Lesson Notes By Weeks and Term v5 - Grade R

Lesson Video

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Performance objectives

• By the end of this week, learners should be able to:
• Identify and name at least three basic feelings (happy, sad, angry) in themselves and others, using pictures, puppets, or role-play.
• Demonstrate at least one positive friendship skill, such as sharing a toy or helping a classmate, during structured or free play.
• Participate cooperatively in a small group game that requires taking turns.
• Use polite words such as "please" and "thank you" in appropriate contexts during classroom interactions.

Lesson summary

This week's lesson focuses on the foundational social-emotional skills of understanding feelings and building positive friendships. For Grade R learners in South Africa, this topic is critically important as they navigate a more structured social environment, often for the first time. The classroom is a microcosm of our diverse nation, and learning to interact with kindness, empathy, and respect is the first step towards embracing the spirit of Ubuntu – the understanding that we are all connected. By learning to identify their own feelings and recognise them in others, children develop empathy.

Lesson notes

Concept 1: What are Feelings? (Our Inside Weather) Feelings are special things we feel on the inside. They are like our 'inside weather'. Sometimes our inside weather is sunny and warm, and sometimes it's cloudy or stormy. All our feelings are okay to have, but it's important to learn what they are and what to do with them.

Happy (Sunny): This feels warm and light inside, like sunshine. It makes you want to smile, laugh, or jump for joy.

Example:* "When Gogo reads you your favourite story, or when you score a goal in soccer, you feel happy." Sad (Rainy): This feels heavy, like a rainy cloud is inside you. It might make you want to cry or be very quiet.

Example:* "When your sandcastle gets washed away by the water at the beach, or you miss your Mama at school, you might feel sad." Angry (Stormy): This feels hot and fizzy, like a thunderstorm inside. It might make you want to frown, cross your arms, or stomp your feet. It's okay to feel angry, but it's not okay to hit or shout at others.

Example:* "When your brother takes your crayon without asking, you might feel angry. Instead of shouting, you can use your words and say, 'I was using that, please give it back.'" Concept 2: What is a Friend? A friend is someone you like to play with, who is kind to you, and who you are kind to. Friends make school a happy place to be. They are people we share our toys and our smiles with.

Concept 3: How to Be a Good Friend (The Friendship Rules) Being a good friend is a skill, like learning to build with blocks or draw a picture. We can all learn to be good friends by following some simple 'Friendship Rules'.

Sharing: Sharing means letting someone else have a turn with something that you are playing with. It shows you care about their happiness too.

Why it's important:* There are not always enough toys for everyone to have the same one at the same time. Sharing ensures everyone gets a chance to play and feels included.

Example:* "Thabo and Lerato both want the blue ball. A good friend like Thabo would say, 'You can have the ball for 5 minutes, and then it's my turn.' They are sharing." Taking Turns: This is very important in games and on the playground. It means waiting patiently for your chance.

Why it's important:* Taking turns is fair. It makes sure that games don't end in arguments and everyone gets to participate.

Example:* "At the water table, only two children can play at a time. When we take turns, Sipho plays for a while, and when he is finished, he lets Anele have her turn. He doesn't push her out of the way." Using Kind Words: The words we use can make our friends feel happy or sad. Kind words are like giving someone a hug with your voice.

What they are:* "Please", "Thank you", "Excuse me", "I'm sorry", "You can play with us."

Example:* "Instead of grabbing the green paint, you can say, 'Please may I use the green paint?' When your friend gives it to you, you say, 'Thank you.'" Helping Each Other: A good friend helps someone who is struggling or is sad.

Why it's important:* Helping shows that you care. It builds trust and makes your friendship stronger.

Example:* "If you see your friend has fallen on the playground, you can ask, 'Are you okay?' and help them up. If their blocks fall, you can help them pick them up." Guided Practice (With Solutions)

Activity 1: The Feelings Mirror Question: The teacher holds up a large picture of a child with a big smile. "Look at this child's face. How do you think they are feeling? Can you make your face look the same in our 'feelings mirror'? What is something that makes you feel this way?" Worked Solution and

Commentary: The teacher guides the learners to identify the feeling as "happy". The learners then smile brightly, imitating the picture. The teacher encourages them to share personal experiences: "I feel happy when my daddy comes home from work," or "I feel happy when we sing our morning song."

Commentary: This activity directly links the name of the feeling ('happy') with its physical expression (a smile) and a personal, positive memory, making the abstract concept concrete and relatable.

Activity 2: The Puppet Problem Question: The teacher uses two hand puppets, Jabu and Thandi. "Jabu is playing with the only red car. Thandi wants the red car and tries to grab it. Jabu pulls it back. Oh dear! How does Jabu feel? How does Thandi feel? What is a good friend solution to this problem?" Worked Solution and

Commentary: The teacher encourages learners to identify that Jabu might feel angry or surprised, and Thandi feels frustrated or sad because she can't play with the car. The teacher then guides them towards a solution. A learner might suggest, "Thandi must ask nicely." The teacher models this with the puppets: Thandi says, "Please can I have a turn when you are finished?" Jabu puppet replies, "Okay, you can have it in two minutes."

Commentary: This role-play allows children to safely explore a common conflict.