Lesson Plan | Socioemotional Learning | Reading subtitles on TV

Objectives

Duration: (10 - 15 minutes)

The purpose of this step is to set a clear direction for the lesson by defining specific learning goals that align with both the content of reading subtitles and the development of socioemotional skills. By establishing these objectives, students can understand what is expected of them and how these skills not only apply to their English learning but also to their personal growth. This foundation fosters an environment of engagement and motivation, where students can connect emotionally with the content, enhancing their focus and learning effectiveness.

Main Objectives

1. Enhance students' ability to read and understand subtitles while watching TV shows.

2. Develop self-awareness by encouraging students to recognize their emotions and preferences related to the characters and stories they watch.

Introduction

Duration: (15 - 20 minutes)

Emotional Warmup Activity

Breathe Like a Star!

Guided Breathing Exercise

1. Start by having the students sit comfortably in their chairs with their feet flat on the ground and hands resting on their laps.

2. Ask the students to close their eyes gently and take a moment to relax.

3. Guide them to take a deep breath in through their nose for a count of four. (1...2...3...4...)

4. Encourage them to hold their breath for a count of four. (1...2...3...4...)

5. Then, instruct them to slowly exhale through their mouth for a count of six. (1...2...3...4...5...6...)

6. Repeat this cycle of breathing for a few minutes, letting them focus on the rise and fall of their stomach.

7. After a few cycles, gently ask them to open their eyes and bring their awareness back to the classroom.

Content Contextualization

Reading subtitles while watching TV can be an exciting adventure! Imagine watching an animated film where your favorite characters save the day, but you can't understand what they are saying because the volume is too low. Subtitles help bridge that gap, turning a fun experience into a thrilling one, where laughter and gasps at surprising twists can be shared with friends and family. Moreover, it provides a unique opportunity to engage with language, culture, and emotions in real-time, expanding not only our vocabulary but also our understanding of how different expressions and feelings are conveyed. Engaging with subtitles allows students to connect more deeply with the narratives and emotions of characters, enhancing their overall viewing experience.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (20 - 25 minutes)

1. Subtitles are a written representation of the dialogue spoken in visual media, like movies and shows, and help viewers understand the content, especially when the audio is unclear.

2. Reading subtitles requires focus and quick comprehension, as they appear on-screen for a limited time, promoting reading fluency and the ability to process information rapidly.

3. Students will learn about the importance of reading subtitles not just for language learning, but also for understanding cultural nuances and emotions that are often conveyed through dialogue and tone.

4. Examples of how subtitles can enhance understanding include comedic timing in dialogues, emotional expressions in dramatic scenes, and even slang or idiomatic expressions that may be new to students.

5. Teachers can draw analogies to reading a book where the context helps to interpret the characters’ feelings and actions, similar to how subtitles enhance understanding of films.

Activity with Socioemotional Feedback

Duration: (15 - 20 minutes)

Subtitle Detective Challenge

In this interactive activity, students will watch a selected clip from a popular children's cartoon (e.g., 'Dora the Explorer') that features English subtitles. They will work in pairs to read the subtitles and note down the emotions they observe in the characters based on the dialogues and scenes. After viewing, they will discuss as a class what they found, focusing on how the subtitles guided their understanding of the characters' feelings and actions.

1. Select a short clip (approximately 3-5 minutes long) from a popular children's cartoon that features clear dialogue and subtitles.

2. Divide students into pairs and provide them with a worksheet to note down the emotions they perceive from both the characters and the subtitles.

3. Play the clip twice, allowing time for students to write down their observations during both viewings.

4. After watching, bring the class together and ask each pair to share one observation about the character’s emotions and how the subtitles helped them understand it better.

5. Encourage students to discuss any slang or new words they encountered and guess their meanings using context clues from the clip.

Discussion and Group Feedback

After the activity, guide a group discussion using the RULER method. Begin by asking students to recognize and share the emotions they noted during the activity. This helps them articulate their feelings about the characters and their reactions to the scenes. Next, prompt them to understand why those emotions were significant to the story and how the subtitles contributed to their understanding. Encourage students to label the specific emotions they observed, such as happiness, sadness, or surprise, by providing examples from their worksheets. Ask them to express how they felt while watching the clip and discussing their findings with their partner, fostering an environment where everyone feels comfortable sharing. Lastly, facilitate a conversation on how these emotions could be regulated in real-life situations, encouraging students to think about how they might handle similar feelings or scenarios they encounter in their lives.

Conclusion

Duration: (15 - 20 minutes)

Reflection and Emotional Regulation

At the end of the lesson, students will participate in a group discussion led by the teacher, where they will reflect on the challenges they faced while trying to read and comprehend subtitles. Each student will be encouraged to think about a moment during the activities when they felt confused or struggled to keep up with the subtitles. They will share how they managed their emotions during these moments, whether it was through asking for help, taking a deep breath, or simply focusing on the visual cues in the video. This reflection will be documented in their learning journals, which will help them recognize their emotional responses and develop strategies for similar situations in the future.

Objective: The objective of this section is to encourage students to self-assess their emotional responses to challenges faced during the lesson. By discussing their experiences, students will not only acknowledge their feelings but also identify effective strategies for emotional regulation, promoting resilience in both academic and personal contexts.

Glimpse into the Future

To conclude the lesson, the teacher will guide students in setting personal and academic goals inspired by their experience with reading subtitles. Each student will identify a specific goal related to improving their English reading skills, such as reading a book with subtitles or watching a new English movie each week. Additionally, they will set a personal goal, perhaps related to sharing their feelings more openly with friends or family, inspired by the emotions they explored in the lesson.

Setting Goals:

1. To read at least one English book with subtitles per month to improve vocabulary and comprehension.

2. To watch one new English movie or episode weekly, paying attention to the subtitles to enhance understanding of dialogues.

3. To express feelings more openly with friends and family, using language that conveys their thoughts and emotions clearly. Objective: The objective of this activity is to empower students with the responsibility of setting achievable goals that connect the skills learned in this lesson to their daily lives. This process will strengthen their autonomy and inspire practical application of their learning, allowing them to continuously develop academically and emotionally beyond the classroom.