Lesson Plan | Socioemotional Learning | Literary and Non-Literary Text

Objectives

Duration: 10 - 15 minutes

The purpose of this stage is to provide a solid foundation on the distinction between literary and non-literary texts, preparing students to identify and analyze the specific characteristics of each type of text. Additionally, this introduction aims to spark students' interest and curiosity, encouraging them to reflect on the importance of language and style in written communication.

Main Goals

1. Understand the difference between literary and non-literary texts.

2. Identify the characteristics of a literary text, such as the use of poetic figures and rich language.

3. Recognize objectivity and clarity as main characteristics of a non-literary text.

Introduction

Duration: 15 - 20 minutes

Emotional Warm-up Activity

🌿 Guided Meditation for Focus and Presence 🌿

The emotional warm-up activity will be a Guided Meditation session. This practice involves sitting comfortably, closing the eyes, and following specific instructions to relax and focus the mind. Guided Meditation helps students concentrate on the present, reducing anxiety and enhancing focus, presence, and concentration for the upcoming class.

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

2. Request that they close their eyes and begin to pay attention to their breathing, inhaling deeply through the nose and exhaling slowly through the mouth.

3. Guide students to imagine they are in a calm and relaxing place, such as a deserted beach or a flowery field. Instruct them to visualize the details of this place, such as colors, sounds, and scents.

4. Lead a sequence of deep breaths, asking them to inhale for four seconds, hold the breath for four seconds, and exhale for four seconds. Repeat this sequence for about three minutes.

5. Encourage students to focus on a positive word or phrase, such as 'calm', 'peace', or 'focus', mentally repeating it while continuing to breathe deeply.

6. Gradually ask students to return their attention to the classroom, slowly moving their fingers and toes, and opening their eyes gently when they feel ready.

7. Conclude the activity by asking students to briefly share how they feel after the meditation, if they are comfortable doing so.

Content Contextualization

Literary and non-literary texts are present in our daily lives in various forms. For example, when reading a poem or a short story, you may feel a range of emotions and connect deeply with the story or characters. This reflects the power of literary language in evoking feelings and creating vivid images in the reader's mind. On the other hand, non-literary texts, such as news articles or instruction manuals, serve the purpose of informing or guiding clearly and objectively. Understanding this difference is essential not only for academic development but also for daily life, as it helps us interpret and use information more effectively and emotionally intelligently.

Development

Duration: 60 - 65 minutes

Theoretical Framework

Duration: 20 - 25 minutes

1. Explain to students that literary texts are those whose main objective is to express feelings, emotions, and ideas artistically. Examples include poems, novels, short stories, and plays. Emphasize that these texts use figures of speech such as metaphors, metonymies, and hyperbole to create aesthetic and emotional effects.

2. Detail that non-literary texts are aimed at informing, instructing, or persuading clearly and objectively. Examples include news articles, scientific papers, instruction manuals, and advertising texts. These texts generally avoid the use of figures of speech and adopt a direct and objective language.

3. Highlight the importance of differentiating the two types of texts. For example, when reading a poem, students should be attentive to the emotions and images evoked by the author, while when reading a news article, they should focus on factual information and objectivity.

4. Use analogies to facilitate comprehension. For instance, compare a poem to a piece of art, where each word is carefully chosen to create a specific impression, while an instruction manual is like a step-by-step guide that must be clear and straightforward to be useful.

5. Provide concrete examples of both types of texts. Read a poem aloud and discuss the emotions and images evoked. Then, read a news article and ask students to identify the facts and the objective structure of the text.

Socioemotional Feedback Activity

Duration: 35 - 40 minutes

🎭 Text Analysis: Literary vs. Non-Literary 🎭

In this activity, students will be divided into groups and given different literary and non-literary texts to analyze. They will need to identify the main characteristics of each text and discuss how these characteristics influence the way the text is read and interpreted.

1. Divide the class into groups of 4 to 5 students.

2. Distribute to each group a set of texts, including at least one literary text and one non-literary text.

3. Ask the groups to read the texts and identify the characteristics that classify them as literary or non-literary. They should take notes on their observations.

4. Encourage each group to discuss how emotions and language are used differently in each type of text. They should consider how these differences affect the interpretation and understanding of the text.

5. Request that each group present their findings to the class. They should explain which characteristics they identified and how these characteristics influence the reading of the text.

Group Discussion

After the group presentations, lead a group discussion using the RULER method to guide socio-emotional reflection.

Recognize: Ask students to reflect on the emotions they felt while reading and discussing the texts. Were they able to recognize emotions in the literary texts? How did they feel while reading the non-literary texts?

Understand: Discuss the causes and consequences of these emotions. Why did literary texts evoke certain emotions? How did language and figures of style contribute to these emotions? In non-literary texts, how did objectivity and clarity influence understanding?

Name: Encourage students to name the emotions they felt during the activity, both while reading the texts and during the group discussion. This may include emotions such as joy, sadness, surprise, or frustration.

Express: Ask students how they expressed their emotions during the discussion and analysis of the texts. Did they feel comfortable sharing their opinions and feelings with the group?

Regulate: Finally, discuss strategies for regulating emotions during future activities. How can they handle intense emotions when reading or discussing texts? What techniques can they use to remain calm and focused?

Conclusion

Duration: 15 - 20 minutes

Emotional Reflection and Regulation

Ask students to write a brief paragraph reflecting on the challenges faced during the class, both in understanding literary and non-literary texts and in group dynamics. Encourage them to consider how they managed their emotions during the activities, especially when encountering difficulties or differing opinions. Alternatively, lead a group discussion where students can share their experiences and emotional regulation strategies.

Objective: The objective of this activity is to encourage students to practice self-assessment and emotional regulation. By reflecting on their experiences and sharing their strategies, students become more aware of their emotions and the methods they use to deal with challenging situations. This promotes the development of essential socio-emotional skills for academic and personal life.

Closure and A Look Into The Future

At the end of the class, suggest to students that they set a personal goal and an academic goal related to the content studied. The personal goal could be something like 'Read a poem each week and reflect on the emotions it evokes.' The academic goal could be 'Write a summary of a non-literary text focusing on objectivity and clarity.' Ask students to write these goals in their notebooks and periodically review their progress.

Possible Goal Ideas:

1. Read a poem each week and reflect on the emotions it evokes.

2. Write a summary of a non-literary text focusing on objectivity and clarity.

3. Participate actively in classroom discussions, sharing opinions and emotions related to the studied texts.

4. Practice identifying and naming emotions while reading different types of texts. Objective: The objective of this subsection is to strengthen students' autonomy in the practical application of learning and in the continuous development of their skills. By setting personal and academic goals, students are encouraged to maintain a commitment to personal and academic growth, applying the concepts discussed in class to their daily lives and future school activities.