Lesson Plan | Socioemotional Learning | Language Functions

Objectives

Duration: 15 - 20 minutes

The purpose of this stage of the Socioemotional Lesson Plan is to introduce students to the topic of language functions, promoting initial understanding and familiarization with fundamental concepts. Additionally, it seeks to create a learning environment that encourages self-knowledge and reflection on how different language functions are used in everyday situations.

Main Goals

1. Recognize and describe the main language functions: phatic, conative, metalinguistic, emotive, and referential.

2. Develop the ability to identify and differentiate language functions in various contexts and texts.

Introduction

Duration: 15 - 20 minutes

Emotional Warm-up Activity

Inner Journey: Guided Meditation

The chosen emotional warm-up activity is Guided Meditation. This practice involves students in a state of relaxation and focus through the teacher's guidance, who will lead them through a visualization and conscious breathing process. Guided Meditation helps promote presence, concentration, and mental tranquility, creating an environment conducive to learning.

1. Preparation of the Environment: Ask students to sit comfortably in their chairs, with straight backs and feet touching the floor. Ensure that the environment is quiet and dimly lit, if possible.

2. Beginning of the Meditation: Briefly explain to students the purpose of the meditation and ask them to close their eyes. Start by guiding them to pay attention to their breathing, inhaling through the nose and exhaling through the mouth slowly and deeply.

3. Guided Visualization: After a few moments of deep breathing, guide students through a visualization. Ask them to imagine a peaceful place, like a beach or a flower field, where they feel safe and relaxed.

4. Sensory Exploration: Encourage students to explore this imaginary place with all their senses: feeling the breeze on their face, hearing the sounds around them, and noticing the scents present.

5. Gradual Return: After a few minutes of visualization, slowly begin to bring students back to the present. Guide them to become aware again of their breathing and the environment around them.

6. Finalization: Ask them to slowly open their eyes and do some light stretching. Encourage students to briefly share how they felt during the meditation.

Content Contextualization

Language functions are fundamental in our daily communication, as each of them plays a crucial role in how we convey and receive messages. For example, when we watch an advertisement, the conative function is predominant, as its goal is to influence our behavior. In a casual conversation with friends, the phatic function may be more evident, keeping communication fluid. Understanding these functions helps us express ourselves better and also interpret the information we receive more accurately, promoting more effective and conscious interaction.

Developing the ability to recognize and use different language functions not only enhances students' communicative competence but also contributes to their socioemotional growth. By identifying the emotions and intentions behind words, students become more empathetic and aware of diverse perspectives, improving their social skills and responsible decision-making.

Development

Duration: 60 - 75 minutes

Theoretical Framework

Duration: 20 - 25 minutes

1. Referential Function:

2. The referential function is the one whose main objective is to inform. It is the predominant function in scientific texts, news articles, reports, and manuals. Examples include: 'Brazil is the largest country in South America.'

3. Emotive Function:

4. The emotive or expressive function is centered on the sender and aims to convey their emotions, feelings, and opinions. It is common in literary texts, personal letters, and emotional speeches. Examples include: 'I am very happy with this news!'

5. Conative Function:

6. The conative or apelative function focuses on the receiver, seeking to influence their behavior or convince them of something. It is often found in advertisements, political speeches, and announcements. Examples include: 'Buy yours now!'

7. Phatic Function:

8. The phatic function is related to the communication channel and aims to establish, prolong, or interrupt communication. It is common in phone conversations and greetings. Examples include: 'Hello? Can you hear me?'

9. Metalinguistic Function:

**10. The metalinguistic function occurs when language is used to talk about itself. It is common in dictionaries, grammars, and discussions about language. Examples include: 'The word **

Socioemotional Feedback Activity

Duration: 30 - 35 minutes

Exploring Language Functions

In this activity, students will create short texts or dialogues that exemplify each of the studied language functions. They will work in groups and use everyday situations to apply the concepts discussed in theory.

1. Divide the class into five groups: Each group will be responsible for one of the language functions.

2. Creation of texts/dialogues: Ask each group to create a text or dialogue that clearly exemplifies the assigned language function.

3. Presentation: Each group must present their text or dialogue to the class, explaining how it exemplifies the designated language function.

4. Socioemotional Feedback: After each presentation, conduct a brief feedback session where students can express how they felt during the creation and presentation of the texts and what they learned about the emotions and intentions behind the words.

Group Discussion

After the presentation of the groups, use the RULER method to guide the group discussion. Recognize the emotions expressed by the students during the activity, understand the causes of these emotions by discussing the process of creating and presenting the texts. Name the identified emotions correctly, such as anxiety, joy, or pride. Express empathy and encourage students to verbally share their experiences appropriately. Finally, regulate emotions by encouraging practices of self-control and self-knowledge, such as breathing techniques or reflecting on the challenges faced.

Conclusion

Duration: 20 - 25 minutes

Emotional Reflection and Regulation

Suggest a written reflection activity or a group discussion about the challenges faced during the lesson and how students managed their emotions. For example, ask them to write a brief paragraph about a specific situation in which they felt difficulty and how they dealt with it. Alternatively, organize a talking circle where students can share their experiences and emotional regulation strategies. Encourage them to reflect on what they learned about themselves and others during the lesson.

Objective: The objective of this activity is to encourage self-assessment and emotional regulation among students. By reflecting on the challenges faced and the emotions felt, students can identify effective strategies for dealing with challenging situations. This practice promotes self-knowledge and self-control, essential skills for socioemotional development.

Closure and A Look Into The Future

For the conclusion, suggest that students set personal and academic goals related to the lesson content. Ask them to think about how they can apply their knowledge of language functions in their everyday lives and future school projects. Encourage them to write these goals down and share their intentions with the class, promoting a sense of commitment and collaboration.

Possible Goal Ideas:

1. Apply the referential function when writing summaries of school texts.

2. Use the emotive function when writing literary texts or personal essays.

3. Employ the conative function in presentations and debates to persuade the audience.

4. Recognize the phatic function in informal conversations and improve interpersonal communication.

5. Explore the metalinguistic function when discussing and analyzing aspects of language in Portuguese classes. Objective: The objective of this subsection is to strengthen students' autonomy and practical application of learning. By setting personal and academic goals, students are encouraged to continue developing their communicative and socioemotional skills. This practice aims to promote continuity in academic and personal development, helping students apply what they have learned in diverse contexts.