Lesson Plan | Socioemotional Learning | Use and Variation of the English Language

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage of the Socioemotional Lesson Plan is to prepare students for understanding the variations of the English language, introducing concepts of self-awareness and self-control. This will be achieved by recognizing and naming emotions related to learning new linguistic forms, promoting an environment of respect and empathy. In this way, the introduction establishes a solid foundation for exploring and discussing regional differences in English, contributing to the development of students' socioemotional skills.

Main Goals

1. Understand the variations of the English language, identifying differences between English spoken in different regions.

2. Develop the ability to recognize and name emotions related to learning different forms of the English language.

3. Practice the appropriate expression of emotions when discussing the variations of the English language in groups.

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 promotes focus, presence, and concentration among students, emotionally preparing them for the lesson. During the guided meditation, students are instructed to focus on their breath and visualize a calming scene, which helps calm the mind and reduce anxiety. This is especially helpful in creating a conducive environment for learning and open discussion about the variations of the English language.

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

2. Instruct students to close their eyes and begin focusing on their breath, inhaling and exhaling deeply.

3. Guide students to imagine a peaceful place where they feel safe and relaxed, such as a calm beach or a field of flowers.

4. Ask students to concentrate on the sounds and sensations of that imaginary place, allowing any thoughts or worries to slowly dissipate.

5. Let this visualization continue for a few minutes, encouraging students to maintain deep and regular breathing.

6. Gradually, ask students to start bringing their attention back to the classroom, gently moving their fingers and toes, and finally opening their eyes when they feel ready.

Content Contextualization

The English language, like any other language, has various variations that reflect the cultures and histories of the regions where it is spoken. For example, British English and American English differ not only in vocabulary but also in pronunciation and grammar. These variations provide a window into understanding the cultures and emotions of people from different parts of the world. By exploring these variations, students not only learn about the language but also develop greater empathy and cultural understanding, becoming more socially aware.

Development

Duration: (60 - 70 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Introduction to Variations of the English Language

2. Definition: Explain that the English language has various variations depending on the region where it is spoken. The main variations include British, American, Australian, Canadian English, and others.

3. History and Causes: Detail how colonization, migrations, and cultural influences contributed to the development of these variations. Exemplify with British colonization in North America, which resulted in American English.

4. Differences in Vocabulary

5. Examples: Provide examples of words that differ between regional variations. For example, 'elevator' (American) vs. 'lift' (British), 'truck' (American) vs. 'lorry' (British).

6. Differences in Pronunciation

7. Phonetics: Demonstrate differences in pronunciation of common words, such as 'water' (with a stronger 't' sound in British and a softer sound in American).

8. Differences in Grammar

9. Grammatical Structures: Explain variations in grammatical structures, such as the use of the present perfect in British English ('I have just eaten') vs. the simple past in American English ('I just ate').

10. Spelling: Address spelling differences, such as 'colour' (British) vs. 'color' (American), 'theatre' (British) vs. 'theater' (American).

11. Culture and Context

12. Cultural Influence: Discuss how the variations reflect the cultures and histories of the regions where they are spoken. For example, how Australian English incorporates indigenous words and expressions.

13. Cultural Awareness: Encourage students to reflect on how understanding these variations can increase their empathy and cultural understanding.

Socioemotional Feedback Activity

Duration: (35 - 45 minutes)

Exploring Variations of the English Language

Students will be divided into groups to explore different variations of the English language. Each group will study a specific variation (British, American, Australian, etc.) and present their findings to the class. During the activity, students will be encouraged to recognize and express their emotions related to learning and presenting linguistic differences.

1. Divide the class into groups of 4-5 students.

2. Assign each group a specific variation of the English language to study.

3. Provide research materials, such as texts, videos, and examples of vocabulary, pronunciation, and grammar.

4. Instruct the groups to prepare a small presentation (5 minutes) about the main characteristics of the studied variation.

5. During preparation, ask students to recognize and name their emotions (e.g., excitement, frustration) and discuss how they are feeling.

6. Each group will present their findings to the class.

7. After each presentation, promote a brief discussion where students express their emotions about what they learned and how they felt.

Group Discussion

To guide the discussion and socioemotional feedback, use the RULER method. First, recognize the student's emotions by asking how they felt during the activity. Encourage them to understand why they felt those emotions, relating them to specific learning and presentation situations. Name the emotions accurately, helping students to expand their emotional vocabulary.

Then, express the emotions appropriately. Ask students to share their feelings with respect and empathy, fostering a safe and welcoming environment. Finally, regulate the emotions by discussing strategies to cope with negative emotions and maintain positive emotional balance. This may include breathing techniques, reflection breaks, and mutual support among peers.

Conclusion

Duration: (20 - 25 minutes)

Emotional Reflection and Regulation

Suggest that students write a brief text or participate in a group discussion about the challenges faced during the lesson and how they managed their emotions while dealing with variations of the English language. They can reflect on specific moments when they felt frustrated, excited, or confused and how those emotions affected their learning. Encourage students to share their strategies for coping with these emotions and to consider new approaches that could be helpful in the future.

Objective: The goal of this reflection is to encourage students to self-assess their emotional regulation skills, recognizing the challenges faced and identifying effective strategies for dealing with challenging situations. This helps promote self-awareness and self-control, which are fundamental for socioemotional development and continuous learning.

Closure and A Look Into The Future

To conclude the lesson, ask students to set personal and academic goals related to the content learned. They can define specific objectives, such as learning new words in British English, improving pronunciation in American English, or exploring more deeply the culture of an English-speaking country. Encourage students to write down these goals and share them with the class, fostering a collective commitment to progress and continuous learning.

Possible Goal Ideas:

1. Learn 10 new words in British English.

2. Improve pronunciation of common words in American English.

3. Explore the culture of an English-speaking country and share findings with the class.

4. Practice active listening while watching videos in different variations of English.

5. Read a short article or book in a specific variation of the English language. Objective: The objective of this stage is to strengthen students' autonomy and the practical application of learning. By setting personal and academic goals, students are encouraged to continue their development both academically and personally, applying what they have learned in a practical and continuous manner.