Lesson Plan | Socioemotional Learning | Perception of Social Environment Differences

Objective

Duration: (10 - 15 minutes)

The goal of this segment in the Social-Emotional Lesson Plan is to foster students' initial understanding of the significance of recognizing and adjusting to the rules and customs of various social environments they navigate, such as school and home. This lays the groundwork for developing social-emotional skills, particularly self-awareness and social awareness, preparing them to delve deeper into the emotions and behaviours associated with these environments throughout the lesson.

Objective Utama

1. Identify and recognize the differences in habits and rules across various social settings, like at school and at home.

2. Comprehend how these differences influence appropriate behaviour in different social contexts.

Introduction

Duration: (15 - 20 minutes)

Emotional Warmup Activity

Deep Breathing for Focus

The Deep Breathing activity is a straightforward and effective way to enhance focus, presence, and concentration among students. By engaging in slow, deep breaths, students can soothe their minds, alleviate anxiety, and prepare emotionally for the lesson.

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

2. Introduce the activity by explaining that it will start with a deep breathing exercise to aid concentration and clear their minds.

3. Guide the students to close their eyes, if they feel at ease, or to focus on a spot in front of them.

4. Instruct them to breathe in slowly through their nose, counting to four.

5. Prompt them to hold their breath for a moment, counting to two.

6. Encourage them to exhale gently through their mouth, counting to six.

7. Repeat this breathing cycle three to five times, reminding students to attend to the sensation of air filling and leaving their lungs.

8. Wrap up the activity by asking students to slowly open their eyes and notice how they feel calmer and more focused.

Content Contextualization

To aid students in appreciating the significance of recognising and adapting to the rules and habits of different social environments, begin the lesson with a brief story. Picture a child named John who enjoys playing and running freely at home but needs to adhere to certain rules at school so that all students can learn and feel safe. This narrative underscores the need for John to grasp and respect the distinct norms of each setting to thrive in both.

Additionally, clarify that we each inhabit various social environments, like school, home, the park, and other locations. Every one of these settings has its own set of rules and customs that guide our behaviour. By acknowledging and understanding these variations, we can feel more secure and confident in any situation we find ourselves in.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (20 - 25 minutes)

1. Definition of Social Environments: Explain to students that a social environment is a place where people interact with each other, such as school, home, the park, and the mall. Each of these venues has its own rules and customs.

2. Rules and Habits: Clarify that rules are the norms we follow to ensure harmonious and safe interactions, while habits are behaviours we repeat frequently. For example, rules at school may include: 'Raise your hand before speaking' and 'Wait your turn.' At home, rules might involve: 'Make your bed' and 'Help with chores around the house.'

3. Differences Between Environments: Use the story of John, who displays different behaviours at school and at home, to illustrate the importance of recognising and adapting to these differences. For instance, at school, John needs to be quieter and follow a specific timetable, whereas at home he enjoys more freedom to play.

4. Importance of Adapting: Discuss how adjusting to the rules and behaviours of different environments helps maintain order and allows everyone to coexist harmoniously. This also promotes essential social skills, such as respect, empathy, and teamwork.

5. Practical Examples: Share relatable examples from the students' everyday lives to reinforce the concepts. Inquire about their behaviours in various settings, such as at their grandparents' house, at the playground, and at the grocery store. Engage in a discussion about the differences and similarities in expected behaviours across these environments.

Activity with Socioemotional Feedback

Duration: (30 - 35 minutes)

Exploring Our Social Environments

In this activity, students will be split into small groups to create posters representing various social environments (school, home, park, etc.). They will identify the specific rules and habits pertaining to each setting and illustrate them through drawings and written content.

1. Divide students into groups of 3 to 4.

2. Hand out poster board, markers, coloured pencils, and other art supplies to each group.

3. Prompt the groups to select a social environment to represent (school, home, park, etc.).

4. Guide the groups in discussing and listing the important rules and habits relevant to that environment.

5. Ask the groups to illustrate the identified rules and habits on a poster, incorporating drawings, text, and vibrant colours.

6. Allow 20 to 25 minutes for the groups to finish their posters.

7. Afterwards, invite each group to present their poster to the class, explaining the rules and habits they discovered.

Discussion and Group Feedback

Following the presentation of the posters, utilise the RULER method to facilitate a group discussion.

Recognize: Prompt students to identify and articulate the emotions they experience when following different rules in distinct settings. Ask if they felt happy, safe, frustrated, or any other emotion.

Understand: Explore the factors contributing to these emotions. For example, what might lead them to feel safe when adhering to rules at school? Or why might the freedom at home bring them joy?

Name: Assist students in accurately naming the emotions they experienced during the activity and presentations.

Express: Encourage students to express their feelings effectively by discussing how they feel in different environments and the reasons behind those feelings.

Regulate: Invite students to reflect on how they can regulate their emotions across various situations, such as calming down when feeling upset about school rules or expressing happiness during playtime at home.

Conclusion

Duration: (20 - 25 minutes)

Reflection and Emotional Regulation

After the poster presentations, encourage either group or individual reflection on the challenges encountered during the activity and how students managed their emotions. Ask students to write or verbally share their experiences, discussing specific instances where they felt frustration, joy, safety, or any other emotion. Inquire about how they handled those emotions and what strategies they used to calm themselves or express their feelings appropriately. Foster the sharing of successful strategies and discuss how these can be applied in other everyday situations.

Objective: The aim of this section is to promote self-assessment and emotional regulation, assisting students in identifying effective strategies for navigating challenges. By reflecting on their experiences and emotions, students cultivate enhanced self-awareness and learn to manage their emotions more adeptly in various social contexts.

Glimpse into the Future

Wrap up the lesson by encouraging students to set personal and academic goals related to the topics discussed. Explain that each student should consider a goal to apply what they learned about the differences in habits and rules of various social environments. For instance, a personal goal might be to better respect rules at school, while an academic goal could involve remembering to raise their hand before speaking in class. Motivate students to jot down these goals in their notebooks and share them with the class if they feel comfortable.

Penetapan Objective:

1. Respect the rules at school more.

2. Raise their hand before speaking in class.

3. Consistently assist with household chores.

4. Be more attuned to classmates' emotions in different settings. Objective: The objective of this section is to enhance students' autonomy and the practical application of their learning, with a focus on continuity in personal and academic growth. By establishing goals tied to the lesson content, students concretely apply what they have learned, promoting ongoing advancement in their social-emotional and academic skills.