Lesson Plan | Socioemotional Learning | Prepositions and Prepositional Phrases

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage is to provide a clear understanding of the main objectives of the lesson, aligning students' expectations with the content to be learned. Through the description of the objectives, students will be able to perceive the importance of prepositions and prepositional phrases in the use of the Spanish language, while developing socio-emotional skills such as self-awareness and responsible decision-making when applying this knowledge in different contexts.

Main Goals

1. Describe the use of prepositions and prepositional phrases in Spanish in an appropriate and concise manner.

2. Identify prepositions and prepositional phrases in different types of sentences.

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

Mindfulness for Focus and Concentration

The emotional warm-up activity is a mindfulness practice focused on promoting students' presence, concentration, and focus. During this activity, students will be guided through a series of mindfulness exercises that will help them calm down, center themselves, and be fully present for the lesson.

1. Preparation of the Environment: Ask students to sit comfortably in their chairs, with their feet firmly planted on the floor and their hands resting on their laps. Request them to close their eyes or fix their gaze on a point ahead.

2. Start of Breathing: Instruct students to begin focusing on their breathing. Guide them to breathe slowly and deeply through their noses, feeling the air enter and exit their lungs.

3. Mindfulness: Ask students to pay attention to the sensations in their bodies while breathing. Guide them to notice how their chest and abdomen expand and contract with each breath.

4. Counting Breaths: Instruct students to mentally count each inhalation and exhalation, from one to ten, and then start again. If their minds wander, gently bring their focus back to counting.

5. Visualization: After a few minutes of conscious breathing, guide students in a visualization of a calm and relaxing place, such as a beach or forest. Ask them to imagine the details of this place, using all their senses.

6. Gradual Return: After the visualization, ask students to slowly bring their attention back to the classroom. Instruct them to move their fingers and toes, open their eyes (if they were closed), and prepare for the lesson.

Content Contextualization

Prepositions and prepositional phrases are present in various aspects of our daily lives, from the simple organization of sentences to the expression of feelings and emotions. For example, when saying 'I am happy for you', the preposition 'for' connects the feeling of happiness to the reason. This type of construction helps us communicate our emotions clearly and effectively, a crucial aspect for the development of socio-emotional skills. Recognizing and using prepositions and prepositional phrases correctly not only improves fluency in Spanish but also enhances our ability to express emotions and understand those of others.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Definition of Prepositions: Prepositions are unchanging words that establish relationships between two or more terms in a sentence. In Spanish, common examples include: 'a', 'de', 'en', 'por', 'para'.

2. Definition of Prepositional Phrases: Prepositional phrases are expressions formed by two or more words that function as a preposition. Examples include: 'al lado de' (next to), 'debido a' (due to), 'en frente de' (in front of).

3. Examples and Use: Provide examples of sentences that use prepositions and prepositional phrases: 'Voy a casa' (I am going home) and 'Estoy en frente de la escuela' (I am in front of the school).

4. Analogies to Facilitate Understanding: Compare prepositions to bridges that connect words or ideas, helping students visualize how these words work in a sentence.

5. Detailed Explanation: Detail how each preposition and prepositional phrase can change the meaning of a sentence depending on the context. For example, 'Voy por el parque' (I am going through the park) versus 'Voy para el parque' (I am going to the park).

6. Grammar Rules: Explain the grammar rules related to the use of prepositions and prepositional phrases in Spanish, such as agreement and position in the sentence.

Socioemotional Feedback Activity

Duration: (30 - 35 minutes)

Creation of Socio-Emotional Sentences

Students will work in pairs to create sentences using prepositions and prepositional phrases, focusing on emotions and feelings. Each pair should create sentences that express different emotional states and social situations, using the prepositions and prepositional phrases discussed.

1. Pair Formation: Divide the class into pairs. Each pair should choose an emotion or feeling to work on.

2. Sentence Creation: Instruct students to create at least five sentences that express emotions and feelings using prepositions and prepositional phrases.

3. Sentence Exchange: After creating the sentences, each pair will exchange their sentences with another pair for analysis.

4. Feedback: Each pair should analyze the received sentences, recognizing the expressed emotions (Recognize) and understanding the causes and consequences of those emotions (Understand).

5. Discussion: Promote a group discussion about the sentences created, encouraging students to accurately name the emotions (Label), express their opinions and feelings regarding the sentences (Express), and discuss ways to regulate these emotions in different situations (Regulate).

Group Discussion

To apply the RULER method, start by asking students to read the created sentences and recognize the expressed emotions. Discuss how the prepositions and prepositional phrases help clarify the emotions and situations described. Then, ask students to understand the causes and consequences of these emotions, promoting reflection on how emotions influence our actions and relationships. Encourage them to accurately name the emotions and express their opinions and feelings about the sentences read. Finally, discuss strategies for regulating these emotions in different contexts, fostering an environment of mutual support and empathy.

Conclusion

Duration: (20 - 25 minutes)

Emotional Reflection and Regulation

Suggest to students that, individually, they write a paragraph reflecting on the challenges faced during the lesson, how they felt at different moments, and how they managed those emotions. Alternatively, a group discussion can be promoted where each student shares their experiences and emotional regulation strategies used. Encourage them to be honest and detail their reflections. The goal is to create a safe environment where everyone feels comfortable expressing their emotions and learning from each other.

Objective: The objective of this activity is to encourage self-assessment and emotional regulation, helping students identify effective strategies for dealing with challenging situations. Reflecting on their emotions and behaviors allows students to develop greater self-awareness and self-control, essential skills for both the school context and daily life.

Closure and A Look Into The Future

To conclude the lesson, suggest that students set personal and academic goals related to the content learned about prepositions and prepositional phrases. Explain that these goals should be specific, measurable, achievable, relevant, and time-bound (SMART). For example, an academic goal could be 'correctly use prepositions in 10 sentences by the end of the week', while a personal goal could be 'practice identifying prepositions in daily reading texts'.

Possible Goal Ideas:

1. Correctly use prepositions in 10 sentences by the end of the week.

2. Practice identifying prepositions in daily reading texts.

3. Create a diary of sentences using prepositions to express daily feelings.

4. Work in pairs to review the use of prepositions in essays.

5. Actively participate in class discussions about the use of prepositions. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, encouraging them to continue developing their skills both academically and personally. Setting clear and achievable goals helps students stay focused on continuous learning and apply prepositions and prepositional phrases in different contexts, promoting overall development.