Lesson Plan | Socioemotional Learning | Exploring Fiction Through Big Books

Objectives

Duration: (10 - 15 minutes)

The purpose of this objectives step in the Socioemotional Lesson Plan is to establish a foundation for emotional exploration and understanding within the context of storytelling. By setting clear objectives, students are guided to connect their personal experiences and emotions with the characters and narratives in the big books. This connection fosters emotional intelligence, allowing students to recognize not only their feelings but also those of others, leading to deeper comprehension and engagement with the texts. Moreover, through the examination of character choices, students learn to evaluate consequences, enhancing their decision-making capabilities while cultivating empathy and social awareness.

Main Objectives

1. Enhance students' self-awareness by encouraging them to identify and articulate their emotions during storytelling.

2. Develop responsible decision-making skills through discussing character choices and their consequences in the stories read.

Introduction

Duration: (15 - 20 minutes)

Emotional Warmup Activity

Journey Through the Imagination

Guided Visualization for Emotional Awareness

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

2. Instruct them to close their eyes gently and take a deep breath in through their noses, filling their bellies with air, and then slowly exhale through their mouths. Repeat this three times.

3. Guide the students to envision a peaceful place where they feel happy and safe. This could be a favourite spot at home, a beach, a forest, or anywhere their minds take them.

4. Encourage them to imagine the sights, sounds, and smells of this place. What do they see? Are there birds singing or waves crashing? What do they smell? Perhaps flowers or fresh air?

5. Prompt them to think about how this place makes them feel and to allow those feelings to wash over them like a warm blanket.

6. After a few minutes of visualization, gently ask them to start returning to the room, wiggling their fingers and toes, and when they are ready, to open their eyes.

Content Contextualization

Storytelling is not just about the words on a page; it is a magical experience that connects us with our emotions and the world around us. When students engage with big books, they don’t only learn about characters and plots; they also have the opportunity to reflect on their own feelings and experiences. For instance, a story about a character overcoming a challenge might encourage students to think about times they faced their own challenges and how they dealt with them. This connection builds empathy and understanding, important skills in both their personal lives and interactions with peers. By exploring fiction, students become not just readers but also emotional explorers, learning to identify and express their feelings in a safe space.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (20 - 25 minutes)

1. Understanding Fiction: Fiction refers to stories that are created from an author's imagination. These narratives can include elements like characters, settings, and plots that may not be real but convey truths about human experiences and emotions.

2. Components of a Story: Explain the basic components of a story, including characters (who the story is about), setting (where and when the story takes place), plot (the sequence of events that happen), conflict (the challenge or problem faced by the characters), and resolution (how the conflict is resolved). For instance, in the story 'The Ugly Duckling,' the characters include the duckling, and the setting is a pond. The plot revolves around the duckling's journey to find acceptance.

3. Character Emotions: Highlight the importance of emotions in storytelling. Characters often experience feelings such as joy, sadness, anger, and fear, which can mirror the feelings the students might have in real life. Discuss how understanding these emotions enriches the reading experience and helps students connect with the characters. For example, when a character feels sad, it may remind students of a time they felt the same way, fostering empathy.

4. Visualizing Stories: Encourage students to visualize scenes and characters in the stories they read. This practice enhances comprehension and allows students to engage more deeply with the narrative. For instance, when reading 'The Very Hungry Caterpillar,' students can imagine the caterpillar's journey and transformation, which aids in understanding the plot and the message about growth.

Activity with Socioemotional Feedback

Duration: (15 - 20 minutes)

Explorando Emoções através da Narrativa

Students will work in small groups to read a selected big book. Each group will discuss the emotions of the characters and relate these emotions to their own experiences. Upon completion of the reading, they will engage in creative activities such as drawing scenes from the story that resonated with them emotionally or acting out particular events, demonstrating their understanding of the characters' feelings and choices.

1. Divide the class into small groups and provide each group with a big book to read.

2. Encourage students to take turns reading aloud, making sure everyone gets a chance to participate.

3. After reading, guide the groups to discuss the emotions experienced by the characters. Prompt them with questions such as: How did the character feel at different points in the story? What made them feel that way?

4. Ask each group to choose one scene where a character's emotion was strong and to either draw it or act it out for the rest of the class.

5. Once the groups have completed their drawings or acts, gather everyone back for a sharing session where each group presents their work.

Discussion and Group Feedback

After the presentations, facilitate a group discussion by applying the RULER method. Start by helping students Recognize their feelings: ask them how they felt during the reading and while creating their projects. This fosters Self-Awareness. Next, Encourage them to Understand the cause of these feelings. Discuss what specific moments in the story triggered their emotions, linking to Responsible Decision-Making about how emotions influence actions. Then, have students Label the emotions they identified by using specific words rather than general terms, enhancing their vocabulary and emotional literacy. As they Express their feelings about the narratives, discuss how different characters handled their situations and what choices they made. Finally, guide the students in Regulating their emotions by discussing healthy ways to manage feelings similar to those they encountered in the stories. For example, when feeling frustrated like a character, what could they do instead of acting out?

Conclusion

Duration: (15 - 20 minutes)

Reflection and Emotional Regulation

Conclude the lesson with a group reflection circle, where students sit in a circle and share one thing they learned about themselves during the lesson. Each student can share a specific moment when they felt a strong emotion while reading or creating their projects. This format encourages students to articulate their feelings and acknowledge the emotions of their peers. To assist with regulation, the teacher can prompt students to discuss strategies they used to manage those emotions—whether it was taking a deep breath, talking to a friend, or drawing their feelings.

Objective: The objective of this reflection activity is to encourage self-assessment and emotional regulation, allowing students to recognize effective coping strategies that they can use in challenging situations. By sharing experiences, students learn from each other and gain insights into managing their feelings in both academic and personal contexts.

Glimpse into the Future

For the closing activity, the teacher can guide students to set one personal goal and one academic goal based on the emotions and lessons experienced during the storytelling. These goals should be written on paper or in their journals, with a focus on applying what they learned about emotions and decision-making in real-life scenarios. For example, a personal goal could be to practice expressing feelings more clearly, while an academic goal could be to read more stories that challenge their emotions.

Setting Goals:

1. To become more aware of personal emotions and how they affect interactions with peers.

2. To practice expressing feelings in constructive ways when faced with challenges.

3. To enhance comprehension skills by engaging with stories that reflect their own experiences and emotions.

4. To develop empathy by understanding characters' emotions and choices in stories.

5. To create a connection between personal experiences and academic content for improved learning outcomes. Objective: The objective of this ending activity is to strengthen students' autonomy and apply their learning in a practical manner, fostering continuity in academic and personal development. By setting specific goals, students can work towards integrating emotional intelligence into their everyday lives, thus reinforcing the lessons learned during the lesson.