Lesson Plan | Socioemotional Learning | Verbs: Ser, Estar, Tener

Objectives

Duration: (10 - 15 minutes)

This stage aims to provide students with a clear understanding of the verbs 'ser', 'estar' and 'tener' in Spanish, while simultaneously promoting the development of socioemotional skills through the RULER method. By recognizing, understanding, naming, expressing, and regulating emotions, students will be able to apply these verbs more accurately and consciously, improving their communication and social interaction.

Main Goals

1. Recognize and correctly use the verbs 'ser', 'estar' and 'tener' in the appropriate context.

2. Develop the ability to identify the emotions and feelings associated with the use of the verbs 'ser', 'estar' and 'tener'.

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

Guided Meditation for Focus and Concentration

The chosen Emotional Warm-Up Activity is Guided Meditation. This activity promotes focus, presence, and concentration among students, emotionally preparing them for the lesson.

1. Preparation of the Environment: Dim the lights in the room and ask students to sit comfortably in their chairs. Ensure that everyone is in a relaxed position, with their feet on the ground and their hands resting on their laps.

2. Initial Breathing: Instruct students to close their eyes and breathe deeply three times, inhaling through the nose and exhaling slowly through the mouth.

3. Guiding the Meditation: With a calm and gentle voice, begin to guide the meditation. Tell students to focus on their breath, noticing the air entering and leaving their lungs. Ask them to relax each part of their body, starting from their feet and working up to their heads.

4. Creative Visualization: Ask students to imagine a peaceful place where they feel safe and at ease. It could be a beach, a forest, or any other setting that makes them feel good.

5. Connection with the Present: Guide students to bring their attention back to the present moment, noticing the sounds around them and the feeling of their bodies in the chairs.

6. Closure: End the meditation by asking students to take three more deep breaths and slowly open their eyes. Ask how they are feeling and if they would like to share their experience.

Content Contextualization

The verbs 'ser', 'estar' and 'tener' are fundamental for communication in Spanish and have specific uses that can reflect emotional states and identities. For example, 'ser' can describe permanent characteristics, while 'estar' is used for temporary states and emotions. 'Tener' is often used to express possessions and needs, such as 'tener hambre' (to be hungry) or 'tener miedo' (to be afraid). Understanding these verbs not only improves fluency in the language but also helps express emotions and better understand the feelings of others. Let's explore how these verbs are used in different contexts and how this relates to our own emotional experiences.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. ### Main Components of the Verbs 'Ser', 'Estar' and 'Tener'

2. #### Verb 'Ser'

3. Definition: Used to describe permanent characteristics, identity, origin, profession, and relationships.

4. Examples: 'Yo soy estudiante.' (I am a student), 'Ella es doctora.' (She is a doctor), 'Nosotros somos amigos.' (We are friends).

5. Analogies: 'Ser' is like the foundation of a house - it describes essential and permanent characteristics.

**6. **

7. #### Verb 'Estar'

8. Definition: Used to describe temporary states, location, and conditions.

9. Examples: 'Yo estoy cansado.' (I am tired), 'Ellos están en la escuela.' (They are in school), 'La sopa está caliente.' (The soup is hot).

10. Analogies: 'Estar' is like the weather - it can change depending on the situation.

**11. **

12. #### Verb 'Tener'

13. Definition: Used to express possession, age, and some needs and physical conditions.

14. Examples: 'Yo tengo un libro.' (I have a book), 'Ella tiene 15 años.' (She is 15 years old), 'Nosotros tenemos hambre.' (We are hungry).

15. Analogies: 'Tener' is like a backpack - it describes what we carry, whether it be possession or need.

**16. **

17. ### Understanding Emotions Through the Verbs

18. Verb 'Ser': Describes who we are, our essential identity. It can be related to feelings of pride, acceptance, or frustration.

19. Verb 'Estar': Reflects our current emotional state. It may be linked to feelings of joy, sadness, tiredness, or anxiety.

20. Verb 'Tener': Often associated with needs and desires. It may relate to emotions such as desire, hunger, satisfaction, or fear.

Socioemotional Feedback Activity

Duration: (30 - 35 minutes)

Exploring Emotions with 'Ser', 'Estar' and 'Tener'

Students will work in groups to create short dialogues using the verbs 'ser', 'estar' and 'tener', focusing on expressing different emotions and states. Each group will present their dialogue to the class, who will identify and discuss the emotions expressed.

1. Divide the class into groups of 4 to 5 students.

2. Distribute cards with different emotional scenarios. Each card should describe a situation that involves a specific emotion (e.g., joy, sadness, nervousness, pride).

3. Ask the groups to create a short dialogue (5-7 lines) using the verbs 'ser', 'estar' and 'tener' to express the emotions of the scenario.

4. Guide the groups to rehearse the dialogue and prepare a brief presentation for the class.

5. Each group should present their dialogue. After each presentation, the class should recognize the emotions expressed, understand the causes and consequences, name the emotions correctly, express their own perceptions, and regulate their reactions.

Group Discussion

After each presentation, the teacher should guide a discussion using the RULER method.

Recognize: Ask students what emotions they observed in the presented dialogue. Understand: Discuss the causes of these emotions and how they affected the characters in the dialogue. Name: Encourage students to correctly name each identified emotion. Express: Ask students to express how they would feel if they were in the same situation. Regulate: Discuss ways to handle these emotions in a healthy manner, both in the context of the dialogue and in real life.

This discussion not only reinforces the grammatical content but also helps students develop critical emotional intelligence skills such as empathy, communication, and emotional regulation.

Conclusion

Duration: (10 - 15 minutes)

Emotional Reflection and Regulation

Suggest that students write a paragraph about the challenges faced while using the verbs 'ser', 'estar' and 'tener' during the activities and how they managed their emotions throughout the lesson. Alternatively, lead a group discussion where each student shares their experiences and how they felt while performing the activities. Encourage them to reflect on how they recognized, understood, named, expressed, and regulated their emotions during the lesson.

Objective: The objective of this subsection is to encourage students to conduct a self-assessment and practice emotional regulation. This helps them identify effective strategies for dealing with challenging situations, both in the classroom and in other areas of their lives. Reflection promotes self-knowledge and emotional awareness, essential components for socioemotional development.

Closure and A Look Into The Future

Explain to students the importance of setting personal and academic goals. Ask them to individually write one personal goal and one academic goal related to the use of the verbs 'ser', 'estar' and 'tener'. Discuss with the class how these goals can be monitored and achieved throughout the semester.

Possible Goal Ideas:

1. Personal Goal: Improve my self-confidence when speaking Spanish in everyday situations.

2. Academic Goal: Master the correct use of the verbs 'ser', 'estar' and 'tener' in different contexts by the end of the semester. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning. Setting personal and academic goals aims to promote continuity in academic and personal development, facilitating the transfer of knowledge acquired in class to other contexts of their lives.