Lesson Plan | Socioemotional Learning | Games and Fun: Hopscotch

Objective

Duration: 10 to 15 minutes

The main aim of this stage is to introduce the learners to the theme of the lesson, outlining the learning goals and highlighting the importance of developing essential physical skills and group dynamics. This introduction sets the foundation for students to appreciate the value of the activities ahead, bridging motor learning with socio-emotional elements like teamwork and empathy.

Objective Utama

1. Foster basic physical skills through the enjoyable practice of hopscotch.

2. Encourage interaction and collaboration among students by promoting group dynamics.

Introduction

Duration: 15 to 20 minutes

Emotional Warmup Activity

Deep Breathing: Connecting Body and Mind

The Deep Breathing activity is designed to calm the mind and body, helping students to be present and focused. By directing their attention to their breathing, they learn to recognise and manage their emotions, setting a calm and ready state for the lesson.

1. Ask the learners to sit comfortably on the floor, preferably in a circle so everyone can see each other.

2. Explain that they will be doing a deep breathing exercise to help them concentrate and relax.

3. Instruct them to close their eyes and place one hand on their chest and the other on their tummy.

4. Guide them in taking a deep breath in through their nose, counting to four, feeling their tummy expand.

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

6. Then, guide them to slowly exhale through their mouth, counting to six, feeling the contraction of their tummy.

7. Repeat this deep breathing cycle three to five times.

8. Encourage learners to reflect on how their bodies feel before and after the exercise.

9. After the activity, promote a discussion where they can share their emotions, nurturing a brief conversation about the importance of recognising and managing feelings.

Content Contextualization

Hopscotch, apart from being a delightful physical activity, serves as a fantastic opportunity to enhance socio-emotional skills. Jumping from one square to the next helps children develop motor coordination and balance while simultaneously teaching them about cooperation, respect, and resilience. In many cultures, hopscotch is more than just a game; it’s a bridge connecting generations, illustrating how simple pastimes can significantly shape children's social and emotional growth. Enjoying hopscotch allows them to experience the joy of playing together, thereby strengthening friendships and mutual understanding.

Development

Duration: 60 to 75 minutes

Theory Guide

Duration: 15 to 20 minutes

1. Hopscotch is an age-old game where players jump between squares drawn on the ground, avoiding specific areas while throwing a marker.

2. Main components of the Hopscotch game:

3. Board Design: The hopscotch board is usually sketched with chalk on the ground, featuring a series of numbered squares from 1 to 10, each representing a phase of the game.

4. Marker: This can be a stone or any small object marked as the throw for the squares.

5. Basic Rules: Players must toss the marker onto the designated square for their turn. They then jump from square to square (on one foot) without stepping on the lines or the square where the marker lands. On their return trip, they collect the marker and finish the course.

6. Examples and Analogies:

7. The hopscotch journey can be likened to life, where each square embodies a step, teaching that attention to detail is paramount.

8. Importance of the Game:

9. Motor Coordination: Jumping on one foot hones motor skills and balance.

10. Social Skills: Playing in a group fosters social interaction, teamwork, and adherence to rules.

11. Resilience: It teaches how to react to mistakes and frustrations, as players often have to restart after a misstep.

Activity with Socioemotional Feedback

Duration: 20 to 25 minutes

Let’s Play Hopscotch!

In this activity, learners will engage in a game of hopscotch. They will be encouraged to recognise and articulate their feelings during gameplay while developing motor and social skills.

1. Divide learners into groups of 4 to 5.

2. Sketch a hopscotch board on the ground for each group.

3. Explain the rules of the game to all students.

4. Each group picks a marker (stone or small object).

5. Players within each group will take turns tossing the marker and jumping through the board as per the explained rules.

6. Encourage learners to observe and articulate their feelings while playing: whether happy, frustrated, excited, or otherwise.

7. After a few minutes of play, gather the learners to discuss their feelings and experiences during the activity.

Discussion and Group Feedback

To incorporate the RULER method during group discussion, start by asking learners to recognise the emotions they experienced during the game. Prompt with: 'How did you feel while playing?'. Help them understand the root of those feelings by questioning: 'What do you think caused that?'. Assist them in naming their emotions accurately by providing appropriate vocabulary, such as 'happy', 'frustrated', 'anxious', and 'proud'.

Then, prompt students to express their feelings appropriately, whether through conversation or gestures. Finally, focus on regulating emotions by discussing strategies to manage negative or intense feelings during the game, like deep breathing, seeking support from a friend, or trying again calmly.

Encourage learners to share specific instances where they employed these strategies and how it aided them. This practice not only reinforces emotional understanding but also builds group cohesion and empathy.

Conclusion

Duration: 15 to 20 minutes

Reflection and Emotional Regulation

For the reflection and emotional regulation segment, ask learners to gather in a circle and share the challenges they faced during the hopscotch lesson and how they managed their emotions. It’s important to encourage them to express moments of frustration, happiness, anxiety, or pride, and discuss how they navigated those feelings. Alternatively, suggest a written activity where each learner can illustrate or jot down about a specific experience they faced and their emotional responses. Then prompt a brief group discussion to share these reflections and learn from each other.

Objective: The aim of this segment is to foster self-awareness and emotional regulation, guiding students in identifying effective strategies for managing challenging situations. By reflecting on their emotions and discussing experiences, students enhance their self-awareness and self-control, while also recognising the value of empathy and open communication in the context of play.

Glimpse into the Future

To wrap up the lesson, encourage learners to set personal and academic goals in line with the lesson content. Explain that these goals could include enhancing their motor coordination, showing more patience and collaboration during games, or even assisting a classmate struggling with hopscotch. Prompt them to document their goals and share them with the group. This not only cements what they've learned but also encourages a personal commitment to ongoing development.

Penetapan Objective:

1. Enhance motor coordination when engaging in hopscotch.

2. Practice patience and teamwork during group activities.

3. Assist a peer who is struggling with hopscotch.

4. Recognise and express emotions appropriately while playing.

5. Develop coping strategies for managing frustration and anxiety. Objective: This segment aims to bolster students' autonomy and the practical application of their learning, guiding them toward continuous growth in both academic and personal areas. By setting clear, actionable goals, learners are encouraged to think about their progress and take ownership of their development in both motor skills and socio-emotional competencies.