Lesson Plan | Socioemotional Learning | Relative Pronouns

Objectives

Duration: 10 to 15 minutes

The purpose of this stage is to establish a clear understanding of relative pronouns and their function within a sentence, preparing students to apply this knowledge in subsequent activities. Additionally, it aims to promote the development of socio-emotional skills, such as self-awareness and social skills, by allowing students to recognize their emotions and those of their peers during the learning process.

Main Goals

1. Recognize and identify relative pronouns in simple sentences.

2. Choose the appropriate relative pronoun to correctly and coherently complete sentences.

Introduction

Duration: 15 to 20 minutes

Emotional Warm-up Activity

Guided Meditation for Focus and Concentration

The chosen emotional warm-up activity is Guided Meditation. This practice aims to promote focus, presence, and concentration among students, emotionally preparing them for the class. Guided meditation involves a series of verbal instructions that help students relax and concentrate on the present moment, reducing anxiety and increasing mindfulness.

1. Preparation of the Environment: Ask students to settle comfortably in their chairs, with their feet flat on the floor and their hands resting in their laps. Ensure the environment is quiet and, if possible, dim the lights.

2. Beginning of the Meditation: Explain to the students that they will participate in a guided meditation to help improve their focus and concentration. Ask them to close their eyes and focus on your voice.

3. Deep Breathing: Instruct the students to inhale deeply through their nose, hold the breath for a few seconds, and then exhale slowly through their mouth. Repeat this action three times.

4. Visualization: Ask the students to imagine a calm and safe place where they feel happy and at peace. Suggest they visualize this place in detail, observing the colors, sounds, and sensations.

5. Body Focus: Instruct the students to direct their attention to different parts of their bodies, starting from their feet and moving up to their heads. Ask them to relax each part as their attention moves.

6. Closure: After a few minutes, ask the students to slowly begin moving their fingers and toes, bringing their attention back to the classroom environment. Instruct them to open their eyes slowly when they feel ready.

Content Contextualization

Relative pronouns are essential for constructing more elegant and cohesive sentences. Imagine you are telling a story about a friend you met on a trip. By using relative pronouns, you can connect ideas more clearly and interestingly, as in 'The friend I met in Paris is a photographer.' Furthermore, understanding and correctly using relative pronouns can facilitate communication in social situations, helping to express thoughts and feelings more effectively. This skill not only improves your language competencies but also enhances your social skills, allowing for clearer and more empathetic communication.

Development

Duration: 60 to 75 minutes

Theoretical Framework

Duration: 20 to 25 minutes

1. _Relative Pronouns_: Words that introduce subordinate adjective clauses, linking them to a noun or pronoun in the main clause.

2. Who: Used to refer to people. Example: The teacher who teaches English is very kind.

3. Whom: Used as the object of a verb or preposition, referring to people. Example: The student whom I helped passed the exam.

4. Which: Used to refer to animals and objects. Example: The book I borrowed is fascinating.

5. That: Can be used for people, animals, and objects. Example: The car I bought is very fast.

6. Whose: Indicates possession and can be used for both people and objects. Example: The artist whose painting won the prize is very talented.

7. Where: Refers to places. Example: The city where I was born is beautiful.

8. When: Refers to time. Example: I remember the day when we met.

9. Why: Indicates reason or motive. Example: The reason why she left remains unknown.

Socioemotional Feedback Activity

Duration: 35 to 45 minutes

Building Sentences with Relative Pronouns

Students will work in pairs to create sentences using relative pronouns based on everyday situations provided by the teacher. Then, each pair will present their sentences to the class, explaining their choice of pronouns and the structure of the sentences.

1. Form pairs of students.

2. Distribute a list of everyday situations to each pair. Example: 'A friend who you met on a trip', 'The book you just read', etc.

3. Ask the students to create sentences using relative pronouns based on these situations.

4. Give approximately 15 minutes for the students to complete the activity.

5. After the allotted time, each pair should present their sentences to the class.

6. During the presentation, students should explain their choice of pronouns and the structure of the sentences.

Group Discussion

After the presentations, initiate a group discussion using the RULER method. Start by recognizing and understanding the students' emotions during the activity, asking how they felt while working in pairs and presenting their sentences. Then ask students to name their emotions, using specific words like 'anxious', 'confident', 'nervous', etc.

Encourage students to express their emotions appropriately, discussing how these emotions can impact their social and communication skills. Finally, explore strategies to regulate these emotions, like deep breathing, mindfulness practices, and relaxation techniques. This will help students develop self-control and make responsible decisions in future situations.

Conclusion

Duration: 15 to 20 minutes

Emotional Reflection and Regulation

Encourage the students to write a paragraph reflecting on the challenges faced during the lesson, focusing on how they managed their emotions while working in pairs and presenting their sentences. Alternatively, promote an open group discussion where each student can share their experiences and feelings. Ask which strategies were effective in keeping calm and focused, and which could be improved. Encourage honesty and empathy, creating a supportive environment.

Objective: The objective of this subsection is to encourage self-assessment and emotional regulation among students, helping them identify effective strategies for coping with challenging situations. By reflecting on their experiences, students can recognize their emotions and develop self-control and resilience skills, applicable both in academic contexts and social interactions.

Closure and A Look Into The Future

Explain to the students the importance of setting personal and academic goals related to the lesson content. Ask each student to write down one personal goal and one academic goal they wish to achieve in the next month. For example, a personal goal could be 'Improve my public speaking skills', while an academic goal could be 'Use relative pronouns correctly in 90% of my essays.'

Possible Goal Ideas:

1. Recognize and correctly use relative pronouns in written and spoken sentences.

2. Enhance public speaking skills by confidently presenting sentences.

3. Develop emotional regulation strategies to cope with anxiety during presentations.

4. Improve cooperation and communication in group activities.

5. Apply relative pronouns correctly in exercises and assessments. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, encouraging them to reflect on their personal and academic goals. By establishing clear objectives, students can monitor their progress and develop a sense of responsibility for their own learning and emotional development.