Lesson Plan | Socioemotional Learning | Adjective Clauses

Objectives

Duration: (10 to 15 minutes)

The purpose of this stage is to prepare students for a detailed understanding of the topic 'Adjectival Clauses'. By clearly establishing the objectives, students will have a clear view of what is expected from them in terms of learning and development during the class. This clarity is essential for constructing a focused and efficient learning environment, where students know exactly which skills and knowledge will be developed, facilitating engagement and active participation in subsequent activities.

Main Goals

1. Recognize adjectival clauses in different textual contexts.

2. Differentiate between explanatory and restrictive adjectival clauses, understanding their meanings and functions.

Introduction

Duration: (15 to 20 minutes)

Emotional Warm-up Activity

Guided Deep Breathing

The chosen emotional warm-up activity is Guided Deep Breathing. This practice involves focusing on breathing, promoting relaxation, concentration, and presence, which are fundamental for a productive and emotionally balanced learning environment.

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

2. Guide students to close their eyes to disconnect from external distractions.

3. Instruct students to deeply inhale through their nose, counting mentally to four.

4. Ask them to hold their breath for a brief moment, counting to two.

5. Guide them to slowly exhale through their mouth, counting to six.

6. Repeat the deep breathing cycle for approximately five minutes, encouraging students to focus solely on their breathing.

7. Conclude the activity by asking students to gently open their eyes and bring their attention back to the classroom, maintaining the feeling of calm and focus.

Content Contextualization

Adjectival clauses are a fundamental part of our written and spoken communication. They allow us to add details and specifications to our sentences, making our communication clearer and more precise. Imagine a text without these specifications; it would become vague and difficult to understand. Moreover, the ability to recognize and properly use adjectival clauses can significantly enhance the quality of students' writing, which is essential for both academic life and future professional endeavors.

In the socio-emotional context, understanding and using adjectival clauses can help students express emotions and thoughts more precisely and appropriately. For example, when describing a specific situation or feeling, using an adjectival clause can provide a clearer and more detailed picture, facilitating communication and empathy. This type of skill is crucial for developing social skills and social awareness, as it allows for more effective and comprehensive communication.

Development

Duration: (60 to 75 minutes)

Theoretical Framework

Duration: (20 to 25 minutes)

1. Definition of Adjectival Clauses: These are subordinate clauses that perform the function of an adjective, meaning they modify a noun or pronoun in the main clause.

2. Types of Adjectival Clauses: There are two main types: Explanatory and Restrictive.

3. Explanatory Adjectival Clauses: Provide additional information, explaining or complementing the noun without restricting its meaning. Example: 'The students, who were attentive, learned quickly.'

4. Restrictive Adjectival Clauses: Limit or specify the meaning of the noun they refer to. Example: 'The students who were attentive learned quickly.'

5. Difference between Explanatory and Restrictive: Explanatory clauses are usually separated by commas and add extra information, while restrictive clauses do not use commas and specify a group within a whole.

6. Identification in Texts: Provide examples of texts where students can identify and differentiate between the two types of adjectival clauses. Explain the importance of context for correct interpretation.

Socioemotional Feedback Activity

Duration: (35 to 45 minutes)

Identification and Creation of Adjectival Clauses

Students will identify adjectival clauses in provided sentences and create their own sentences using explanatory and restrictive adjectival clauses.

1. Divide the class into small groups of 3 to 4 students.

2. Distribute a list of sentences containing explanatory and restrictive adjectival clauses.

3. Ask students to identify and classify the adjectival clauses in the provided sentences.

4. After identification, each group should create two sentences: one with an explanatory adjectival clause and another with a restrictive adjectival clause.

5. Request that each group presents their sentences and explains their choices to the class.

Group Discussion

Once the groups have presented their sentences, initiate a discussion using the RULER method. Start by asking students how they felt during the activity and whether they were able to recognize emotions such as anxiety or confidence while working in a group. Next, ask students to understand the causes of those emotions, discussing how group dynamics and the clarity of instructions influenced their feelings. Name the emotions that emerged during the activity, encouraging students to label correctly what they felt. Express the importance of communicating these emotions appropriately, especially when working collaboratively. Finally, discuss strategies for regulating these emotions, such as relaxation techniques or strategic breaks, to enhance collaboration and performance in future activities.

Conclusion

Duration: (15 to 20 minutes)

Emotional Reflection and Regulation

Suggest that students write a brief paragraph reflecting on the challenges faced during the class, both in terms of understanding adjectival clauses and in the emotional dynamics that occurred. Alternatively, promote a group discussion where students share their experiences and feelings, addressing how they managed their emotions during the activities. Encourage them to identify specific situations that provoked emotions such as anxiety, frustration, or satisfaction, and to reflect on how they dealt with those feelings. Guide the reflection with questions such as: 'What were the greatest challenges you faced today?', 'How did you feel working in a group?', 'What strategies did you use to maintain focus and calm?', and 'What could you do differently next time?'

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 emotional experiences and the strategies used to manage those emotions, students develop greater self-awareness and self-control, which are essential skills for personal and academic growth. Furthermore, this practice promotes greater social awareness as students learn to recognize and respect the emotions of their peers.

Closure and A Look Into The Future

Guide students to set personal and academic goals related to the content of the class. Explain that the goals can include aspects of learning adjectival clauses (such as 'being able to identify and use adjectival clauses correctly in my texts') as well as aspects of socio-emotional development (such as 'improving my group work skills' or 'practicing emotional regulation techniques during challenging activities'). Ask them to write down these goals and share with the class if they feel comfortable.

Possible Goal Ideas:

1. Identify and correctly use adjectival clauses in texts.

2. Improve group work skills.

3. Practice emotional regulation techniques in challenging situations.

4. Develop greater self-awareness about emotional reactions in academic activities.

5. Enhance written communication through the proper use of adjectival clauses. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, aiming for continuity in academic and personal development. Setting goals helps students focus on specific objectives, promoting a sense of responsibility and motivation to achieve improvements both in knowledge of content and in socio-emotional skills. It also prepares students for future challenges, providing them with tools for continuous and effective learning.