Lesson Plan | Socioemotional Learning | Object Pronouns

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage is to introduce students to the concept of object pronouns, providing a solid foundation for understanding and appropriately using these pronouns in sentences. This will be achieved through an approach that combines grammatical theory with the development of socio-emotional skills, promoting not only linguistic knowledge but also the emotional maturity of the students.

Main Goals

1. Understand what object pronouns are and recognize them in sentences.

2. Learn how to appropriately place object pronouns within a sentence.

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

Breathing Journey

The guided meditation activity is a practice that helps students focus, be present in the moment, and promote mental calmness. It involves following breathing and visualization instructions to achieve a state of relaxation and focus.

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

2. Guide them to close their eyes and breathe deeply, inhaling through the nose and exhaling through the mouth.

3. Start the guided meditation by describing a tranquil place, such as a beach or a blooming field. Use a calm and gentle voice.

4. Encourage students to imagine they are in that place, feeling the gentle breeze and hearing the sounds of nature.

5. During the meditation, ask them to continue breathing deeply and feel their bodies relax more with each breath.

6. After a few minutes, ask students to slowly bring their attention back to the classroom, moving their fingers and toes.

7. Finally, ask them to open their eyes and share, if they wish, how they feel after the activity.

Content Contextualization

Object pronouns are an important part of grammar, as they help us replace nouns and make communication more fluid and efficient. Think about how complicated it would be if we had to repeat the name of a person or thing several times in a conversation! Moreover, the correct use of object pronouns can prevent misunderstandings and make interactions clearer and more effective. Understanding object pronouns is not just a linguistic skill, but also a tool to improve our social and communication skills. Knowing how and when to use these pronouns can help us express our feelings and thoughts more accurately, which is essential for building healthy and empathetic relationships.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Definition of Object Pronouns: Object pronouns are those that receive the action of the verb in a sentence. They replace the nouns that are being directly affected by an action.

2. Object Pronouns in English: The object pronouns in English include: me, you, him, her, it, us, you, them.

3. Usage Examples:

4. She loves him. (Ela o ama.)

5. They called us. (Eles nos chamaram.)

6. I will tell you a story. (Eu vou te contar uma história.)

7. Difference between Subject and Object Pronouns:

8. Subject Pronouns: I (Eu), You (Você), He (Ele), She (Ela), It (Isso), We (Nós), They (Eles).

9. Object Pronouns: Me (me), You (you), Him (ele), Her (ela), It (isso), Us (nós), Them (eles).

10. Tip for Identification: Object pronouns generally appear after the verb or a preposition.

11. Analogies to Facilitate Understanding:

12. Think of object pronouns as 'receivers' of the action. Just like a receiver in football catches the ball, the object pronoun receives the action of the verb.

13. Imagine that object pronouns are like substitutes in a play. They come on stage to replace the names of the characters and facilitate the flow of the play.

Socioemotional Feedback Activity

Duration: (30 - 40 minutes)

Object Pronoun Hunt

Students will participate in a practical activity where they will have to identify and use object pronouns in sentences. In groups, they will receive a series of incomplete sentences and must fill in the blanks with the correct object pronouns. This activity will help reinforce theoretical learning and develop socio-emotional skills such as teamwork and communication.

1. Divide the class into small groups of 4 or 5 students.

2. Distribute a sheet with incomplete sentences to each group.

3. Explain that they should fill in the blanks with the correct object pronouns.

4. Give them 10 minutes to complete the activity.

5. After filling in the sentences, each group should read their answers aloud.

6. Encourage the groups to discuss their answers and justify their choices.

7. After the reading, open the floor for questions and corrections, if necessary.

Group Discussion

Using the RULER method, guide a group discussion to explore how the students felt during the activity and how they worked together. Recognize: Ask students to recognize and share the emotions they felt during the activity. Ask how they felt working in a group and if they faced any difficulties. Understand: Encourage students to understand the causes of these emotions. For example, if they felt frustration, what specific situations caused it? This will help identify areas for improvement. Label: Help students correctly name the emotions they experienced, such as anxiety, joy, or confusion. Express: Encourage students to express their emotions appropriately, discussing how they communicated during the activity and whether they were able to resolve conflicts in a healthy way. Regulate: Discuss emotional regulation strategies with the students. Ask how they could better manage negative emotions in future activities and how they can support their classmates.

Conclusion

Duration: (15 - 20 minutes)

Emotional Reflection and Regulation

Suggest that students engage in written reflection or group discussion about the challenges faced during the lesson and how they managed their emotions. Guide them to write one or two paragraphs addressing the following questions: What were the biggest challenges in identifying and using object pronouns? How did they feel working in a group and solving problems together? What emotions arose during the activity and how did they cope with them? What strategies did they use to control negative emotions and how did this help in learning? After writing, promote a brief group discussion so that students can share their reflections if they wish.

Objective: The goal of this subsection is to encourage self-assessment and emotional regulation, helping students to identify effective strategies for dealing with challenging situations. By reflecting on their experiences and emotions, students can develop greater self-awareness and learn to regulate their emotions more effectively, applying these skills in future contexts.

Closure and A Look Into The Future

Explain to students the importance of setting personal and academic goals. Suggest that each student write one personal goal and one academic goal related to the lesson content. For example, a personal goal could be 'improve group communication,' while an academic goal could be 'use object pronouns correctly in all of my writings.' After writing their goals, ask them to share with a classmate or the group if they are comfortable.

Possible Goal Ideas:

1. Understand and correctly use object pronouns in sentences.

2. Improve communication and teamwork.

3. Develop the ability to recognize and regulate emotions during challenging activities.

4. Apply learning about object pronouns in writings and other textual productions. Objective: The objective of this subsection is to strengthen students' autonomy and practical application of learning, aiming for continuity in academic and personal development. Setting clear goals helps students focus on specific areas for improvement and commit to their growth, both emotionally and academically.