Lesson Plan | Socioemotional Learning | Games and Fun: Indigenous and African Matrix

Objectives

Duration: (10 - 15 minutes)

This stage of the Socioemotional Lesson Plan aims to introduce students to the playful traditions of Indigenous and African origins, highlighting the importance of these practices in the cultural and historical development of Brazil. Students will be encouraged to recognize and value cultural diversity, promoting a broader and deeper understanding of the cultural heritages that shape Brazilian identity.

Main Goals

1. Identify and recognize games and play from Indigenous and African origins present in Brazilian society.

2. Understand the cultural and historical importance of these playful practices in the context of Brazilian identity formation.

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

Journey to the Inner World

The emotional warm-up activity that will be used is Guided Meditation. This practice involves a series of instructions that lead students to a state of relaxation and focus, helping to prepare the mind and body for the lesson. Guided meditation is a technique that uses verbal guidance to help students concentrate on the present moment, promoting a sense of calm and concentration. This practice is effective in reducing anxiety and increasing attention span, essential elements for effective learning.

1. Ask students to sit comfortably in their chairs or on the floor, with their backs straight and feet firmly planted on the ground.

2. Instruct them to close their eyes to avoid visual distractions.

3. Guide students to start with deep breathing: inhale through the nose counting to four, hold the breath for two seconds, and then exhale slowly through the mouth counting to six. Repeat this breathing cycle three times.

4. Lead students to visualize a peaceful and safe place, like a beach, a forest, or a flowering field. Ask them to imagine the details of that place: the colors, the sounds, the smells, and the sensations.

5. Guide students to concentrate on how they feel in that safe place. Ask what the temperature is like, what they are hearing, and how their body feels.

6. After a few minutes, begin to guide them back to the present, asking them to become aware of their surroundings, listen to the sounds in the room, and feel their feet on the ground.

7. Conclude by asking them to open their eyes slowly and take one last deep breath before starting the lesson.

Content Contextualization

Games and play originating from Indigenous and African cultures are more than just simple playful activities; they represent the richness and cultural diversity that make up Brazilian identity. By exploring these traditions, students not only learn about different cultures but also develop a deeper appreciation for the diversity and history of our country.

These play activities carry values, stories, and teachings that have been passed down from generation to generation. Knowing and practicing these games is a way to keep cultural heritage alive and promote respect and empathy for different cultures. By emotionally connecting with these traditions, students can develop social skills and social awareness, which are essential for harmonious coexistence in a multicultural society.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (15 - 20 minutes)

1. Introduction to Indigenous Games and Play: Explain that Brazilian Indigenous peoples have a rich tradition of games and play passed down through generations. Examples of Indigenous games include Peteca, a game of Tupi-Guarani origin, and the Batoque Game, which consists of throwing a wooden stick into the air and trying to catch it with another stick.

2. Introduction to African Games and Play: Detail that African cultures have also significantly contributed to Brazilian playful heritage. Games like Ouri, a strategic board game, and Capoeira, which combines elements of fight, dance, and music, are important examples.

3. Cultural and Historical Importance: Discuss how these games and plays are not just leisure activities but also ways to convey cultural values, stories, and teachings. They play a crucial role in preserving traditions and building cultural identity.

4. Comparison between Indigenous and African Games: Present similarities and differences between the games of these two cultures, highlighting how both value collectiveness, physical skill, and strategy.

5. Application Today: Explain how these games and plays are adapted and practiced today, both in traditional contexts and in educational and recreational environments.

Socioemotional Feedback Activity

Duration: (35 - 45 minutes)

Experience of Indigenous and African Games and Play

In this activity, students will participate in a series of games and play from Indigenous and African origins. The practical experience will allow students to directly engage with these cultural traditions, promoting understanding and appreciation for them.

1. Group Division: Divide students into groups of 4 to 5 members. Each group will be responsible for learning and practicing one game or play.

2. Distribution of Games: Distribute games and plays among the groups. Examples of games include Peteca (Indigenous), Batoque Game (Indigenous), Ouri (African), and Capoeira (African).

3. Rules Explanation: Explain the rules of each game and quickly demonstrate how they are played. Provide necessary materials, such as petecas, sticks, Ouri boards, etc.

4. Practice Time: Give groups time to practice and get familiar with the games. Circulate among the groups to help with questions and ensure everyone understands the rules.

5. Game Rotation: After some initial practice time, set up a game rotation, allowing all groups to experience each game and play.

Group Discussion

After practicing the games, gather students in a circle for a group discussion. Use the RULER method to guide the discussion: Recognize: Ask students how they felt during each game. Did they feel excited, challenged, frustrated? Understand: Discuss the causes of those emotions. Did students feel excited because they learned something new? Did they feel challenged because of the rules or the skill required? Name: Help students correctly name their emotions. Someone may have felt excitement, curiosity, or even nervousness. Express: Encourage students to express their emotions appropriately, sharing their experiences with the group. Regulate: Ask how they might regulate their emotions in future situations. If they felt frustrated, what could they do to calm down and continue playing?

Conclusion

Duration: (10 - 15 minutes)

Emotional Reflection and Regulation

Suggest that students write a brief paragraph or participate in a group discussion about the challenges faced during the lesson and how they managed their emotions. Ask: what were the most challenging moments? How did they feel during these moments? What strategies did they use to cope with those feelings? Encourage the sharing of experiences and reflection on how they could improve their emotional responses in future situations.

Objective: The objective of this subsection is to encourage self-assessment and emotional regulation, helping students identify effective strategies for dealing with challenging situations. By reflecting on their experiences, students can develop a greater awareness of their emotions and learn to manage their emotional responses better, thus promoting self-knowledge and self-control.

Closure and A Look Into The Future

To conclude the lesson, suggest that students set personal and academic goals related to the content learned. Explain that the goals can include regularly practicing an Indigenous or African game, researching the history of one of these games, or even organizing a presentation to share their learning with other classmates.

Possible Goal Ideas:

1. Regularly practice a game or play of Indigenous or African origin.

2. Research more about the history and culture associated with a specific game.

3. Organize a presentation or demonstration to share with the class or other students in the school.

4. Reflect on how practicing these games can contribute to the development of social skills and cultural awareness. Objective: The objective of this subsection is to strengthen the autonomy of students and the practical application of learning, encouraging them to continue developing their personal and academic competencies. By setting goals related to the lesson content, students can consolidate the knowledge acquired and apply their skills practically, promoting continuous and meaningful learning.