Emotions Build Connections

Overview

Lesson 4 of 8 in Ko Wai Au? We Belong Together. Through a puppet story, movement, emotion vocabulary and simple scenarios, ākonga notice how feelings can influence actions, speaking, listening and relationships. The lesson builds on earlier learning about identity and belonging, while reinforcing that all emotions are valid but unsafe actions are not.

Learning intentions

• We are learning to name and show different kare ā-roto.
• We are learning to notice how feelings can affect how we act, speak, listen and connect.
• We are learning to choose a respectful, manaakitanga response.
• We are learning to retell a story in beginning, middle and end order.

Success criteria

• I can name or show an emotion.
• I can describe how an emotion may affect behaviour.
• I can choose a respectful response.
• I can use a word, card, drawing, gesture or sentence to communicate my thinking.

Curriculum links

• Te Reo Māori — develop oral language by listening, responding, using familiar vocabulary and expressing ideas in meaningful contexts.
• Te Reo Māori — use language purposefully to communicate feelings, needs and respectful responses with others.
• Health and Physical Education — understand emotions, self-management, relationships and ways to seek help safely.
• Te Mātaiaho — strengthen belonging, manaakitanga, communication and participation through inclusive learning experiences.

Lesson structure (45 minutes)

1. 0–7 min · Puppet hook and story. Teacher introduces a puppet who is excited to join a game, becomes worried when the rules change, then becomes calm after pausing and seeking help; show the puppet story sequence and model “Kei te harikoa ahau”, “Kei te māharahara ahau” and “Kei te marino ahau”. Students watch, identify the puppet’s feelings and retell what happened using beginning, middle and end.

Reinforce: “He tika ngā kare ā-roto katoa, engari kāore e tika ngā mahi mōrearea.” Explain that children do not need to share personal experiences; they may talk about the puppet or an imagined character.

2. 7–13 min · Notice body clues. Teacher displays emotion faces and body clues, modelling changes in voice, posture, eyes, hands and movement; provide the emotion body-clues sheet. Students use a mirror, partner observation or the pictures to match clues with harikoa, pōuri, māharahara, riri, mataku and marino.

Ask: “He aha ngā tohu o te tinana?” and “Ka pēhea pea te reo, te whakarongo rānei?” Accept spoken, signed, drawn or pointed responses.

3. 13–21 min · Emotion charades. Teacher places emotion-charade cards where children can select or pass, then models safe ways to act an emotion without touching or frightening others; return to the charades instructions and vocabulary visuals. Students work in small groups of four: one child chooses a card and makes an emotion statue, while others guess using “Kei te ___ ahau” or show the matching card.

Year 1 students focus on matching faces and body clues and practising “Kei te ___ ahau”. Year 2 students add “Ka ___ au ina ___”, for example, “Ka tere taku kōrero ina māharahara ahau.”

4. 21–27 min · Move, reset and reconnect. Teacher leads emotion statues followed by a predictable reset: shake hands and feet, stretch up high, breathe slowly, then stand or sit in stillness; show the movement and reset visual. Students choose a comfortable movement level—full movement, small movements, seated actions, watching or using a visual card—and notice how their bodies feel after resetting.

Connect the movement to choice: “Ka taea e au te tū, te manawa, te whakarongo, te tono āwhina.”

5. 27–39 min · Scenario thinking. Teacher forms mixed Year 1–2 pairs and gives each pair a scenario card. Examples: a game changes its rules; someone is left out; a child cannot find a belonging; two people want the same resource. Use the scenario discussion prompts and model a respectful response.

Year 1 students match the scenario to an emotion and practise “Ka taea e au te ___” or “Me kōrero au ki ___”. Year 2 students sequence the scenario in three parts, predict how the emotion could change speaking or listening, and suggest a manaakitanga response such as taking turns, using a calm voice, listening, inviting someone in or asking an adult for āwhina.

Pairs may sequence picture cards, draw their ideas, role-play, point or communicate nonverbally. Invite selected pairs to share, with no requirement to perform.

6. 39–45 min · Reflect and exit check. Teacher revisits the learning intentions and asks: “He aha te kare ā-roto? He aha tētahi ara whakaute?” Students complete one sentence orally, by drawing, signing or pointing. For the exit check, each child shows the emotion exit card or selects an emotion card that matches a teacher-named body clue, then gives or indicates one respectful response.

Resources

• Classroom puppet
• the emotions, story, movement and scenario slide deck
• the emotion body-clues and exit sheet
• Emotion-charade cards
• Scenario picture cards
• Hand mirrors
• Calming visual cards
• Visual timer and choice/pass card
• Pencils, crayons and a safe open movement space

Assessment

• Observe whether ākonga recognise and use emotion vocabulary, identify facial or body clues, and communicate using words, gestures, cards or drawings.
• Listen for understanding that emotions may influence voice, actions, listening and connection, while unsafe actions are not acceptable.
• During scenario work, record whether each child suggests or selects a respectful strategy, such as stopping, listening, taking turns, seeking āwhina or including others.
• Use the emotion-card exit check to identify vocabulary or self-regulation concepts requiring reteaching in the next lesson.

Differentiation

• Provide picture-supported vocabulary, gestures, sentence frames, repeated modelling and partner rehearsal. Allow Year 1 students to point and repeat; invite Year 2 students to explain cause and effect.
• Children may pass, observe, use an emotion card, draw, sign, gesture or communicate with a device. Never require disclosure of personal experiences.
• Offer neurodivergent-friendly options: predictable sequencing, reduced noise, seated or small movements, access to calming visuals, extra processing time and a quiet space.
• Avoid exaggerated or frightening demonstrations of riri, mataku or māharahara. Teach children to stop, create space, use a calm voice and seek a trusted adult when safety is involved.