Lesson Plan | Socioemotional Learning | Pronouns and Adjectives: Demonstratives

Objectives

Duration: 10 to 15 minutes

The purpose of this stage of the Socioemotional Lesson Plan is to prepare students for the understanding and application of demonstrative pronouns in English, while also working on self-awareness and the identification of emotions. By aligning the learning of specific content with socioemotional development, students will be better equipped to recognize, understand, and regulate their emotions in the context of learning, which facilitates the assimilation and application of acquired knowledge.

Main Goals

1. Develop the ability to identify and use demonstrative pronouns in English.

2. Understand the difference between various demonstrative pronouns and apply this knowledge in contextualized sentences.

3. Promote the identification and correct naming of emotions while working with practical examples of demonstrative pronouns.

Introduction

Duration: 15 to 20 minutes

Emotional Warm-up Activity

Mindfulness: Focus on the Present Moment

The emotional warm-up activity will be a Mindfulness practice. The goal of this activity is to promote focus, presence, and concentration among students, emotionally preparing them for the lesson. Mindfulness is a technique that involves paying full attention to the present moment, recognizing and accepting one's feelings and thoughts without judgment. This practice helps reduce stress and anxiety, in addition to improving concentration and emotional self-regulation.

1. Ask students to sit comfortably in their chairs, with their backs straight and their feet on the floor.

2. Request that they close their eyes or maintain a soft gaze, focusing on a fixed point in front.

3. Guide students to pay attention to their breathing, feeling the air entering and leaving through their nose. Suggest they concentrate on the physical sensations of their breath.

4. If they notice their mind wandering, gently guide them to bring their attention back to their breath.

5. After a few minutes, ask them to expand their attention to encompass the sensations in their body, noticing any tension or discomfort and again bringing their focus back to their breath.

6. Proceed to the final phase, where students should expand their awareness to the sounds around, the feelings, and thoughts present, without trying to change anything, just observing.

7. After about 5 to 7 minutes, conclude the practice by asking students to slowly open their eyes and return their focus to the classroom.

Content Contextualization

Demonstrative pronouns in English are crucial tools for clear and effective communication. They help indicate the location of objects and people in relation to the speaker, being fundamental for expressing ideas precisely. In real life, we are constantly using demonstrative pronouns to express ourselves and to understand others. For example, when describing a situation or giving directions, we use these words to facilitate understanding.

Moreover, understanding and using demonstrative pronouns correctly can improve our social interactions and our ability to understand the emotions and intentions of others. By associating these words with emotional contexts, students can develop not only their linguistic skills but also their emotional intelligence, learning to recognize and name feelings and to effectively regulate their emotions.

Development

Duration: 60 to 75 minutes

Theoretical Framework

Duration: 20 to 25 minutes

1. Demonstrative Pronouns in English: Definition and Examples

2. Demonstrative pronouns are words used to indicate and locate a noun in relation to the speaker. In English, the demonstrative pronouns are: this, that, these, and those.

3. This: Used to indicate something that is close to the speaker, in singular. Example: This is my book.

4. That: Used to indicate something that is far from the speaker, in singular. Example: That is your car.

5. These: Used to indicate something that is close to the speaker, in plural. Example: These are my friends.

6. Those: Used to indicate something that is far from the speaker, in plural. Example: Those are my shoes.

7. Demonstrative Adjectives in English: Definition and Examples

8. Demonstrative adjectives also indicate the position of a noun in relation to the speaker, but are used to modify nouns. The demonstrative adjectives are the same as the demonstrative pronouns (this, that, these, those), but are followed directly by a noun.

9. This: Example: This book is interesting.

10. That: Example: That car is fast.

11. These: Example: These apples are delicious.

12. Those: Example: Those shoes are expensive.

13. Analogies to Facilitate Understanding

14. To help students understand better, use analogies such as the position of objects in the classroom. For example, when pointing to a nearby book, say 'this book'. When pointing to a distant book, say 'that book'.

15. Importance of Recognizing and Naming Emotions

16. During the explanation, highlight how the correct use of demonstrative pronouns can help in the clarity of communication and, consequently, reduce frustrations and misunderstandings. Relate this to recognizing and naming emotions during social interactions.

Socioemotional Feedback Activity

Duration: 30 to 35 minutes

Exploring Demonstrative Pronouns and Adjectives Through Emotions

In this activity, students will work in pairs to create short dialogues using demonstrative pronouns and adjectives. Each dialogue should include expressions of emotions, which will be analyzed and discussed afterwards.

1. Divide the class into pairs.

2. Distribute cards with different scenarios that require the use of demonstrative pronouns and adjectives. Examples: 'Describe a shopping day', 'Explain a visit to the park'.

3. Ask students to create short dialogues (3-4 lines) for each scenario, correctly using this, that, these, and those.

4. Guide students to include expressions of emotions in the dialogue, such as 'I feel happy with this book' or 'I was surprised by that news'.

5. After creating the dialogues, each pair should read their dialogue aloud to the class.

Group Discussion

After reading the dialogues, initiate a group discussion using the RULER method. Recognize the emotions expressed in the dialogues and ask students to do the same. Understand the causes of those emotions by questioning the context in which they were placed. Name the emotions correctly, helping students to expand their emotional vocabulary. Express how these emotions could be demonstrated in other ways and how word choice can impact communication. Regulate emotions by discussing strategies for dealing with negative emotions and reinforcing the importance of self-control and responsible decision-making in daily interactions.

Conclusion

Duration: 15 to 20 minutes

Emotional Reflection and Regulation

Suggest to students that they write a paragraph reflecting on the challenges faced during the lesson and how they managed their emotions. Alternatively, lead a group discussion where each student can share their experiences and feelings. Ask how they felt using demonstrative pronouns and adjectives and how this affected their emotions and interactions.

Objective: The objective of this activity is to encourage students to self-assess their emotional responses and identify effective strategies for dealing with challenging situations. This will help promote self-awareness and emotional regulation, which are fundamental for both learning and personal development.

Closure and A Look Into The Future

Ask students to set personal and academic goals related to the use of demonstrative pronouns and adjectives. Explain the importance of setting clear and realistic goals to continue practicing the content learned.

Possible Goal Ideas:

1. Practice the use of demonstrative pronouns and adjectives in daily sentences.

2. Read texts in English and identify the use of demonstrative pronouns and adjectives.

3. Reflect weekly on progress in the correct use of demonstrative pronouns and adjectives.

4. Create short dialogues using demonstrative pronouns and adjectives to practice with peers. Objective: The aim of this subsection is to strengthen students' autonomy and encourage practical application of learning. By setting goals, students will be able to continue developing their linguistic and socioemotional skills, promoting ongoing growth in both academic and personal spheres.