Lesson Plan | Socioemotional Learning | Verbs: Simple Past

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage of the Socio-emotional Lesson Plan is to establish a clear and objective foundation for learning the simple past while integrating the development of socio-emotional skills. By outlining the objectives, students are informed about what is expected of them, which helps to promote self-awareness and self-control, essential for responsible decision-making and the development of social skills and social awareness throughout the learning process.

Main Goals

1. Develop the ability to write regular and irregular verbs in the simple past, understanding their use in different contexts.

2. Promote the understanding of the differences between verb tenses and the correct application of the simple past in contrast to other verb tenses.

3. Encourage socio-emotional development through the recognition and naming of emotions, both in themselves and in others, throughout the learning process.

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 practice helps students focus on the present moment, promoting a state of calm and focus that is essential for learning. Guided meditation involves instructing students to sit comfortably, close their eyes, and follow specific instructions that help them relax and connect with their emotions consciously.

1. Ask students to sit comfortably in their chairs, with their feet flat on the floor and their hands relaxed on their laps.

2. Request them to close their eyes and start paying attention to their breathing, inhaling deeply through the nose and exhaling slowly through the mouth.

3. Guide them to visualize a calm and relaxing place, like a beach or a green field, and imagine they are there, feeling all the sensations of that place.

4. Continue guiding them through a series of deep breaths, encouraging them to release any tension in their bodies with each exhalation.

5. After a few minutes, ask students to start bringing their attention back to the classroom by slowly moving their fingers and toes.

6. Conclude the meditation by asking them to open their eyes and stretch gently, if needed, before refocusing on the lesson.

Content Contextualization

Understanding verbs in the simple past is essential not only for mastering the English language but also for effective communication in various everyday situations. Imagine how confusing it would be to tell a story without being able to use the past tense to describe events that have already happened. Correctly using verb tenses helps us build clear narratives and share experiences more precisely and engagingly. Additionally, by learning about verbs in the simple past, students can also reflect on their own stories and emotions associated with past events, promoting greater self-awareness and empathy.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Verbs in the Simple Past: This section will cover the formation and use of verbs in the simple past, both regular and irregular.

2. Regular Verbs: Verbs that follow a fixed rule for forming the simple past by adding -ed to the end of the base verb. Examples: 'walk' becomes 'walked', 'play' becomes 'played'.

3. Irregular Verbs: Verbs that do not follow a fixed rule for forming the simple past and need to be memorized. Examples: 'go' becomes 'went', 'see' becomes 'saw'.

4. Use of the Simple Past: The simple past is used to describe actions that were completed at a specific moment in the past. Examples: 'Yesterday, I walked to the park.' / 'Last week, she saw a movie.'

5. Difference Between Simple Past and Other Verb Tenses: The simple past is used for completed actions, while the present perfect, for example, is used for actions that have relevance in the present. Examples: 'I saw that movie.' (simple past) vs. 'I have seen that movie.' (present perfect).

6. Forming Questions and Negatives in the Simple Past: To form questions, use 'did' followed by the subject and the base verb. To form negatives, use 'did not' or 'didn't' followed by the base verb. Examples: 'Did you walk to school yesterday?' / 'She didn't see the movie last night.'

Socioemotional Feedback Activity

Duration: (35 - 40 minutes)

Writing and Sharing Stories in the Simple Past

In this activity, students will be encouraged to write a short story about a significant past event in their lives, using verbs in the simple past. They will then share their stories in small groups, promoting the practice of the verb tense and the development of socio-emotional skills, such as self-awareness and social awareness.

1. Ask students to think of a significant event from their past and write a short story about that event, using verbs in the simple past. They should include at least five regular verbs and five irregular verbs.

2. After finishing their stories, divide the students into small groups and ask them to share their stories with their peers.

3. While each student shares, their peers should pay attention and note the verbs in the simple past used in the story.

4. Once everyone in the group has shared their stories, each group should discuss the emotions associated with the narratives, using the RULER method to recognize, understand, name, express, and regulate those emotions.

5. Finally, gather the class in a large circle and ask some volunteer students to share their stories and the emotions discussed in the smaller groups.

Group Discussion

To guide the group discussion, use the RULER method. First, recognize the emotions described in the students' stories, both their own and their peers'. Understand the causes and consequences of these emotions, reflecting on how past events influenced their feelings. Name the identified emotions accurately, helping students to expand their emotional vocabulary.

Express the emotions appropriately during the discussion, fostering an environment of respect and empathy. Lastly, help students regulate their emotions by discussing strategies for dealing with intense or uncomfortable feelings that may arise while recalling or sharing past events. This practice not only enhances understanding of the simple past but also strengthens students' emotional intelligence.

Conclusion

Duration: (15 - 20 minutes)

Emotional Reflection and Regulation

Ask students to write a brief paragraph reflecting on the challenges they faced during the lesson and how they managed their emotions throughout the process. Alternatively, organize a group discussion where students can share their experiences and emotional regulation strategies. Encourage them to talk about specific moments when they felt intense emotions and how they coped with those situations, connecting the reflection with the steps of the RULER method.

Objective: The objective of this subsection is to encourage self-assessment and emotional regulation, helping students identify effective strategies for dealing with challenging situations. This fosters self-awareness and the ability for self-control, which are essential for developing robust emotional intelligence and for the practical application of learning in future contexts.

Closure and A Look Into The Future

To conclude the lesson, ask students to set personal and academic goals related to the content learned about the simple past. They can write these goals in their notebooks or share them with a peer. The goals should include aspects such as the ongoing practice of simple past verbs in different contexts, the correct application of verb tenses in writing, and improvement in the ability to recognize and manage their emotions during the learning process.

Possible Goal Ideas:

1. Regularly practice simple past verbs in exercises and conversations.

2. Correctly apply verb tenses in writing and written activities.

3. Improve the ability to recognize and manage emotions during learning.

4. Establish a habit of self-assessment to monitor progress in using verb tenses.

5. Participate in group discussions to strengthen social skills and social awareness. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, encouraging continuity in academic and personal development. Setting clear goals helps students maintain focus and motivation, as well as promoting a sense of responsibility and self-management, which are crucial for success in their future educational journeys.