Lesson Plan | Socioemotional Learning | Verbs: Past Conditional

Objective

Duration: (10 - 15 minutes)

The aim of this phase is to introduce students to the compound conditional in Spanish, underscoring the significance of accurately recognizing and using verb forms in hypothetical situations or events that didn’t take place in the past. Moreover, this stage seeks to enhance self-awareness and emotional understanding by examining how emotions are communicated in hypothetical contexts, incorporating the RULER method to foster students' socio-emotional skills.

Objective Utama

1. Effectively use the compound conditional tense in different sentences and settings.

2. Recognize and apply the verb forms of the compound conditional when discussing hypothetical situations or events that did not happen in the past.

3. Cultivate the ability to identify and articulate emotions related to hypothetical events, utilizing the compound conditional.

Introduction

Duration: (20 - 25 minutes)

Emotional Warmup Activity

Guided Meditation for Focus and Presence

The emotional warm-up activity will be Guided Meditation. This practice involves verbal guidance from a teacher to help students unwind, concentrate, and center themselves. It’s particularly beneficial for preparing the mind for learning and enhancing self-awareness and self-control, which are vital components of socio-emotional growth.

1. Preparation of the Environment: Encourage students to sit comfortably, keeping their backs straight and feet flat on the floor. Instruct them to either close their eyes or maintain a soft gaze forward.

2. Introduction: Give a brief overview of the guided meditation's purpose: to enhance focus, be present, and relax, setting the stage for the lesson ahead.

3. Initial Breathing: Prompt students to begin with deep breaths. Inhale slowly through the nose, hold for a moment, and exhale gently through the mouth. Repeat a few times.

4. Guiding the Meditation: Start guiding the meditation in a calm, soothing voice. Ask students to center their attention on their breath, feeling the air moving in and out of their bodies. Encourage them to mentally trace the path of each breath.

5. Body Awareness: Ask students to gently shift their focus to different parts of their body, beginning at their feet and moving upward to their head. Guide them to consciously relax each area.

6. Visualization: Invite students to visualize a serene and safe environment where they feel at ease. It might be a beach, a forest, or any space that evokes tranquility.

7. Closing: Gradually guide students to refocus on their breathing. Slowly instruct them to open their eyes and bring their focus back to the classroom. Conclude with a few more deep breaths.

Content Contextualization

Utilizing the compound conditional in Spanish is crucial for articulating hypothetical situations or events that did not materialize in the past. For instance, we can articulate how we might have felt or the actions we might have taken in various scenarios. This verb tense enables us to delve into not just linguistic dimensions but emotional nuances as well. Considering 'what could have been' urges us to reflect on our choices and the emotions tied to those choices. The capacity to recognize and communicate feelings in hypothetical scenarios is vital for socio-emotional development. This empowers us to understand our emotional responses and those of others better, nurturing empathy and social awareness. Through the compound conditional, students can emotionally engage with past experiences and examine how different decisions could have influenced their emotions and those of others.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (20 - 25 minutes)

**1. ### Theory: Compound Conditional in Spanish

Definition:

The compound conditional in Spanish is utilized to express actions that would have taken place in the past under particular conditions. It is constructed by combining the auxiliary verb 'haber' in the simple conditional with the past participle of the main verb.

Formation:

Auxiliary Verb 'haber' in Simple Conditional:

• Yo habría
• Tú habrías
• Él/Ella/Usted habría
• Nosotros/Nosotras habríamos
• Vosotros/Vosotras habríais
• Ellos/Ellas/Ustedes habrían Past Participle of the Main Verb: Formed by taking the root of the verb and adding '-ado' (for -ar verbs) or '-ido' (for -er and -ir verbs).

Examples:

• 'Yo habría comido' (I would have eaten)
• 'Tú habrías trabajado' (You would have worked)
• 'Ellos habrían estudiado' (They would have studied)

Main Uses:

Hypotheses not realized in the past:

• 'Si hubiera sabido, habría venido' (If I had known, I would have come). Future of the past (in formal and literary contexts):
• 'Dijo que habría llegado a las ocho' (He said he would have arrived at eight). Wishes in the past:
• 'Habría querido ir, pero no pude' (I would have liked to go, but I couldn't).

Analogies to Facilitate Understanding:

Think of the compound conditional as a glimpse into an alternate past where actions could have occurred if certain conditions had been fulfilled. It's like envisioning different endings to a story.**

Activity with Socioemotional Feedback

Duration: (30 - 35 minutes)

Exploring Hypothetical Emotions with the Compound Conditional

In this group activity, students will be divided into smaller teams and presented with a variety of hypothetical situations. They must use the compound conditional to describe their feelings and what actions they would have taken in each scenario. Following the activity, a class discussion will take place to reflect on the emotions involved and discuss how they can be expressed and managed.

1. Group Formation: Organize the class into groups of 3 to 4 students.

2. Distribution of Scenarios: Provide each group with cards representing different hypothetical scenarios, such as: 'If you had won the lottery last year, what would you have done?'

3. Group Discussion: Instruct students to discuss within their groups and write sentences using the compound conditional to convey their actions and feelings for each scenario. Encourage them to consider how these situations might have influenced their emotions.

4. Presentation: Each group should select a spokesperson to share some of the sentences they created with the class.

5. Socio-emotional Feedback: During the presentations, prompt students to recognize and label the emotions described, discussing the reasons behind those feelings and appropriate ways to express them.

Discussion and Group Feedback

After each group's presentation, utilize the RULER method to steer the discussion:

Recognize: Ask students about the emotions they experienced during the activity and if they were able to identify similar feelings in their classmates. Understand: Engage them in a conversation about the root causes of those emotions. Why did some hypothetical situations trigger specific feelings? Explore how different contexts can elicit diverse emotional responses. Name: Urge students to accurately identify the emotions by using a broad emotional vocabulary. This will enhance clarity in emotional communication. Express: Inquire how they might appropriately convey these emotions. What words, gestures, or actions would effectively communicate how they feel? Regulate: Discuss strategies for managing emotions. How can they cope with intense feelings in a constructive manner? What self-control techniques might they be able to utilize?

This discussion will not only reinforce the understanding of the compound conditional but also foster a culture of empathy and mutual respect, which are crucial for socio-emotional development.

Conclusion

Duration: (15 - 20 minutes)

Reflection and Emotional Regulation

Encourage students to write a reflection or participate in a discussion about the challenges encountered during the lesson. They should focus on how they managed their emotions while engaging with the activities. Invite them to articulate what feelings they experienced, how they recognized these emotions, and how they expressed and regulated them. Ask them to share any strategies that were helpful or might have improved their emotional management.

Objective: This component aims to promote self-assessment and emotional regulation among students. By reflecting on the challenges faced and their emotional responses, they can pinpoint effective approaches to handle difficult situations in the future. This fosters self-awareness, self-control, and responsible decision-making abilities.

Glimpse into the Future

To wrap up the class, prompt students to set personal and academic goals regarding their use of the compound conditional. They can jot these goals down in their notebooks or share them with the class if they feel comfortable. Explain how these goals may assist them in continuously enhancing their linguistic and emotional capabilities.

Penetapan Objective:

1. Enhance the use of the compound conditional in writing and conversation.

2. Identify and name emotions when discussing hypothetical scenarios.

3. Create strategies to express and manage emotions appropriately.

4. Practice the compound conditional in diverse contexts to build fluency. Objective: The aim of this section is to reinforce students' independence and the practical application of their learning. By establishing personal and academic objectives, they commit to the ongoing development of their language and socio-emotional skills, fostering their academic journey and personal growth.