Lesson Plan | Socioemotional Learning | Vocabulary: Family Members and Friends

Objective

Duration: (10 - 15 minutes)

The aim of this aspect of the Socioemotional Lesson Plan is to introduce learners to vocabulary related to family and friends, highlighting the significance of correctly identifying and naming these terms. This not only enhances their language abilities but also fosters an understanding of the emotions tied to family connections and friendships, enabling them to apply this vocabulary in their daily interactions with awareness and emotional intelligence.

Objective Utama

1. Identify and accurately name family members and friends in English.

2. Use the vocabulary learned in both real-life and imaginative contexts, encouraging practical application.

Introduction

Duration: (15 - 20 minutes)

Emotional Warmup Activity

Guided Meditation for Focus and Concentration

For our warm-up, we'll do a Guided Meditation. This activity is designed to help students focus, be present, and improve concentration, setting an emotional foundation for the lesson. Guided meditation calms the mind and lowers stress levels, creating an ideal space for effective learning.

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

2. Encourage them to close their eyes and take deep breaths in through their noses and out through their mouths.

3. Begin the guided meditation in a calm tone. Have them visualize a tranquil setting, such as a beach or a field of flowers.

4. Instruct them to tune into the sensations in their bodies, starting from their feet and moving up to their heads, relaxing each part as they progress.

5. Guide them to focus on their breath, noticing the air entering and leaving their lungs.

6. After a few minutes, invite them to slowly redirect their focus back to the classroom, gently opening their eyes and returning to a mindful state.

7. Wrap up the exercise with a short discussion about how meditation made them feel and how they might apply this technique when they're stressed or anxious.

Content Contextualization

Knowing the vocabulary related to family and friends is crucial not only for mastering the English language but also for the socioemotional growth of students. By learning and properly using terms like 'father', 'mother', 'brother', and 'friend', learners enhance their family and social ties, thus improving their capacity to express and recognize emotions. Additionally, appreciating the feelings connected to these relationships helps cultivate deeper, more authentic connections, fostering an environment of empathy and support.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (20 - 25 minutes)

1. Father: The male authority figure in the family. Examples: 'My dad is tall.' / 'Her father works at a bank.'

2. Mother: The female authority figure in the family. Examples: 'My mom loves cooking.' / 'His mom is a doctor.'

3. Brother: A male sibling sharing both parents. Examples: 'My brother is younger than me.' / 'She has two brothers.'

4. Sister: A female sibling sharing both parents. Examples: 'My sister enjoys reading.' / 'They have one sister.'

5. Grandfather: The father's or mother's father. Examples: 'My granddad tells amazing stories.'

6. Grandmother: The father's or mother's mother. Examples: 'Her granny bakes delicious cookies.'

7. Uncle: The brother of one's father or mother. Examples: 'My uncle lives in another town.'

8. Aunt: The sister of one's father or mother. Examples: 'Her aunt is a teacher.'

9. Cousin: The children of one's aunts and uncles. Examples: 'My cousin is my best buddy.'

10. Friend: Someone with whom one shares a friendship. Examples: 'My friend and I play soccer together.'

Activity with Socioemotional Feedback

Duration: (35 - 45 minutes)

Family Tree and Friends Network

Learners will craft a family tree and a friends network using the vocabulary they've learned. This hands-on activity involves drawing and labeling family members and friends, encouraging recognition and usage of the vocabulary in their personal lives.

1. Provide sheets of paper and coloured pencils to the students.

2. Ask them to draw a family tree featuring their closest relatives, labelling each member with the English vocabulary.

3. In a new section on the paper, have them create a friends network, including at least three friends and noting one attribute or emotion linked to each.

4. Encourage students to share their family trees and friends networks in small groups, explaining who they drew and their feelings about those people.

5. Move around the room to offer support and feedback while students engage in the activity.

Discussion and Group Feedback

Once the activity wraps up, facilitate a group discussion using the RULER method. Ask students to Recognize the emotions they experienced while creating and sharing their family trees and friends networks. Encourage them to Understand why they felt that way, reflecting on the value of familial and friendship bonds in their lives. Then, assist them in Labeling these emotions properly, supplying them with the right vocabulary to articulate what they felt.

During the discussion, promote a healthy Expression of emotions, urging respect for their peers' feelings and establishing a supportive atmosphere. Finally, work with them to Regulate these emotions, discussing methods for navigating both positive and negative emotions that may arise within their family and friendships. This practice will support students in developing emotional intelligence and enhance their social skills and self-discipline.

Conclusion

Duration: (15 - 20 minutes)

Reflection and Emotional Regulation

Encourage students to engage in written reflection or group discussions regarding the challenges faced during the lesson and how they managed their emotions. Ask them to express how they felt while learning and applying the vocabulary related to family and friends, and how they coped with potential feelings of frustration, anxiety, or joy. Prompt them to share techniques they employed to maintain self-control and focus, highlighting instances when they successfully managed their emotions.

Objective: The purpose of this section is to motivate students to practice self-assessment and emotional regulation. By reflecting on their experiences in the lesson, learners can pinpoint effective strategies for tackling challenging situations, thereby enhancing their self-regulation skills and promoting a more mindful and emotionally healthy learning environment.

Glimpse into the Future

To conclude the lesson, encourage students to set personal and academic goals tied to what they learned. They might select a personal goal like enhancing communication with a friend or family member using the new vocabulary, along with an academic goal like practising the vocabulary of family and friends at home regularly. Invite students to jot down these goals and share them with the class, fostering a collective commitment to support one another.

Penetapan Objective:

1. Practice the vocabulary of family and friends for 10 minutes each day.

2. Utilise the vocabulary learned to describe family and friends in a written task.

3. Share a story with a friend or family member using the vocabulary of family and friends.

4. Create a presentation about their own family and friends in English. Objective: The objective of this section is to bolster students' independence as well as the practical application of their learning. By setting personal and academic goals, students are encouraged to continue advancing their language and emotional skills on their own, thereby encouraging continuity in their academic and personal journeys.