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

• This lesson marks the beginning of the formal schooling journey for Grade R learners. The first week is crucial for establishing a safe, welcoming, and predictable classroom environment. The focus is on revising and consolidating fundamental life skills that form the bedrock for all future learning. In the South African context, learners enter Grade R from diverse backgrounds—some from formal preschools, others from home-based care. This revision week ensures that all learners begin with a shared understanding of basic personal, social, and physical concepts. It's about building confidence, fostering a sense of belonging, and ensuring every child feels seen, heard, and ready to participate. By focusing on identity ("All About Me"), body awareness, following instructions, and basic social etiquette, we empower learners to navigate their new school world successfully.
• By the end of this lesson series for the week, learners should be able to:
• State their full name clearly and confidently when asked.
• Identify and name at least five main body parts (e.g., head, arms, legs, eyes, mouth) on themselves and in pictures.
• Follow simple two-step instructions given by the teacher (e.g., "Fetch your bag and put it in your locker").

Lesson summary

This lesson marks the beginning of the formal schooling journey for Grade R learners. The first week is crucial for establishing a safe, welcoming, and predictable classroom environment. The focus is on revising and consolidating fundamental life skills that form the bedrock for all future learning. In the South African context, learners enter Grade R from diverse backgrounds—some from formal preschools, others from home-based care. This revision week ensures that all learners begin with a shared understanding of basic personal, social, and physical concepts. It's about building confidence, fostering a sense of belonging, and ensuring every child feels seen, heard, and ready to participate.

Lesson notes

Concept 1: Personal Identity - "My Name is Special" What it is: Our name is our personal label; it's how people know who we are. It is the very first piece of information that makes us unique.

Why it's important: Knowing and being able to say our own name is the first step to building a positive self-identity. It's also a critical safety skill. If a child is ever lost, being able to tell a trusted adult their name is essential.

How we teach it: We use repetition and song. A simple circle time song helps memorisation. Example Song (to the tune of 'Are You Sleeping?'): Where is Thabo? Where is Thabo? There he is! There he is! Hello, Thabo! Hello, Thabo! Stand up now. Sit back down. The teacher sings about each child, giving them a moment to be recognised.

Concept 2: My Body - "This Amazing Body is Mine" What it is: Learning the names and functions of our basic body parts.

Why it's important: Body awareness is fundamental for motor development (gross and fine motor skills), self-care, and personal safety (body autonomy). It helps children communicate effectively, for instance, to say "my tummy is sore." How we teach it: Through kinaesthetic learning – movement and song are key.

Example Game: Teacher says... The teacher calls out an instruction like, "Put your hands on your head," or "Wiggle your toes." Learners follow the instruction. This is a variation of Simon Says but without the trick element initially, to build confidence.

Song: "Head, Shoulders, Knees and Toes" is a classic for a reason. It links the name of the body part with the physical action of touching it, creating a strong neural connection.

Concept 3: Following Instructions - "My Listening Ears" What it is: The ability to listen to, understand, and carry out simple commands.

Why it's important: This is a crucial skill for classroom management, safety, and learning. A classroom where learners can follow instructions is a productive and safe environment for everyone.

How we teach it: We start with simple, one-step instructions and gradually build up to two-step instructions. We use clear, simple language and visual cues.

Example (One-step): "Please put your crayon in the box." Example (Two-step): "First, fetch your book, and then, sit on the mat." The teacher can model the action while giving the instruction.

Concept 4: Primary Colours - "The Colours of Our World" What it is: Recognising and naming the three primary colours: red, blue, and yellow. These are the foundational colours from which others are mixed.

Why it's important: Colour recognition is an early mathematical skill related to sorting and classifying. It also enriches language and descriptive abilities.

How we teach it: Through hands-on, concrete activities.

Example: A Colour Hunt. The teacher holds up a red block and says, "This is red. Can you find something else in our class that is red?" Learners then search for and point to red objects. This is repeated for yellow and blue. Guided Practice (With Solutions)

Activity 1: The Name Ball Question/Task: Learners sit in a circle. The teacher holds a soft ball and says, "My name is Teacher [Name]. I am passing the ball to..." The teacher gently rolls the ball to a learner. The learner who receives the ball must say their name, e.g., "My name is Lesedi," and then roll the ball to another learner. Worked Solution &

Commentary: The teacher starts the game to model the expected behaviour. If a learner is shy, the teacher can prompt them by asking, "What is your lovely name?" The goal is participation, not perfection.

The commentary focuses on praise: "Well done, Lesedi! What a clear voice!" This activity reinforces names, turn-taking, and hand-eye coordination.

Activity 2: Body Part Freeze Dance Question/Task: Play some lively South African music (e.g., a song by Mango Groove or Johnny Clegg). Instruct the learners to dance. When the music stops, the teacher calls out a body part and an instruction, e.g., "Freeze! Touch your knees!" or "Freeze! Put your hands on your shoulders!" Worked Solution &

Commentary: The teacher participates actively, demonstrating the actions. The solution is observed as learners correctly (or attempt to) touch the named body part. If a child touches their elbow for 'shoulder', the teacher can gently go to them, smile, and say "This is your shoulder," while guiding their hand. The game is successful if children are engaged and learning through movement.

Activity 3: Colour Sorting Station Question/Task: Set up three coloured hoops or pieces of paper on the floor (one red, one yellow, one blue). Give a small group of learners a basket of mixed-colour objects (e.g., red, yellow, and blue Lego blocks).

Instruct them: "Put all the red blocks in the red hoop. Put all the blue blocks in the blue hoop." Worked Solution &

Commentary: The teacher observes and guides the group. The solution is seeing the objects correctly sorted. The teacher's commentary can scaffold the learning: "I see you have a yellow block.