The objective of this activity is to encourage students to practice self-assessment and emotional regulation. By reflecting on the challenges faced and the emotions felt, they can identify effective strategies for dealing with difficult situations in the future, both in academic and personal contexts. This exercise aims to strengthen self-awareness and self-control, essential for socioemotional development.

Closure and A Look Into The Future

Explain that to consolidate learning, it is important to set personal and academic goals. Ask students to think of one personal goal and one academic goal related to the content of the lesson. For example, an academic goal might be 'correctly identifying adjectives in daily reading texts', while a personal goal might be 'practicing patience when working in groups'. Encourage them to write these goals in their notebooks and reflect on how they will achieve them.

Possible Goal Ideas:

1. Correctly identify adjectives in daily reading texts.

2. Practice patience when working in groups.

3. Enhance communication when expressing emotions and thoughts.

4. Develop the ability to ask for help when needed.

5. Strengthen the capacity to work collaboratively in paired activities. Objective: The goal of this subsection is to strengthen students' autonomy and the practical application of learning. By setting personal and academic goals, students are encouraged to continue developing their skills both academically and personally. This approach promotes the continuity of academic and personal development, helping students become more independent learners and emotionally intelligent.