Lesson Plan | Socioemotional Learning | Subject's Place in the World

Objective

Duration: 10 to 15 minutes

The purpose of this phase of the Socioemotional Lesson Plan is to introduce the theme 'Place in the World of the Individual', setting the stage for students to explore and understand how public spaces serve different purposes. By establishing these objectives, students will be encouraged to reflect on the various forms of social interaction that take place in these areas, enhancing their self-awareness and social awareness. This aspect is crucial for contextualizing the content and actively involving students in the learning process, fostering their socioemotional skills.

Objective Utama

1. Identify similarities and differences in how people use public spaces for leisure.

2. Discuss various cultural and social activities found in public spaces.

Introduction

Duration: 15 to 20 minutes

Emotional Warmup Activity

Mindfulness Moment

The suggested emotional warm-up activity is a Mindfulness practice designed to help students focus, be present, and concentrate. During this activity, students will be guided to fully engage with the present moment, which assists in calming their minds and preparing them for learning. This practice can be particularly helpful in establishing a peaceful and receptive classroom atmosphere.

1. Ask students to sit comfortably in their chairs, with their feet flat on the floor and hands resting on their knees.

2. Briefly explain what Mindfulness is, stressing the importance of being present.

3. Instruct them to either close their eyes or focus on a specific point in the room.

4. Begin guiding them through a series of deep breaths: inhale slowly through the nose, hold for a few seconds, and exhale gently through the mouth.

5. Encourage students to notice their breathing, feeling the air flowing in and out.

6. Guide them to pay attention to how their bodies feel, identifying any tension or discomfort and consciously relaxing those areas.

7. Encourage them to simply observe any thoughts or feelings that come up, without judgment, allowing them to drift by like clouds.

8. Maintain this practice for about 5 to 7 minutes, using a calm and gentle tone throughout.

9. Wrap up the activity by asking students to slowly open their eyes and prepare for class, bringing their focus back to their surroundings.

Content Contextualization

The theme 'Place in the World of the Individual' is particularly relevant for first-graders as it allows them to explore and understand the various ways public spaces are utilized for leisure and cultural or social activities. By delving into this topic, they can recognize that places they visit daily—like parks, plazas, and schools—serve as settings for rich and meaningful social interactions. Connecting this theory to socioemotional aspects piques their curiosity and interest, as they start viewing these spaces from a fresh lens. Moreover, this approach aids in developing essential skills like self-awareness and social consciousness, enabling students to appreciate the differences and similarities in how people engage with and utilize these spaces.

Development

Duration: 60 to 75 minutes

Theory Guide

Duration: 15 to 20 minutes

1. Public Spaces: Public spaces are areas accessible to everyone, like parks, playgrounds, sidewalks, and waterfronts. They play a crucial role in socializing and leisure activities. Explain that these areas are used in various ways by different people, showcasing the cultural and social diversity within the community.

2. Uses of Public Space: Explore how public spaces can be used for different activities, from playing games and practicing sports to hosting fairs and cultural celebrations. Provide local examples that students may recognize, such as a nearby park where they play or a local fair they visit with their families.

3. Similarities and Differences: Help students identify the similarities and differences in how public spaces are utilized. For instance, a park might be used for both play and community events. Encourage students to share their experiences and how they engage in these spaces.

4. Cultural Manifestations: Discuss cultural manifestations as expressions of culture encompassing music, dance, art, traditions, and celebrations. Provide examples from public spaces, like a summer music festival in the park or a dance showcase in a local square.

5. Importance of Diversity: Emphasize the value of diversity in both cultural manifestations and the uses of public spaces. Discuss how this variety enriches the community and offers opportunities for people to learn from one another.

6. Connection with the Community: Encourage students to reflect on how they connect with their community through public spaces. Invite them to share how they feel in these areas and how these experiences enhance their sense of belonging.

Activity with Socioemotional Feedback

Duration: 35 to 40 minutes

Exploring Our Public Space

Students will be invited to explore and reflect on the various uses and cultural activities happening in the public spaces they frequent. The activity involves a virtual tour of different public spaces, followed by an artistic project where students will express their observations and insights.

1. Divide students into small groups and provide tablets or computers for a virtual tour of local public spaces using videos or photos.

2. Encourage students to observe and discuss the different activities they see in these spaces, noting the similarities and differences they find.

3. After the virtual tour, hand out art supplies such as paper, colored pencils, paints, and brushes.

4. Instruct the groups to create a mural or drawing that represents the different activities and cultural expressions they observed in local public areas.

5. Invite each group to present their artwork to the class, explaining their creative choices and observations during the activity.

Discussion and Group Feedback

After the presentations, initiate a class discussion using the RULER method to guide students' socioemotional reflection. Start by acknowledging the emotions students experienced during the activity. Ask them how they felt while exploring public spaces and making their artistic expressions. Then, assist students in accurately identifying and articulating these emotions, encouraging terminology like 'happy', 'curious', or 'excited'. Finally, discuss strategies for managing these emotions, particularly when negative feelings arise, reinforcing the significance of valuing diversity and mutual respect in public spaces.

Conclusion

Duration: 15 to 20 minutes

Reflection and Emotional Regulation

Encourage students, either in small groups or individually, to write a brief reflection regarding the challenges they faced during the lesson and how they managed their emotions. They might describe specific situations they found tricky, such as collaborating in a group or presenting their artwork. After writing, facilitate a classroom discussion where students can share their reflections and emotional regulation strategies they utilized or wish they had used to navigate those situations.

Objective: The aim of this activity is to promote self-reflection and emotional regulation, guiding students to identify effective strategies for confronting challenges. This will enable them to recognize their emotions, understand the underlying causes and repercussions, accurately express them, and manage them effectively, applying the RULER method within the context of the lesson.

Glimpse into the Future

Emphasize to students the importance of setting personal and academic goals related to the lesson's content. Invite each student to think of one personal goal and one academic goal they aspire to achieve in the coming weeks. This might include, for instance, visiting a new public space with family, attending a community cultural event, or enhancing their collaborative skills. Record these goals on a board or individual cards, so they can be revisited in future lessons to track progress.

Penetapan Objective:

1. Visit a new public space with family.

2. Attend a cultural event in the community.

3. Enhance skills in group collaboration.

4. Observe and discuss different uses of public spaces.

5. Become more aware of cultural diversity. Objective: This section aims to reinforce students' independence and the practical application of their learning, motivating them to continue developing their academic and personal skills. By establishing and striving towards these goals, students can translate what they learned in class into their everyday lives, fostering continuous, meaningful growth.