Lesson Plan | Socioemotional Learning | Verbs: Present Subjunctive

Objective

Duration: 10 to 15 minutes

The goal of this stage is to introduce and situate the lesson topic, which is the present subjunctive in Spanish, while outlining the skills that students should develop. This prepares students both cognitively and emotionally, providing clarity on what will be covered and what is expected of them to learn and apply throughout the lesson.

Objective Utama

1. Recognize and identify verbs in the present subjunctive in sentences and texts.

2. Write verbs in the present subjunctive accurately in different contexts, distinguishing them from other verb tenses.

Introduction

Duration: 15 to 20 minutes

Emotional Warmup Activity

🌿 Mindfulness Moments 🌿

The emotional warm-up activity will be a guided Mindfulness session aimed at enhancing students' focus, presence, and concentration. Mindfulness involves being fully engaged in the present moment and observing thoughts and sensations without judgment. This practice helps alleviate stress and anxiety, allowing students to better concentrate in class.

1. Ask students to sit comfortably in their chairs with their backs straight and feet flat on the ground.

2. Encourage them to close their eyes or maintain a soft gaze, focusing on a point in front of them.

3. Explain that they will focus on their breathing, feeling the air as it enters and leaves their bodies.

4. Begin the session by instructing them to take three deep breaths, inhaling through the nose and exhaling through the mouth.

5. Guide students to continue breathing naturally, paying attention to the sensation of air moving in and out of their nostrils.

6. If their thoughts begin to drift, gently remind them to return their focus to their breath, without self-judgment.

7. Continue guiding the practice for about 5 to 10 minutes, maintaining a calm and soothing tone.

8. Conclude the session by asking students to slowly open their eyes and stretch or move lightly to awaken their bodies.

Content Contextualization

The present subjunctive is a verb tense we use to express wishes, uncertainties, hypotheses, and emotions. In everyday conversation, we utilize this tense when discussing scenarios that are uncertain but hoped for. For instance, saying 'I hope you have a great day' employs the present subjunctive to convey a wish. Understanding and correctly using the present subjunctive is key for effective communication in Spanish, particularly in situations where we need to articulate our feelings and expectations. Furthermore, learning to identify and express our emotions is crucial not just for language acquisition but also for socio-emotional growth. Recognizing our feelings while using different verb tenses aids in gaining a better understanding of our emotions and those of others.

Development

Duration: 60 to 75 minutes

Theory Guide

Duration: 20 to 25 minutes

1. Definition of the Present Subjunctive: The present subjunctive is a verb tense used to express wishes, uncertainties, hypotheses, and feelings. It's often found in subordinate clauses that rely on a hypothetical action or situation.

2. Formation of the Present Subjunctive: To form the present subjunctive, take the first person singular of the present indicative, remove the ending, and add the subjunctive endings. For example:

3. * Verb hablar (to speak):

4. * Yo hable

5. * Tú hables

6. * Él/ella/usted hable

7. * Nosotros/nosotras hablemos

8. * Vosotros/vosotras habléis

9. * Ellos/ellas/ustedes hablen

10. * Verb comer (to eat):

11. * Yo coma

12. * Tú comas

13. * Él/ella/usted coma

14. * Nosotros/nosotras comamos

15. * Vosotros/vosotras comáis

16. * Ellos/ellas/ustedes coman

17. * Verb vivir (to live):

18. * Yo viva

19. * Tú vivas

20. * Él/ella/usted viva

21. * Nosotros/nosotras vivamos

22. * Vosotros/vosotras viváis

23. * Ellos/ellas/ustedes vivan

24. When to Use the Present Subjunctive: The present subjunctive is used in various scenarios, like:

25. * After expressions of desire: I wish you a wonderful day.

26. * Following expressions of doubt or uncertainty: I doubt he will show up.

27. * After expressions of emotion: I’m happy you’re here.

28. * In subordinate clauses that begin with 'that': That you find luck.

29. * In conditional statements: I hope it rains tomorrow.

30. Comparison with Other Verb Tenses: It’s crucial to differentiate the present subjunctive from other verb tenses, such as the present indicative and simple past. The indicative is utilized to express concrete and real actions, while the subjunctive conveys desired, uncertain, or hypothetical actions.

Activity with Socioemotional Feedback

Duration: 30 to 35 minutes

🎯 Practical Exercise: Identifying and Using the Present Subjunctive

Students will be split into small groups and given a set of incomplete sentences, where they must fill in the blanks using the present subjunctive. Additionally, each group will be tasked with creating their own sentences using the present subjunctive to express wishes, doubts, or feelings.

1. Divide students into groups of 3 to 4 individuals.

2. Distribute a worksheet with incomplete sentences to each group.

3. Ask the groups to complete the sentences using the present subjunctive.

4. After filling in the sentences, each group must create 3 original sentences using the present subjunctive.

5. Each group should present their completed and original sentences to the class.

Discussion and Group Feedback

After the activity, facilitate a class-wide discussion. Use the RULER framework to steer the conversation: Recognize the emotions students experienced during the activity by asking how they felt while collaborating and using the present subjunctive. Understand what caused those emotions, discussing what made them feel challenged or confident. Label the emotions precisely, helping students identify and articulate their feelings. Express emotions appropriately, encouraging students to share their experiences and feelings clearly and respectfully. Regulate emotions effectively by suggesting strategies to cope with feelings of frustration or anxiety, such as breathing techniques or relaxation methods. This approach will support students in building their socio-emotional skills alongside their academic learning.

Conclusion

Duration: 15 to 20 minutes

Reflection and Emotional Regulation

Encourage students to write a paragraph reflecting on the challenges they faced during the lesson and how they managed their emotions. Alternatively, you could hold a group discussion where students can share their experiences. Ask them to point out specific moments of difficulty and how they tackled those situations. Prompt them to consider the emotions they felt while learning and using the present subjunctive, and how those emotions may have impacted their performance.

Objective: The goal of this subsection is to promote self-assessment and emotional regulation, aiding students in identifying effective strategies for handling challenging situations. By reflecting on their experiences, students can enhance their self-awareness and improve their ability to manage their emotions, which is crucial for both academic success and personal growth.

Glimpse into the Future

Discuss with students the significance of setting clear goals for the future. Ask each student to establish a personal goal and an academic goal related to the lesson content. For example, a personal goal might be to practice emotional regulation during study sessions, while an academic goal could involve reviewing and practicing the present subjunctive at home.

Penetapan Objective:

1. Practice emotional regulation during study sessions.

2. Review and practice the present subjunctive at home.

3. Participate actively in Spanish classes, providing sentences that use the present subjunctive.

4. Identify and correct mistakes made with the present subjunctive in writing exercises.

5. Apply the present subjunctive in real conversations with Spanish-speaking peers or friends. Objective: The purpose of this subsection is to enhance students' autonomy and practical application of their learning. Setting personal and academic goals encourages students to focus on their ongoing development, both emotionally and academically. This empowers them to take greater responsibility for their own learning and promotes consistent practice, crucial for reinforcing their knowledge.