Lesson Plan | Socioemotional Learning | Verbs: Periphrastic Future

Objectives

Duration: 10 - 15 minutes

The purpose of this stage is to introduce students to the lesson's theme, highlighting the specific skills that will be developed throughout. This will help students understand the importance of the content addressed and relate it to their own experiences and emotions, promoting a learning environment that values both academic and socio-emotional development.

Main Goals

1. Develop the ability to express the sense of future using verbal periphrase in Spanish.

2. Identify and distinguish future verbs in written texts in Spanish.

Introduction

Duration: 15 - 20 minutes

Emotional Warm-up Activity

Mindfulness Moment

The suggested emotional warm-up activity is the practice of Mindfulness. This practice involves being fully aware of the present moment, helping students to focus, calm down, and prepare emotionally for the lesson.

1. Preparing the Environment: Ask students to sit comfortably in their chairs, with their feet firmly on the ground and hands resting on their knees.

2. Posture: Instruct students to maintain an upright yet relaxed posture, allowing their shoulders to relax and gently closing their eyes if they feel comfortable.

3. Breathing: Guide students to focus on their breathing, inhaling deeply through their nose and exhaling slowly through their mouth. They should feel the air entering and exiting their body.

4. Mindfulness: For approximately 5 minutes, guide them to pay attention to sensations in their body, thoughts, and emotions, without judgments, simply observing.

5. Closing: Gradually ask students to bring their attention back to the classroom environment. Encourage them to open their eyes slowly and do some light stretching if necessary.

Content Contextualization

The verbal periphrase of future in Spanish is an essential tool for communicating about plans, intentions, and predictions. Imagine the excitement of planning a trip or talking about your dreams for the future. When we use verbal structures to express these ideas, we are not just communicating information; we are also sharing emotions and expectations. Understanding and correctly using these verbal structures can help students express themselves more clearly and emotionally connected, especially in situations where the future is the topic of discussion. Furthermore, by learning about these verbal constructions, students develop skills that help them plan and make decisions more consciously and responsibly.

Development

Duration: 60 - 75 minutes

Theoretical Framework

Duration: 20 - 25 minutes

1. Verbal Periphrase of Future in Spanish:

2. Definition: The verbal periphrase is a construction that uses two or more verbs to form a single verbal idea, in this case, the idea of the future.

3. Common Structure: The verbal periphrase of future in Spanish is generally formed by the verb 'ir' conjugated in the present, followed by the preposition 'a' and the main verb in the infinitive. Example: 'Voy a estudiar.' (I am going to study).

**4. Conjugation of the Verb 'Ir':

5. Yo voy

6. Tú vas

7. Él/Ella/Usted va

8. Nosotros/Nosotras vamos

9. Vosotros/Vosotras vais

10. Ellos/Ellas/Ustedes van

11. Common Uses: This construction is used to talk about plans, intentions, predictions, and future actions. Example: 'Mañana voy a visitar a mis abuelos.' (Tomorrow I am going to visit my grandparents).

12. Analogies and Examples: Relate the use of the verbal periphrase to everyday situations of the students, such as talking about weekend plans or academic goals.

13. Difference with Simple Future: Briefly explain the difference between the future periphrase ('Voy a estudiar') and the simple future ('Estudiaré'), highlighting that the periphrase is often used for planned actions and the simple future for actions that are more distant or less certain.

Socioemotional Feedback Activity

Duration: 35 - 40 minutes

Planning the Future in Spanish

In this activity, students will work in groups to create a detailed plan of a future activity using the verbal periphrase of future in Spanish. They will present their plans to the class, promoting oral practice and the expression of emotions and expectations.

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

2. Planning: Each group must choose a future activity they would like to do together, such as a trip, a school event, or a community project.

3. Writing: Students should write a paragraph describing their plan, using the construction 'ir a + infinitivo' to express future actions.

4. Presentation: Each group will present their plan to the class, explaining the details and reasons for their choices.

5. Discussion: After each presentation, open the floor for questions and comments from classmates, encouraging the exchange of ideas and feelings about the presented plans.

Group Discussion

To apply the RULER method during the discussion and feedback session, start by recognizing the emotions expressed by students during the presentations (e.g., 'I noticed that you are very excited about the idea of the trip...'). Next, help students understand the causes of those emotions by asking what motivates them to carry out these future activities. Encourage them to name their emotions correctly, using words like 'anxious', 'happy', 'worried'. Guide students to express their emotions appropriately, praising the clarity and depth of their presentations. Finally, discuss ways to regulate emotions such as anxiety or nervousness, suggesting breathing techniques or positive visualization. At the end of the activity, ask students to reflect on how they felt during the creation and presentation of their plans. Ask how they dealt with possible feelings of nervousness or anxiety, and what they learned about themselves and their classmates during the process.

Conclusion

Duration: 15 - 20 minutes

Emotional Reflection and Regulation

Suggest that students write a brief paragraph or participate in a group discussion about the emotional and cognitive challenges they faced during the lesson. Ask them to reflect on how they recognized and managed their emotions throughout the activities. Guiding questions might include: 'What were the most challenging moments for you?' and 'How did you feel when presenting your plan to the class?'. Encourage them to share strategies they used to maintain self-control and calmness, as well as discuss how they could improve emotional regulation in similar future situations.

Objective: The aim of this subsection is to encourage students to self-evaluate their emotional responses during the lesson and identify effective strategies for dealing with challenging situations. By reflecting on their experiences, students develop greater self-awareness and emotional regulation skills, which are essential for their personal and academic growth.

Closure and A Look Into The Future

To conclude the lesson, ask students to set personal and academic goals related to the content learned. Explain that these goals should be specific, measurable, attainable, relevant, and time-bound (SMART methodology). For example, an academic goal could be 'Study Spanish for 15 minutes every day using future periphrase' and a personal goal could be 'Plan a presentation about my future plans in Spanish for my classmates.'

Possible Goal Ideas:

1. Study Spanish for 15 minutes every day using future periphrase.

2. Plan a presentation about my future plans in Spanish for my classmates.

3. Write a weekly journal in Spanish about future plans using the verbal periphrase.

4. Participate actively in Spanish classes by asking questions and contributing examples of the use of future periphrase.

5. Create a list of sentences in Spanish using the verbal periphrase of future for different contexts (travel, studies, events). Objective: The purpose of this subsection is to strengthen students' autonomy and practical application of the learning acquired in the lesson. Setting personal and academic goals helps students continue developing their Spanish skills and apply the content in a practical way in their daily lives, promoting continuous growth both academically and personally.