Lesson Plan | Socioemotional Learning | Games and Fun: Hide and Seek and Tag

Objective

Duration: (10 - 15 minutes)

The aim of this stage is to introduce students to the lesson topic, emphasizing the importance of play and games for both motor development and physical health. By outlining the objectives, it strives to build a solid foundation for understanding practical activities while boosting student engagement and motivation right from the start.

Objective Utama

1. Understand the significance of play for children's motor development.

2. Recognize how play contributes to the overall health and well-being of the participants.

Introduction

Duration: (20 - 25 minutes)

Emotional Warmup Activity

Deep Breathing and Creative Visualization

The emotional warm-up activity for this lesson is called 'Deep Breathing and Creative Visualization'. This technique involves a controlled breathing exercise alongside the creation of positive mental imagery. It aims to foster focus, presence, and concentration among students, mentally and emotionally priming them for physical activities. Deep breathing calms the nervous system, while visualization helps students connect with joyful emotions, enhancing their confidence and relaxation.

1. Ask students to sit comfortably on the floor, keeping their backs straight and eyes closed.

2. Instruct them to place one hand on their belly and the other on their chest.

3. Guide them to breathe deeply through their nose, filling their abdomen and chest with air, and then release it slowly through their mouth.

4. Repeat this breathing cycle for about 3 minutes, urging students to focus solely on their breath.

5. After the breathing exercises, ask students to picture a place where they feel happy and safe; this could be a park, the beach, or any special spot for them.

6. Encourage students to visualize this place richly - considering the sounds, smells, and colors - while relishing in that environment's warmth.

7. Allow them to hold this visualization for an extra 2 minutes, guiding them to breathe deeply while focusing on the uplifting imagery.

8. Wrap up the activity by asking students to gently open their eyes and stretch a bit, getting ready for the next activity.

Content Contextualization

Games like Hide and Seek and Tag are not only entertaining; they are vital for children's physical and emotional growth. These activities aid in enhancing motor coordination, agility, and stamina. Additionally, when playing in groups, children learn to communicate more effectively, collaborate as a team, and resolve conflicts amicably. Imagine the thrill of playing Hide and Seek, the rush of finding a friend, or the joy of being discovered. These feelings are key to students' emotional development, teaching them how to manage anxiety, disappointment, and happiness in a healthy way.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (15 - 20 minutes)

1. Introduction to Play and Games: Explain that games like Hide and Seek and Tag are essential activities for fun and for developing children’s motor and emotional skills. These games enhance coordination, agility, and overall physical endurance, while also fostering social interaction.

2. Definition of Hide and Seek: Hide and Seek is a game where one player, called the 'seeker', closes their eyes and counts to a certain number while the others find a place to hide. After counting, the 'seeker' tries to find the hiding players.

3. Definition of Tag: Tag is a game where one player is marked as the 'tagger', whose aim is to run and touch the other players, who then become the new 'taggers'.

4. Physical Benefits: Explain how these games support physical development by improving motor coordination, balance, speed, and stamina. Use relatable examples from play, like running and dodging.

5. Socioemotional Benefits: Illustrate how these activities help children develop social and emotional skills like cooperation, communication, and conflict management. For instance, when deciding who will be the tagger or coping with the frustration from being tagged or not found.

6. Safety During Play: Stress the importance of playing in a safe environment, free from sharp objects or hazards, and establishing clear rules to prevent accidents. For example, setting clear boundaries for where players can hide or run.

Activity with Socioemotional Feedback

Duration: (35 - 45 minutes)

Hide and Seek and Tag Game

Students will join in the games of Hide and Seek and Tag, implementing the concepts discussed during the theory. The activity will be structured in two segments: first, they’ll play Hide and Seek followed by Tag. During the games, the teacher will observe and offer socioemotional feedback.

1. Divide the class into two groups.

2. Explain the rules for Hide and Seek and Tag to the students.

3. Select one student from each group to act as the initial 'tagger'.

4. For Hide and Seek: the 'tagger' counts to 20 while the others hide. After counting, they must find and catch the hidden students.

5. For Tag: the 'tagger' runs after the other students and tries to tag them. Anyone tagged becomes the new 'tagger'.

6. Allow each game to last approximately 10 minutes, with multiple rounds to let different students take on the role of 'tagger'.

7. Supervise the game and provide guidance on safety and expected behavior.

Discussion and Group Feedback

After the games, gather students in a circle for a group discussion. Utilize the RULER method (Recognize, Understand, Label, Express, Regulate) to steer the conversation.

Recognize: Ask students how they felt during the games. Encourage them to identify their emotions like joy, excitement, frustration, or anxiety.

Understand: Help them unpack the reasons behind these feelings, such as the thrill of running, the delight of finding a friend, or the frustration of being quickly tagged.

Label: Encourage students to accurately label their emotions. Provide examples for reference, like 'I felt so happy when I found my friend in Hide and Seek' or 'I felt a bit upset when I got tagged too soon in Tag'.

Express: Guide students on expressing their feelings appropriately. Discuss the importance of sharing their feelings and listening to their friends' emotions.

Regulate: Conclude with strategies for managing emotions. For instance, taking deep breaths when feeling frustrated or joyfully celebrating with friends.

Conclusion

Duration: (15 - 20 minutes)

Reflection and Emotional Regulation

After the main activity, gather students in a circle to share their experiences from the games. Encourage them to reflect on challenges faced, their feelings, and how they dealt with those emotions. Then, ask them to write or draw about a specific moment they found tough and how they navigated it. This can be done in an emotional diary or on some sheets that can be shared later. Finally, facilitate a brief group discussion where each student can share their reflections, if they feel comfortable.

Objective: The objective of this activity is to prompt students to introspect about their emotions and behaviors during the games. This reflection should assist students in identifying constructive strategies for managing challenging situations and developing emotional regulation skills. Writing or drawing serves as an outlet for students to healthily express and process their emotions.

Glimpse into the Future

To wrap up the lesson, prompt students to think about a personal goal and an academic goal related to the games they engaged in. This goal could be something like 'I want to enhance my running speed' or 'I want to improve how I manage frustration when tagged'. Encourage them to write or illustrate their goals and share them with the class, reinforcing the value of setting and striving toward goals.

Penetapan Objective:

1. Enhance running speed.

2. Learn to manage frustration better when tagged.

3. Practice teamwork and cooperation during games.

4. Boost physical endurance by participating in more physical activities.

5. Improve communication skills while interacting with peers during games. Objective: The goal of this activity is to bolster students' autonomy and highlight the practical application of their learning. By establishing personal and academic goals, students are encouraged to reflect on their performance and identify areas for enhancement. This practice fosters continuity in both academic and personal growth, motivating students to apply their learnings in future scenarios.