Lesson Plan | Socioemotional Learning | Word Structure: Root, Thematic Vowel, Theme, Endings, Affixes and Linking Vowel / Consonant

Objectives

Duration: 10 to 15 minutes

The purpose of this stage is to provide students with a clear understanding of the lesson objectives, establishing a solid foundation for the study of word structure. By describing the components of words and their functions, students will be able to correctly recognize and name each part, facilitating practical application and the development of essential linguistic skills. Furthermore, this initial stage aims to prepare students emotionally for learning, promoting an environment of self-awareness and confidence.

Main Goals

1. Describe the basic structure of words, identifying and differentiating root, thematic vowel, theme, desinences, affixes, and linking vowel or consonant.

2. Develop the ability to correctly recognize and name the structural components of words, promoting a deeper understanding of word formation in the Portuguese language.

Introduction

Duration: 15 to 20 minutes

Emotional Warm-up Activity

Guided Meditation for Focus and Concentration

The chosen emotional warm-up activity is Guided Meditation. It aims to promote focus, presence, and concentration, preparing students emotionally for the lesson. Guided Meditation involves a series of verbal instructions that help students relax and concentrate on their emotions and thoughts, creating a conducive learning environment.

1. Preparation of the Environment: Ask students to sit comfortably in their chairs, with their feet on the ground and their hands resting on their laps. Request them to close their eyes to avoid visual distractions.

2. Initial Breathing: Instruct students to breathe deeply three times. Inhale through the nose, hold the breath for a moment, and then exhale slowly through the mouth.

3. Focus on Breathing: Guide students to continue breathing slowly and deeply, concentrating only on the movement of air entering and leaving the lungs. Ask them to notice how their body moves with their breath.

4. Guiding Attention: Begin guiding students to bring their attention to different parts of the body, starting from the feet and slowly moving up to the head. Ask them to relax each part of the body as the attention is directed.

5. Positive Visualization: Suggest that students imagine a calm and safe place where they feel good. It may be a beach, a forest, or any other environment that conveys peace. Ask them to visualize this place in detail.

6. Recognition of Emotions: Guide students to recognize any emotions they are feeling at the moment, without judgment. Ask them to simply observe these emotions and accept them as part of the experience.

7. Finalization: Gradually, ask students to bring their attention back to the classroom environment. Instruct them to open their eyes slowly and stretch if they feel the need. End by thanking everyone for their participation and reinforcing the importance of this preparation moment.

Content Contextualization

Understanding the structure of words is essential not only for mastering the Portuguese language but also for effective communication in various life situations. For example, when writing a resume or a cover letter, knowledge about affixes and desinences can help choose more precise and impactful words. Additionally, the study of word structure can be compared to our own emotional understanding: just as we need to identify and understand the parts of words to use them correctly, we also need to recognize and understand our emotions to act appropriately in different social contexts.

Development

Duration: 60 to 75 minutes

Theoretical Framework

Duration: 20 to 25 minutes

1. ### Structure of Words: Root, Thematic Vowel, Theme, Desinences, Affixes, and Linking Vowel/Consonant

2. Root: The part of the word that contains the main meaning. For example, in 'happy' and 'happiness', 'happy' is the root.

3. Thematic Vowel: The vowel that joins the root to form the theme. It indicates the conjugation of verbs. For example, in 'to love', 'a' is the thematic vowel.

4. Theme: The combination of the root with the thematic vowel. For example, in 'loved', 'love' is the theme.

5. Desinences: These are the elements that indicate the flexions of number, gender, tense, mood, person, etc. Example: in 'boys', 's' is the plural desinence.

6. Affixes: Elements that join the root to form new words. They are divided into prefixes (before the root) and suffixes (after the root). Example: 'unhappy' (prefix 'un-') and 'happiness' (suffix '-ness').

7. Linking Vowel/Consonant: Used to facilitate pronunciation between morphemes. Example: in 'gasometer', the linking vowel is 'o'.

Socioemotional Feedback Activity

Duration: 30 to 35 minutes

Structural Analysis of Words

In this activity, students will analyze the structure of various words, identifying their roots, thematic vowels, themes, desinences, affixes, and linking vowels/consonants. The objective is to apply theoretical knowledge in a practical and collaborative manner, promoting the development of cognitive and socio-emotional skills.

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

2. Distribution of Words: Give each group a list of words for analysis.

3. Identification of Components: Ask each group to identify and mark the roots, thematic vowels, themes, desinences, affixes, and linking vowels/consonants in the provided words.

4. Group Discussion: After identification, ask them to discuss among themselves the reasons behind their choices and reach a consensus.

5. Presentation of Results: Each group should present their analyses to the class, explaining the identification process and the conclusions they reached.

Group Discussion

️ Discussion and Feedback: After the presentations, promote a group discussion using the RULER method to guide socio-emotional feedback.

Recognize: Ask students how they felt during the activity. Did they feel confident? Was there any frustration?

Understand: Discuss the causes of those emotions. Did group collaboration facilitate or hinder the task? What factors influenced emotions during the activity?

Name: Encourage students to name the emotions they experienced (e.g., anxiety, joy, confusion).

Express: Ask students to share their emotions appropriately, emphasizing the importance of clear and empathetic communication.

Regulate: Work with students on strategies to regulate their emotions, discussing how they could improve collaboration and communication in future activities.

Conclusion

Duration: 10 to 15 minutes

Emotional Reflection and Regulation

 Reflection and Emotional Regulation: Propose to students a brief written reflection or a group discussion about the challenges faced during the lesson and how they managed their emotions. Ask them to write or discuss about:

The specific challenges encountered when analyzing the structure of words. The emotions that arose during these activities and how they dealt with them. Strategies they used to overcome difficulties and collaborate with peers. Suggestions for improving emotional management in future similar activities.

Objective: The objective of this activity is to encourage self-assessment and emotional regulation, helping students identify effective strategies for dealing with challenging situations. By reflecting on their experiences and emotions, students will become more aware of their emotional reactions and can develop skills to better manage their emotions in the future.

Closure and A Look Into The Future

 Closing and Looking Ahead: Conclude the lesson by setting personal and academic goals related to the content studied. Ask students to establish a short-term goal (e.g., reviewing the structural components of words) and a long-term goal (e.g., applying the knowledge in writing and other subjects). Encourage them to reflect on how the learning from this lesson can be applied in future contexts, both academic and personal.

Possible Goal Ideas:

1. Regularly review the structural components of words.

2. Apply the knowledge acquired in writing and exams.

3. Identify and correctly use roots, affixes, and desinences in different contexts.

4. Develop clear and precise communication skills.

5. Practice emotional regulation during challenging activities. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, aiming for continuity in academic and personal development. By setting clear goals, students can maintain focus on improving their linguistic and emotional skills, applying what they learned in various contexts of their lives.