Lesson Plan | Socioemotional Learning | Phoneme-Grapheme: Direct and Contextual Regulars

Objectives

Duration: 10 to 15 minutes

The purpose of this stage is to introduce students to the concept of phoneme-grapheme correspondence, preparing them to identify and apply these correspondences correctly. This includes recognizing sounds that have a single graphical representation and those that can be represented by multiple letters, thus promoting an initial understanding that will be deepened throughout the lesson.

Main Goals

1. Explain the rules of phoneme-grapheme correspondence, emphasizing that some sounds are represented by a single letter, while others may be represented by multiple letters.

2. Ensure that students recognize and differentiate between direct regular and contextual correspondences between phonemes and graphemes.

Introduction

Duration: 15 to 20 minutes

Emotional Warm-up Activity

Guided Meditation for Focus and Concentration

The emotional warm-up activity that will be conducted is Guided Meditation. This technique involves leading students to a state of relaxation and focus through verbal instructions that will guide them to greater awareness of their emotions and bodily sensations. The practice of guided meditation helps promote calmness, concentration, and presence in the moment, establishing an emotionally balanced and receptive foundation for learning.

1. Preparation of the Environment: Dim the lights or use soft lighting. Ask students to sit comfortably in their chairs, with their feet resting on the floor and their hands in their laps.

2. Beginning of the Meditation: Instruct students to close their eyes and begin to pay attention to their breathing. Ask them to take a few deep breaths, inhaling through their nose and exhaling through their mouth.

3. Guiding the Meditation: With a calm and soothing voice, guide students to focus on their breathing, feeling the air entering and exiting their lungs. Then, ask them to imagine a calm and safe place where they feel happy and relaxed.

4. Exploration of Sensations: Guide students to notice the sensations in their bodies, such as the feeling of their feet touching the ground and the weight of their hands in their laps. Ask them to recognize any tension and try to relax those areas.

5. Recognition of Emotions: Ask students to identify any emotion present at the moment, without judging or trying to modify it. Just recognize and accept the emotion.

6. Closing: Slowly bring the students back to the present, asking them to wiggle their fingers and toes, and gradually open their eyes when they are ready. Finish with a few deep breaths.

Content Contextualization

Phoneme-grapheme correspondence is an essential skill in literacy and reading fluency. Imagine that each sound we hear when speaking is like an emotion we feel. Sometimes, a sound (or emotion) has a clear and unique representation, like the happiness we associate with a smile. Other times, a sound can be represented in multiple ways, just as sadness can be shown through tears, a sigh, or a distant look. Understanding these variations helps us communicate better and better understand others.

In the same way, learning the rules of phoneme-grapheme correspondence helps us decipher words and write correctly. This skill is like having a map to navigate the world of words, allowing us to express ourselves clearly and understand what others are saying. Just as we need to recognize and regulate our emotions to live in harmony, we need to understand and apply these rules to become competent readers and writers.

Development

Duration: 60 to 75 minutes

Theoretical Framework

Duration: 20 to 25 minutes

1. Definition of Phoneme and Grapheme: Explain to students that a phoneme is the smallest sound unit of speech that can distinguish words in a language. A grapheme, on the other hand, is the smallest unit of writing that represents a phoneme. For example, in the word 'house', we have four phonemes: /h/, /aʊ/, /s/, /e/, and four graphemes: 'h', 'o', 'u', 's'.

2. Phoneme-Grapheme Correspondence Rules: Detail that phoneme-grapheme correspondence can be direct, where one phoneme is represented by a single grapheme, or contextual, where one phoneme can be represented by different graphemes depending on the context. For example, the sound /s/ can be spelled as 's', 'ss', 'c', or 'ç'.

3. Phonemes with Direct Regular Correspondence: Explain that some phonemes have a clear and direct correspondence. For example, the phoneme /p/ is always represented by the grapheme 'p'.

4. Phonemes with Contextual Correspondence: Discuss that other phonemes may have multiple representations. Use the phoneme /s/ as the main example and present the different graphical forms it can take: 's' (as in 'frog'), 'ss' (as in 'mass'), 'c' (as in 'top'), and 'ç' (as in 'acai').

5. Practical Examples: Provide practical examples for each type of correspondence, encouraging students to identify the phonemes and graphemes in the presented words. Use everyday words to facilitate understanding.

6. Analogies to Facilitate Understanding: Use analogies to help students better comprehend. For example, compare the direct correspondence to a key that opens a single lock, while contextual correspondence is like a master key that can open various different locks depending on the situation.

Socioemotional Feedback Activity

Duration: 30 to 35 minutes

Exploring Phonemes and Graphemes

Students will participate in a hands-on activity where they will be challenged to correctly identify and spell different words, applying the rules of phoneme-grapheme correspondence learned in the theoretical section.

1. Distribution of Materials: Hand out an activity sheet to each student. The sheet should contain a list of words divided into two groups: one group with direct correspondences and another with contextual correspondences.

2. Identification of Phonemes: Ask students to identify the phonemes in each word and write the respective phonemes next to each word.

3. Corresponding Graphemes: After identifying the phonemes, students must write the corresponding graphemes for each phoneme, paying attention to the correspondence rules.

4. Verification in Pairs: Pair up students and ask them to check each other's answers, discussing any doubts or mistakes found.

5. Group Discussion: Hold a group discussion where each pair shares their findings and possible difficulties encountered during the activity.

Group Discussion

To apply the RULER method during the group discussion, start by asking students to recognize the emotions they felt during the activity, such as frustration when encountering difficulties or joy when succeeding. Encourage them to understand the causes of these emotions, such as the complexity of phoneme-grapheme correspondence rules.

Ask students to correctly name the emotions and express them appropriately, sharing their experiences with the class. Conclude the discussion by helping students regulate their emotions, offering strategies for dealing with frustration, such as asking for help or reviewing the learned rules.

Conclusion

Duration: 15 to 20 minutes

Emotional Reflection and Regulation

To reflect on the challenges faced during the lesson and the management of emotions, the teacher can ask students to write a brief paragraph or participate in a group discussion. In the written reflection, ask them to describe a specific challenge they encountered while identifying and spelling words, how they felt during the process, and how they dealt with those emotions. In the group discussion, encourage students to share their experiences, fostering a supportive environment.

Objective: The objective of this subsection is to encourage students to practice self-assessment and emotional regulation. By reflecting on the challenges faced and the emotions felt, students can identify effective strategies to deal with challenging situations in the future. This practice also helps strengthen self-awareness and the ability to make responsible decisions about how to emotionally react in different contexts.

Closure and A Look Into The Future

To conclude the lesson, the teacher can ask students to set personal and academic goals related to the content learned. Explain that the goals should be specific, measurable, achievable, relevant, and time-bound (SMART). The goals can include improving accuracy in writing words with contextual phoneme-grapheme correspondences or increasing confidence when reading aloud.

Possible Goal Ideas:

1. Improve accuracy in writing words with contextual phoneme-grapheme correspondences.

2. Increase confidence when reading aloud.

3. Regularly practice identifying phonemes and graphemes in new words.

4. Develop a study routine that includes reviewing the rules of phoneme-grapheme correspondence. Objective: The objective of this subsection is to strengthen students' autonomy by encouraging them to apply the learning acquired practically. By setting personal and academic goals, students commit to their own development, which promotes continuity in learning and emotional maturation. This practice helps consolidate knowledge and prepares students for future learning experiences.