Lesson Plan | Socioemotional Learning | Verb: Nominal Forms and Mood Inflections

Objectives

Duration: 10 to 15 minutes

The purpose of this stage is to introduce the theme of the lesson and align students' expectations regarding what will be learned. By clearly establishing the objectives, students will be able to focus on the key points of the content, facilitating the assimilation and practical application of knowledge about the variations of mood and the nominal forms of verbs. Additionally, this stage promotes self-awareness and responsible decision-making, encouraging students to reflect on their own skills and the importance of this learning in their academic and personal development.

Main Goals

1. Recognize the variations of mood according to the tense, mood, voice, number, and person of verbs.

2. Identify and correctly use the nominal forms of the verb: infinitive, gerund, and participle.

Introduction

Duration: 15 to 20 minutes

Emotional Warm-up Activity

Deep Breathing and Mindfulness

The chosen emotional warm-up activity is Deep Breathing and Mindfulness. This activity aims to promote students' focus, presence, and concentration, emotionally preparing them for the lesson.

1. Environment Setup: Ask students to sit comfortably, with their back straight and feet flat on the ground. Have them close their eyes or keep their gaze fixed on a point in front of them.

2. Initial Breathing: Instruct students to inhale deeply through their nose, mentally counting to four. Then, they should hold their breath for a brief moment.

3. Controlled Exhalation: Ask students to exhale slowly through their mouth, again counting to four. Repeat this deep breathing cycle for about one minute.

4. Focus on the Present: Guide students to pay attention to their breathing. Ask them to notice the sensation of the air entering and leaving their lungs without trying to change anything.

5. Mindfulness: Encourage students to listen to the sounds around them, notice bodily sensations, and acknowledge their thoughts without judgment. If their mind wanders, gently bring their focus back to their breathing.

6. Closure: After a few minutes, ask students to take a deep breath and slowly open their eyes. Ask how they are feeling and if they noticed any difference in their emotional state.

Content Contextualization

Verbs are essential in our daily communication, allowing us to express actions, states, and feelings. Understanding the variations of mood and the nominal forms of verbs is crucial for clear and effective communication. Imagine how difficult it would be to convey your ideas and emotions if we did not know how to correctly use verb tenses or nominal forms. For example, when recounting a past experience, we use the participle to indicate completed actions, such as in 'I had finished my work.' Just like verbs, our emotions have different forms and ways of expressing, and understanding this is fundamental to better relate to others and ourselves. By learning about verbs today, we will also be learning to recognize and express our emotions more effectively, promoting a more empathetic and collaborative classroom environment.

Development

Duration: 60 to 75 minutes

Theoretical Framework

Duration: 20 to 25 minutes

1. Definition of Verb: A verb is a class of word that indicates action, state, or a natural phenomenon. Examples: run, be, rain.

2. Verbal Variations: Verbs can vary in tense, mood, voice, number, and person.

3. Tense: Indicates when the action occurs. Verbal tenses include past, present, and future. Example: 'I ran' (past), 'I run' (present), 'I will run' (future).

4. Mood: Indicates the manner in which the action is expressed. Verbal moods include indicative, subjunctive, and imperative. Example: 'I run' (indicative), 'That I run' (subjunctive), 'Run!' (imperative).

5. Voice: Indicates whether the subject performs or receives the action. Verbal voices include active, passive, and reflexive. Example: 'I eat' (active), 'I am eaten' (passive), 'I see myself' (reflexive).

6. Number and Person: Indicates who performs the action (first, second, or third person) and whether it is singular or plural. Example: 'I run' (first person singular), 'We run' (first person plural).

7. Nominal Forms of the Verb: The nominal forms are those that do not indicate tense, mood, voice, number, or person. They include infinitive, gerund, and participle.

8. Infinitive: The basic form of the verb, ending in -ar, -er, or -ir. Example: 'run', 'eat', 'leave'.

9. Gerund: Indicates a continuous or ongoing action. Ends in -ando, -endo, or -indo. Example: 'running', 'eating', 'leaving'.

10. Participle: Indicates an action that has already been completed. Ends in -ado, -ido, or irregular forms. Example: 'finished', 'eaten', 'left'.

11. Practical Examples: Use sentences and short texts to show how the variations and nominal forms are applied. Example: 'I was running when it started to rain.' Here, 'was running' is gerund, and 'started' is in the perfect past indicative.

Socioemotional Feedback Activity

Duration: 30 to 35 minutes

Identifying Variations and Nominal Forms

In this activity, students will identify the variations of mood and the nominal forms of verbs in sentences and short texts. They will work in pairs, promoting social skills and collaboration.

1. Divide the class into pairs and distribute a worksheet containing several sentences.

2. Ask each pair to identify and underline the verbs present in the sentences.

3. Request them to classify each verb regarding tense, mood, voice, number, and person.

4. Ask them to identify the nominal forms present and underline them with a different color.

5. Instruct students to discuss their answers among themselves and reach a consensus.

6. Circulating around the room, provide support and clarify students' doubts.

7. After the activity, ask each pair to share a sentence and their classifications with the class.

Group Discussion

After completing the activity, promote a group discussion using the RULER method:

Recognize: Ask students how they felt working in pairs and identifying the variations and nominal forms of the verbs. Encourage them to recognize the emotions they felt, such as confidence, doubt, or excitement.

Understand: Discuss with students the causes of these emotions. For example, if they felt confident, it might be because they had prior knowledge on the subject. If they felt doubt, it might have been due to the complexity of the activity.

Name: Ask students to name the emotions they felt during the activity. Use a board to list the mentioned emotions, helping them to expand their emotional vocabulary.

Express: Encourage students to express their emotions appropriately. For example, if they felt frustration, how could they have asked for help more effectively?

Regulate: Discuss strategies to regulate emotions during future activities. For example, breathing techniques to calm anxiety or asking for help when needed. This reflection will help students develop self-control and resilience skills.

Conclusion

Duration: 20 to 25 minutes

Emotional Reflection and Regulation

Suggest that students write a brief paragraph or participate in a group discussion about the challenges they faced during the lesson and how they managed their emotions. Ask: 'What were the most difficult moments for you? How did you cope with those moments? What could you do differently next time?' Encourage students to be honest and open about their experiences and reflect on the strategies they used to regulate their emotions.

Objective: The goal of this activity is to encourage self-assessment and emotional regulation among students. By reflecting on the challenges faced and the emotions felt, students can identify effective strategies for dealing with challenging situations in the future. This self-assessment promotes self-awareness and the development of self-control skills, essential for personal and academic growth.

Closure and A Look Into The Future

To conclude the lesson, ask students to set personal and academic goals related to the lesson content. Explain that these goals may include improving their identification and use of nominal forms and verbal variations or applying the socio-emotional skills learned. Students can write their goals on a piece of paper, which will be reviewed in future classes to track progress.

Possible Goal Ideas:

1. Recognize and correctly use the nominal forms of the verb (infinitive, gerund, participle).

2. Identify and apply the variations of mood of verbs in different contexts.

3. Develop self-control skills when facing challenging tasks.

4. Improve the ability to work in groups, promoting collaboration and empathy.

5. Apply emotional regulation techniques in academic stress situations. Objective: The goal of this section is to strengthen students' autonomy and the practical application of the learning, encouraging them to set clear and realistic goals. By defining personal and academic goals, students are encouraged to reflect on their progress and continue to develop their skills, both in the lesson content and in their socio-emotional competencies.