Lesson Plan | Socioemotional Learning | Change in Life in the Countryside and the City

Objective

Duration: (10 - 15 minutes)

This section of the Social-Emotional Lesson Plan aims to equip students with an understanding of the differences and similarities between rural and urban life, especially the role of technology. This foundational phase lays the groundwork for building social-emotional skills throughout the lesson. By outlining the objectives, the teacher helps students concentrate and connects historical context with the social-emotional competencies to be developed.

Objective Utama

1. Distinguish between the different types of work in urban and rural areas, taking into account how technology impacts people's everyday lives.

2. Identify and explain the key changes in lifestyles and employment in both rural and urban settings over the years.

3. Acknowledge the role of technology on daily tasks and occupations in rural and urban landscapes.

Introduction

Duration: (15 - 20 minutes)

Emotional Warmup Activity

Guided Meditation for Focus and Concentration

The Guided Meditation activity is a relaxation technique that assists students in centering their thoughts, staying in the present, and preparing mentally for the lesson. During this activity, students will be walked through steps that encourage breathing focus and muscle relaxation, which can help lower anxiety and improve concentration, fostering a better learning atmosphere.

1. Environment Preparation: Instruct students to sit comfortably at their desks, with their feet flat on the ground and hands resting on their laps.

2. Introduction: Briefly explain that this guided meditation will assist in calming their minds and setting the tone for the lesson. Ask them to close their eyes and take deep breaths.

3. Start of Meditation: Begin by having students inhale deeply through their noses, hold for a few seconds, and then exhale slowly through their mouths. Repeat this three times.

4. Focus on Breathing: Direct students to pay attention to their natural breathing, observing how air flows in and out of their body. Continue to guide them with a soothing voice.

5. Progressive Relaxation: Encourage students to focus on their feet, relaxing all muscles, and gradually move up to their heads, relaxing each part of their bodies.

6. Visualization: Prompt students to envision a calm and safe space where they feel joyful and at ease. Allow a few moments of silence for them to immerse themselves in that serene place.

7. Gradual Return: After a few minutes, ask students to gently move their fingers and toes, then open their eyes slowly and return to the classroom setting.

8. Conclusion: Ask students how they are feeling and whether they feel calmer and more focused. Encourage them to adopt this technique when they seek to regain calm and concentration.

Content Contextualization

The shift between rural and urban life is a captivating theme that mirrors dramatic societal transformations over the years. Historically, many individuals resided in rural areas where agriculture was the primary livelihood. However, with technological advancements and industrial growth, there was a significant movement towards cities, where new job prospects emerged in industries and commerce. This transition initiated not just economic changes but also social and emotional adjustments. Rural life is frequently viewed as having a slower rhythm with a closer bond to nature, whereas urban existence can be more hectic and filled with stimuli. By examining these shifts, students can better grasp the feelings and challenges experienced by individuals during these changes, fostering empathy and a richer understanding of diverse realities.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (20 - 25 minutes)

1. Introduction to the Topic: Inform students that today's lesson will explore the changes in life in rural and urban areas over time, especially looking at technology's role.

2. Definition of Rural and Urban: Clarify the terms rural (countryside) and urban (city). Use visual examples like images or videos to highlight the differences.

3. History of Life in the Countryside: Explain how life was in rural areas back in the day. Discuss how most people relied heavily on agriculture and livestock, and describe the traditional tools used, such as plows and windmills.

4. History of Life in the City: Describe how cities started flourishing with the Industrial Revolution. Discuss how work in factories and offices became common, along with the new technologies of that era, like steam engines and electricity.

5. Changes in the Countryside: Talk about how modern technology has revolutionized life in rural areas, with examples like agricultural machinery, drones for crop management, and internet availability.

6. Changes in the City: Explain how technology has reshaped urban living, covering the impacts of cars, skyscrapers, computers, and smartphones.

7. Socio-Cultural Comparisons: Compare the social and cultural dimensions of life in rural and urban settings, like the pace of life, access to services, and leisure options.

8. Emotional and Social Impact: Discuss how these transformations have affected people's feelings and social interactions. For example, loneliness in urban settings vs. community ties in rural ones.

Activity with Socioemotional Feedback

Duration: (35 - 45 minutes)

A Day in the Life: Countryside vs. City

In this activity, students will craft an illustrated narrative outlining a typical day for someone living in both the countryside and the city. The narrative should spotlight daily activities, the role of technology, and the emotions experienced throughout the day.

1. Group Division: Split the class into small groups of 3 to 4 students.

2. Material Distribution: Provide each group with sheets of paper, colored pencils, markers, and other drawing supplies.

3. Initial Discussion: Have the groups discuss and jot down the key activities of a typical day in both the countryside and the city. Encourage them to think about the technology used and the emotions these activities might elicit.

4. Creating the Narrative: Each group will produce an illustrated narrative that portrays a day in both the countryside and the city, including at least three activities for each scenario. They should also highlight the emotions linked to these activities.

5. Presentation: Once they finish their narratives, each group will present their work to the class, sharing their choices and the emotions depicted.

Discussion and Group Feedback

After the presentations, facilitate a discussion using the RULER method. Start by prompting students to recognize the emotions displayed in the narratives (e.g., happiness, peace, stress). Then inquire about the causes of these emotions, helping them understand why specific activities trigger certain feelings. Name the emotions accurately to enhance their emotional vocabulary. Encourage students to express their views regarding life in the countryside versus the city and how they think these feelings influence people's lives. Finally, talk about strategies for regulating these emotions, like seeking calming activities in the city or enjoying peaceful moments in the countryside. This way, students cultivate skills for managing their emotions while grasping the emotional realities of others.

Conclusion

Duration: (15 - 20 minutes)

Reflection and Emotional Regulation

For the Reflection and Emotional Regulation, organize a group discussion or invite students to write about the challenges they encountered during the lesson and how they dealt with their emotions. Encourage them to reflect on specific moments when they faced difficulties and how they responded emotionally. Ask: 'What was the hardest challenge you faced today and how did you manage it?'. Encourage them to share techniques they used to stay calm and focused. Alternatively, invite them to write a paragraph about their feelings during the lesson and the predominant emotions they experienced.

Objective: The aim of this part is to promote self-assessment and emotional regulation, guiding students to discover effective strategies for tackling difficulties. By reflecting on their feelings and reactions, students enhance their self-awareness and learn to employ these strategies in various contexts, nurturing self-awareness and self-control.

Glimpse into the Future

For the Closing and Looking Ahead, suggest that students establish personal and academic goals relating to the lesson content. Clarify that these goals could involve, for instance, delving deeper into modern agricultural technologies or understanding urban development. Encourage them to consider how they can implement the knowledge gained in everyday life and how they can continue fostering their social-emotional skills.

Penetapan Objective:

1. Read a book or watch a documentary regarding life in the countryside and the city.

2. Research a contemporary agricultural technology and its impact on rural workers' lives.

3. Examine how urban technologies, such as skyscrapers, affect city life.

4. Practice guided meditation at home to enhance focus and concentration.

5. Engage in discussions with family members about past life in both the countryside and the city. Objective: This section aims to enhance students' independence and the practical application of learning, ensuring ongoing personal and academic growth. By setting specific goals, students are encouraged to apply what they learned in practical ways, nurturing continuous learning and self-management skills.