Lesson Plan | Socioemotional Learning | Accentuation: Introduction

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage of the Socioemotional Lesson Plan is to provide students with a clear and detailed understanding of the topic to be learned, which is accentuation. This introduction is essential to prepare students for the completion of practical activities and the development of socioemotional skills, such as self-awareness and responsible decision-making, as they learn to identify and apply graphic accents correctly.

Main Goals

1. Identify that certain words are written with accents and recognize the importance of these graphic signs in the Portuguese language.

2. Use graphic accents correctly in words, understanding the basic rules of accentuation.

Introduction

Duration: (25 - 30 minutes)

Emotional Warm-up Activity

Guided Meditation for Focus and Concentration

The Guided Meditation activity is a practice aimed at promoting students' concentration, presence, and focus. This technique helps calm the mind and prepare the body for learning, allowing students to be more receptive and engaged with the lesson content.

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

2. Briefly explain what guided meditation is and its benefits for concentration and focus.

3. Request that they close their eyes and begin to breathe deeply, inhaling through the nose and exhaling through the mouth.

4. Guide the students to focus on their breathing, feeling the air entering and leaving their lungs, and to relax their bodies with each exhalation.

5. Start guiding them through a simple visualization, such as imagining a calm and peaceful place, like a beach or a flower-filled field.

6. Encourage them to pay attention to the details of this imaginary place, such as colors, sounds, and sensations.

7. After a few minutes, ask them to slowly start bringing their attention back to the classroom by wiggling their fingers and toes.

8. Conclude by asking them to open their eyes slowly and return to the present, feeling more focused and calm.

Content Contextualization

Accentuation is a fundamental part of writing in the Portuguese language. It not only defines the correct pronunciation of words but can also completely change the meaning of a word. For example, 'avó' (the mother of the father or mother) is different from 'avô' (the father of the father or mother). Understanding these distinctions is essential for effective and clear communication.

Additionally, learning about accentuation can be an opportunity to develop important socioemotional skills. For example, by identifying and correcting words with accents, students practice self-awareness by recognizing their own difficulties and self-control by persisting in corrections. Responsible decision-making is practiced when choosing the correct form of words, while social skills and social awareness are developed through collaboration with peers to resolve doubts and learn together.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. ### Main Components of Graphic Accentuation:

2. Acute Accent: Used on open stressed vowels (a, e, o). Examples: café, árvore, sofá.

3. Circumflex Accent: Used on closed stressed vowels (e, o). Examples: você, pôr, lê.

4. Grave Accent: Indicates a crasis, the fusion of the preposition 'a' with the definite article 'a' or with demonstrative pronouns. Examples: à, àquele.

5. Tilde (~): Used to mark the nasalization of the vowels 'a' and 'o'. Examples: maçã, órgão.

6. Accentuation Rules: Explain the basic rules such as:

7. Tonic Monosyllables: Those ending in 'a(s)', 'e(s)', 'o(s)' are accented. Examples: pá, pé, pó.

8. Oxytones: Those ending in 'a(s)', 'e(s)', 'o(s)', 'em(ens)' are accented. Examples: cajá, café, cipó, parabéns.

9. Paroxytones: Those ending in 'l', 'i(s)', 'n', 'us', 'ps', 'ã(s)', 'ão(s)', 'um', 'uns', 'r', 'x', 'on', 'om' are accented. Examples: fácil, lápis, hífen, bônus, ímã.

10. Proparoxytones: All are accented. Examples: lâmpada, médico, pântano.

Socioemotional Feedback Activity

Duration: (35 - 45 minutes)

Accent Word Game

The activity consists of a board game where students move forward by correctly identifying the accentuation of presented words. In each round, they must explain why the word is accented that way, promoting the understanding of accentuation rules and the development of socioemotional skills.

1. Divide the students into small groups of 4 to 5 members.

2. Distribute a game board to each group, containing a path with numbered spaces to the finish.

3. Provide cards with words that need to be accentuated and a list of accentuation rules for reference.

4. Each group rolls a die and moves the corresponding number of spaces.

5. Upon landing on a space, the group must draw a card with a word.

6. The group discusses and decides the correct accentuation of the word, explaining the rule applied.

7. If correct, the group moves one more space; if incorrect, they stay on the same space and discuss the error.

8. The game continues until a group reaches the finish.

Group Discussion

After the activity, organize a discussion circle with the students to apply the RULER method. Start by asking them to recognize the emotions they felt during the game (Recognize). Ask how they felt when they got a word right or wrong and what caused those emotions (Understand). Encourage them to properly name these emotions (Label), such as 'frustration', 'joy', 'anxiety', etc.

Then, ask them to express how these emotions impacted collaboration and teamwork (Express). Finally, discuss strategies they used or could have used to regulate their emotions during the game, such as deep breathing, asking classmates for help, or calmly reviewing the rules (Regulate). This discussion will help students develop important socioemotional skills for learning and for life.

Conclusion

Duration: (10 - 15 minutes)

Emotional Reflection and Regulation

Suggest that students write a short text or participate in a group discussion about the challenges they faced during the lesson and how they managed their emotions. Ask how they felt learning about accentuation and participating in the game, and have them indicate strategies they used to stay calm and focused. Encourage them to reflect on specific situations, such as interpreting an accentuation rule or deciding in a group what the correct answer was. This reflection can be done in a diary format or through a discussion circle.

Objective: The objective of this activity is to encourage students to self-assess their emotional experiences during the lesson and identify effective strategies for dealing with challenging situations. By reflecting on their emotions and behaviors, they can develop greater self-awareness and self-control, essential skills for continuous learning and for life in society.

Closure and A Look Into The Future

At the end of the lesson, promote a brief discussion or a written activity where students can set personal and academic goals related to the content learned. Explain that these goals may include improving the identification and correct use of graphic accents, practicing reading accented words aloud, or collaborating with classmates to regularly review the content. Encourage students to write down their goals and reflect on how they can achieve them.

Possible Goal Ideas:

1. Identify and use graphic accents correctly in words.

2. Practice reading accented words aloud.

3. Regularly review accentuation rules with peers.

4. Keep a journal of learnings and challenges faced while studying accentuation.

5. Develop self-control and focus strategies during group activities. Objective: The objective of this activity is to strengthen students' autonomy and practical application of learning by encouraging them to set clear and achievable goals that contribute to their academic and personal development. By defining and pursuing these goals, students can continue to enhance their accentuation skills and their socioemotional competencies, promoting more effective and lasting learning.