Identifying Emotions

Overview

In this lesson (Lesson 2 of 6) students explore common emotions and how these emotions influence relationships. They practise recognising emotions in themselves and others, then use role-play to show how respectful communication can follow.

Learning intentions

Students will:

• identify a range of emotions and describe where they might show up in the body and face
• explain how emotions can affect how we treat others and make choices in relationships
• listen to peers, interpret emotion cues, and respond with respectful words and actions during role-play
• reflect on how recognising emotions can help people resolve misunderstandings kindly

Success criteria

Students can:

• name at least 5 emotions and match them to facial/body cues
• describe one way an emotion can affect a relationship (e.g. anger → sharp words; happiness → helpful behaviour)
• role-play a scenario using respectful communication (e.g. “I can see you’re upset. Are you okay?”)
• give one improvement suggestion to a partner using kind, specific language

Curriculum links

• Health (Australian curriculum focus): develop respectful relationships through recognising emotions and choosing helpful communication
• Listening for understanding and responding appropriately in shared learning contexts
• Drama: use role-play to embody characters and convey meaning to an audience (recognising emotions and showing respectful interactions)
• Oral communication: interact with familiar audiences for social and learning purposes by understanding and presenting ideas

Lesson structure (45 minutes)

1. 0–5 min · Welcome and review. Teacher recaps Lesson 1: “Respect means we try to keep relationships safe and kind.” Students share one respectful action they used recently (turn-and-talk, then quick whole-class shares).

2. 5–12 min · Emotion cue starter (thinking). Teacher shows emotion cards (or pictures) and models neutral observation: “I notice… I think you might be feeling…” Students choose one card and complete a quick sentence: “I think they feel ___ because ___.”

3. 12–20 min · Direct teach: emotion–body–choice. Teacher leads a brief chart: Emotion → Body cues (e.g. hot face, clenched fists, wobbly voice) → Possible choices (e.g. pause, breathe, ask for space, use kind words). Students help add examples for 3–4 emotions discussed.

4. 20–32 min · Role-play in pairs (drama for meaning). Teacher introduces 3 short, age-appropriate scenarios (students select one):

• Teammate doesn’t pass the ball and a player looks angry
• Someone’s toy is missing and the group feels worried
• Friends get excited and accidentally bump into someone Teacher models one respectful line and action: “I can see you’re feeling ___. Do you want to talk or take a break?” Students rehearse their scene, aiming to show the emotion clearly (face/voice/body) and then use respectful communication to improve the interaction.

5. 32–40 min · Perform and observe (listening for understanding). Teacher invites 3–4 pairs to perform while classmates use a simple observation prompt: “What emotion did you see? What respectful words/actions helped?” Students listen actively and note one “I noticed…” comment.

6. 40–45 min · Exit reflection (quick assessment). Teacher asks students to complete an oral-or-written exit ticket:

• “Today I learned that ___ can affect relationships.”
• “One respectful thing I can say when someone feels ___ is ___.”

Resources

• Emotion picture cards (happy, sad, angry, worried/anxious, excited, surprised, frustrated)
• Scenario cue cards for role-play
• Emotion–body–choice chart paper or interactive slide (no internet required)
• Observation prompt sheet for students
• Student notebooks or exit-ticket slips
• Timer
• Optional: small emotion masks or props (lightweight, classroom-safe)

Assessment

• Formative: teacher listens during pair rehearsal for correct identification of emotions and respectful responses
• Formative: observation prompt during performances (students identify emotion cues and respectful actions)
• Exit ticket: check for understanding of emotion impact on relationships and appropriate respectful communication

Differentiation

• Support: provide sentence starters (“I notice…”, “I think you feel… because…”, “It would help if…”) and an emotions word bank
• Support for EAL/SEN: allow pointing to emotion cards and using first-language support where permitted; rehearse lines in advance with teacher prompts
• Extension: ask students to add an extra emotion cue (e.g. “This person might be feeling ___ because…”) and propose two respectful options for the same scenario
• Behavioural supports: set clear role-play expectations (safe space, respectful voices, take a pause if needed) and offer roles like “speaker” and “observer” for students who prefer not to act