Lesson Plan | Socioemotional Learning | Orality and Narrative

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage of the Socioemotional Lesson Plan is to prepare students to understand the importance of oral expression and narrative in creating interview scripts. This will be done in a socioemotional manner, promoting the development of self-awareness and self-control by recognizing and naming their emotions and those of others, in addition to making responsible decisions and developing social skills and social awareness during the creative process.

Main Goals

1. Develop the ability to create interview scripts through practices of oral expression and narrative.

2. Stimulate students' curiosity about various topics, encouraging the creation of audiovisual content.

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

Deep Breathing for Concentration

The selected emotional warm-up activity is Deep Breathing. This practice helps students focus on the present moment, promoting calmness and concentration. Deep breathing is a simple technique that can be used to reduce stress and increase mental clarity.

1. Prepare the Environment: Ask students to sit comfortably in their chairs, with their feet on the floor and their hands on their knees.

2. Explain the Technique: Tell students that they will do a deep breathing exercise to help focus and relax. Explain that deep breathing involves slowly inhaling through the nose, holding the breath for a few seconds and then exhaling slowly through the mouth.

3. Start the Exercise: Guide students to close their eyes, if comfortable, and begin to inhale slowly through the nose for four seconds.

4. Pause: Ask students to hold their breath for four seconds.

5. Exhalation: Guide them to exhale slowly through the mouth for six seconds, releasing all tension.

6. Repetition: Repeat the deep breathing cycle for about five minutes, encouraging students to focus on the sensation of the air entering and leaving the body.

7. Conclusion: Slowly ask students to open their eyes and bring their attention back to the classroom, bringing the feeling of calm and focus with them.

Content Contextualization

Oral expression and narrative are fundamental not only in communication but also in the emotional and social development of children. By creating interview scripts and exploring diverse topics, students learn to express their ideas and emotions clearly and structure them. Additionally, by listening to and understanding others, they develop empathy and improve their social skills. For example, when interviewing a classmate about their favorite pet, a child learns to ask relevant questions, listen attentively, and respond appropriately, enhancing their emotional and social competencies.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Definition of Narrative and Oral Expression: Explain that narrative is the way we tell stories, while oral expression is the ability to express those stories in spoken words. Use simple examples, like telling a story about a fun day at the park.

2. Structure of a Narrative: Introduce the main components of a narrative (beginning, middle, and end). Use a story known by the children to illustrate these components. For example, the story of 'The Three Little Pigs' has a beginning (the pigs build their houses), a middle (the wolf tries to blow down the houses), and an end (the wolf is defeated).

3. Elements of an Interview: Explain that an interview is a conversation where one person asks questions and another answers. Highlight the importance of preparing good questions and listening attentively to the answers. Use a simple example, like interviewing a peer about their favorite toy.

4. Curiosity and Research: Emphasize the importance of curiosity in creating interesting interviews. Explain that being curious means wanting to learn more about something or someone. Give examples of curious questions that go beyond the obvious, like 'Why do you like playing with this toy?' instead of just 'What is your favorite toy?'.

5. Representation in Audio/Video Format: Discuss how stories and interviews can be recorded in audio or video. Show examples of children's podcasts or videos to illustrate how these media work.

Socioemotional Feedback Activity

Duration: (35 - 40 minutes)

Interview with a Classmate

Students will create a small interview script, ask questions to a classmate, and record the interview in audio or video format. The activity aims to develop the skill of creating scripts, curiosity, and the ability for oral communication.

1. Pair Formation: Divide students into pairs, encouraging them to choose someone they haven't interacted with much.

2. Script Creation: Ask students to come up with three curious questions they would like to ask their classmate. Help them formulate open-ended questions that encourage detailed answers.

3. Interview Practice: Guide pairs to practice the interview. One student will be the interviewer and the other, the interviewee. Then, switch roles.

4. Interview Recording: Use a simple device like a cellphone for each pair to record their interviews. Encourage clarity in speech and active listening.

5. Presentation: If time allows, ask some pairs to present their interviews to the class.

Group Discussion

After the activity, gather students in a circle to discuss how the experience was. Use the RULER method to guide the discussion. Recognize the emotions that students felt during the activity by asking how they felt while asking questions and being interviewed. Understand the causes and consequences of these emotions, discussing why they felt that way and how it affected the activity. Name the emotions correctly, helping students identify feelings like nervousness, curiosity, or excitement. Express emotions appropriately, encouraging students to talk about their experiences clearly and respectfully. Regulate emotions efficiently, discussing strategies to deal with challenging feelings, such as deep breathing or asking the teacher for help. This discussion will help students reflect on their experiences, develop self-awareness, and improve their emotional and social skills.

Conclusion

Duration: (15 - 20 minutes)

Emotional Reflection and Regulation

Conduct a written reflection or discussion on the challenges faced during the lesson and how students managed their emotions. For written reflection, ask students to write a paragraph about how they felt during the interview activity, what emotions they experienced, and how they dealt with them. For the discussion, gather students in a circle and encourage them to share their experiences and feelings, guiding the conversation with questions like: 'How did you feel while asking questions?' or 'What did you do to calm down if you were nervous?.'

Objective: The objective of this subsection is to encourage self-assessment and emotional regulation among students, helping them to identify effective strategies for dealing with challenging situations. By reflecting on their emotions and behaviors, students develop greater self-awareness and learn to regulate their emotions more efficiently.

Closure and A Look Into The Future

Explain to students the importance of setting personal and academic goals related to the lesson content. Encourage them to think about a skill they would like to improve or new knowledge they would like to acquire. Ask them to write these goals on paper and share them with the class if they feel comfortable.

Possible Goal Ideas:

1. Improve the ability to ask curious and relevant questions.

2. Enhance clarity and confidence when speaking in public.

3. Practice active listening during conversations and interviews.

4. Explore new topics and increase curiosity about the world around.

5. Develop the ability to work in teams and collaborate with peers. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, encouraging them to continue developing their skills and knowledge. Setting personal and academic goals helps students focus on their continuous growth, both in school and personally.