Lesson Notes By Weeks and Term v5 - Grade R

Lesson Video

This page supports the lesson note with a companion video and a short classroom-ready summary.

For class groups and homework, share this lesson page so learners also get the summary, objectives, and full lesson context.

Performance objectives

• Identify and name at least three basic emotions (happy, sad, angry) by looking at pictures or facial expressions.
• Express their own feelings about a situation using simple words (e.g., "I feel happy," "That makes me sad").
• Demonstrate an understanding that other people have feelings too, by correctly identifying an emotion in a story character.
• Suggest at least one kind and appropriate action to help a peer who is feeling sad or angry (e.g., offer a hug, share a toy).
• Participate in a role-playing activity to practice expressing a feeling in a socially acceptable way.

Lesson summary

This lesson focuses on helping Grade R learners identify, name, and understand their own feelings and the feelings of others. In the diverse and vibrant context of a South African classroom, understanding emotions is a fundamental building block for developing empathy, positive social relationships, and the spirit of Ubuntu – recognizing our shared humanity. Young children often experience big emotions but lack the vocabulary to express them constructively. This lesson provides them with the tools to say, "I am feeling sad," instead of acting out.

Lesson notes

This section provides the core knowledge for the teacher to impart. The concepts should be introduced using simple language, repetition, songs, and visual aids like large picture cards with feeling faces.

Concept 1: What Are Feelings? Feelings are what happen inside our bodies and hearts. Everyone has feelings – you, your mommy, your daddy, your Gogo, your teacher, and your friends. Feelings can change, just like the weather. Sometimes we feel sunny and happy, and sometimes we might feel stormy and angry. All feelings are okay to have, but we must learn how to show them in a way that doesn't hurt ourselves or others.

How to Explain: "Class, put your hand on your heart. Can you feel it beating? Sometimes when you are excited, it beats fast! When you are calm, it beats slowly. That's your body telling you about a feeling. Feelings are like little messages inside you." Concept 2: Naming Our Feelings Giving a feeling a name helps us understand it. For Grade R, we will focus on three main feelings: Happy (in isiZulu: Jabula, in Afrikaans: Gelukkig)

Explanation: Being happy is a wonderful feeling! It’s like sunshine inside you. Your body feels light, and you want to smile or laugh.

Why/How: We feel happy when good things happen, like when someone shares a toy with us, when we get a hug from a loved one, or when we are playing our favourite game outside.

Example: "Think about when your Gogo comes to visit. She gives you a big hug and a sweet. How does that make you feel inside? That warm, smiley feeling is called happy." Sad (in isiZulu: Dabukile, in Afrikaans: Hartseer)

Explanation: Feeling sad is when you feel down and your heart feels heavy. You might want to cry, and your mouth might turn downwards.

Why/How: We feel sad when something we don't like happens. Maybe your beautiful drawing gets torn, or your friend says they don't want to play with you today.

Example: "Imagine you are building the tallest tower with blocks. Then, oops, it falls down! All your hard work is gone. That feeling in your tummy and the tears in your eyes mean you are feeling sad. And that's okay." Angry (in isiZulu: Thukuthele, in Afrikaans: Kwaad)

Explanation: Feeling angry is a very strong, hot feeling. Your face might feel hot, you might want to make fists with your hands, and you might want to shout.

Why/How: We feel angry when something feels unfair, or when someone hurts us or our things. Maybe someone takes your crayon without asking, or pushes you in the line.

Example: "You are waiting your turn for the swing. Someone runs and takes it right before you! Your face gets tight, and you want to stomp your feet. That hot, fiery feeling is called angry. It's okay to feel angry, but it's not okay to hit. We must use our words." Concept 3: Everyone Has Feelings Just like you have feelings, so does everyone else. Your friends feel happy, sad, and angry too. We can look at their faces and bodies to get clues about how they are feeling. This is called empathy – trying to understand how someone else feels.

How to Explain: "Look at your friend. If your friend is crying, how do you think they are feeling? (Sad). Yes! If we see a friend is sad, we can be a kind friend. We don't laugh; we ask if they are okay." Guided Practice (With Solutions)

Activity 1: Feeling Faces Chart Question: The teacher tells a short story and asks learners to point to the correct feeling face on a large chart.

Story 1: "Ayanda got a brand new red ball for her birthday. She was so excited to play with it! How was Ayanda feeling?" Solution: Learners should point to the Happy face.

Commentary: The teacher should affirm the choice by saying, "That's right! Getting a new toy makes us feel happy. Look at Ayanda's big smile!" Story 2: "Sipho was eating his delicious vetkoek. A bird swooped down and stole it from his hand! How was Sipho feeling?" Solution: Learners could point to Sad or Angry. Both are acceptable.

Commentary: The teacher should validate their answers. "Yes, Sipho could feel very sad because his yummy food is gone. He might also feel angry that the naughty bird took it! Both feelings are okay. What do you think you would feel?" Activity 2: What Can We Do?

Question: "Your friend, Lerato, falls down on the playground and scrapes her knee. She is crying. What is a kind thing you can do to help her?" Solution: Go to her and ask, "Are you okay, Lerato?" Help her get up. Go with her to tell the teacher. Give her a gentle pat on the back or a hug (if she wants one).

Commentary: This activity moves from identifying feelings to responsive action. The teacher's role is to guide the learners towards pro-social behaviours, reinforcing the idea that their actions can positively affect others' feelings. The teacher can praise suggestions like, "Telling the teacher is a very helpful and kind thing to do!" Activity 3: Role-Play Using Our Words Question: "Two learners, Thabo and Lindiwe, both want the same blue crayon. Thabo grabs it first. Lindiwe feels angry.