Rencana Pelajaran | Pembelajaran Sosioemosional | Verbs: Introduction to the Verb to Be

Tujuan

Durasi: (10 - 15 minutes)

The aim of this stage is to provide a solid foundation for understanding the verb 'to be', which is crucial for constructing sentences in English. By grasping when and how to use 'am', 'is', and 'are', students will be able to form basic sentences, a fundamental skill for effective communication. Additionally, this stage seeks to kick-start the development of socio-emotional skills, encouraging students to recognize their feelings and those of others, and to understand how these emotions can impact their learning.

Tujuan Utama

1. Introduce the concept of the verb 'to be', explaining its forms (am, is, are) and how to use them correctly in simple sentences.

2. Develop recognition and understanding of the forms of the verb 'to be' and how they apply in various sentence contexts.

Pendahuluan

Durasi: (15 - 20 minutes)

Kegiatan Pemanasan Emosional

Deep Breathing for Focus

The warm-up emotional activity will be a ‘Deep Breathing’ session designed to enhance students' focus and presence. During this time, students will be guided through a series of breathing exercises to help them feel more grounded and relaxed, creating an ideal learning atmosphere.

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

2. Explain that the activity will consist of several rounds of deep breathing to calm the mind and body.

3. Instruct the students to close their eyes and breathe in deeply through their noses, filling their lungs with air.

4. Ask them to hold their breath for a moment and then exhale gently through their mouths.

5. Guide the students to repeat this breathing pattern for a few minutes, focusing on the sensation of air filling and leaving their lungs.

6. Encourage the students to concentrate solely on their breathing, putting aside any other thoughts.

7. After a few minutes, ask the students to slowly open their eyes and direct their attention back to the classroom, ready to begin the lesson.

Kontekstualisasi Konten

The verb 'to be' is essential for crafting sentences in English and is commonly used in everyday situations, such as introducing oneself or describing feelings and states. For instance, when someone says 'I am happy,' they are using the verb 'to be' to convey how they feel. Mastering the use of the verb 'to be' will empower students to communicate more effectively and articulate their emotions clearly. Moreover, learning about the verb can serve as an excellent opportunity for students to practice empathy and understanding of others' feelings. By describing emotions and states, they can reflect on how language influences our feelings and how we can use words to support and uplift one another.

Pengembangan

Durasi: (60 - 75 minutes)

Panduan Teori

Durasi: (20 - 25 minutes)

1. Explain that the verb 'to be' is one of the most crucial and fundamental verbs in English. It conveys states of being, identity, characteristics, and emotions.

2. Outline the three forms of the verb 'to be' in the present: am, is, and are.

3. Provide examples of simple sentences using each form of the verb 'to be':

4. 'I am a student.'

5. 'He is a kind person.'

6. 'They are happy.'

7. Clarify that am pairs with 'I', is pairs with 'he', 'she', 'it', and singular names, while are is for 'you', 'we', 'they', and plural names.

8. Use analogies for clarity: for example, liken the verb 'to be' to a 'necklace' that connects the subject of the sentence to its predicate, showcasing the state or attribute of the subject.

9. Encourage students to practice conjugating the verb 'to be' out loud, completing sentences started by the teacher, like 'I ___ a teacher' or 'They ___ friends.'

Kegiatan dengan Umpan Balik Sosioemosional

Durasi: (30 - 35 minutes)

Creating Sentences with the Verb 'to be'

In this activity, students will devise their own sentences using the verb 'to be' and then share these sentences with the class. The teacher will prompt reflection on how word choice can express emotions and identities.

1. Divide the students into small groups of 3 to 4.

2. Provide each group with a set of cards featuring different subjects (e.g., I, He, She, They) and predicates (e.g., a student, happy, a teacher, tired).

3. Encourage students to combine the subjects and predicates to create sentences using the verb 'to be'.

4. Each group should come up with at least 5 unique sentences.

5. Once they’ve created the sentences, each group will present their sentences to the class.

6. Encourage the groups to discuss how their sentences represent emotions and characteristics of the individuals mentioned.

Diskusi dan Umpan Balik Kelompok

After the activity, gather the students in a circle for a group discussion. Use the RULER method to facilitate the socio-emotional discussion:

1. Recognize: Ask students to describe how they felt during the sentence creation and while listening to others' sentences.
2. Understand: Discuss the reasons behind and impacts of the emotions shared in the sentences. Ask how the language in their sentences can shape feelings and perceptions about themselves and others.
3. Name: Prompt students to identify the emotions they felt and noticed in their peers during the activity.
4. Express: Guide students in expressing their emotions respectfully, sharing their experiences in a considerate and empathetic manner.
5. Regulate: Talk about strategies for managing emotions, especially in communication and self-expression scenarios. Ask students how they can use self-awareness and self-control to communicate more effectively and empathetically.

Kesimpulan

Durasi: (15 - 20 minutes)

Refleksi dan Regulasi Emosional

For the reflection and emotional regulation activity, suggest that students write a paragraph about the challenges they faced during the lesson and how they handled their emotions. Alternatively, facilitate a group discussion where every student can share their experiences and feelings related to the activity. Ask how they felt when crafting sentences, hearing their peers' sentences, and discussing the emotions linked to them.

Tujuan: The goal of this subsection is to promote self-assessment and emotional regulation, guiding students to pinpoint effective strategies for managing challenging situations. By reflecting on their personal experiences and feelings, students will cultivate greater self-awareness and self-control—key skills for effective communication and emotional well-being.

Pandangan ke Masa Depan

In closing, reinforce the importance of setting personal and academic goals that align with the lesson content. Encourage students to think of a personal goal (for example, 'I want to feel more confident using the verb to be') and an academic goal (like 'I aim to use the verb to be correctly in 5 different sentences by the next class'). Motivate students to share their goals with a peer to foster a sense of accountability and support.

Penetapan Tujuan:

1. Understand and correctly use the verb 'to be' in basic sentences.

2. Develop the ability to recognize and articulate emotions associated with learning.

3. Practice expressing emotions in an appropriate and respectful manner.

4. Enhance communication and collaboration with peers through group work.

5. Apply self-control strategies to cope with frustration and challenges during learning. Tujuan: The aim of this subsection is to bolster students' autonomy and practical application of their learning. By setting personal and academic goals, students are encouraged to continue their academic and emotional development, fostering ongoing growth.