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:
• State their full name and age when asked.
• Identify and name at least 5 main body parts (e.g., head, eyes, arms, legs, hands) and state one simple function for at least two of them (e.g., “I see with my eyes”).
• Identify members of their immediate family by pointing to pictures or naming them (e.g., mother, father, sister, Gogo).
• Follow simple two-step instructions related to classroom routines (e.g., “Fetch your book and put it on the table.”).

Lesson summary

Overview This week’s lessons are designed to revise and consolidate foundational concepts that are central to a Grade R learner's world: themselves, their bodies, their families, and their immediate classroom environment. In South Africa, a country rich with diversity, understanding one's own identity and family structure is the first step towards appreciating the identities and families of others. This topic is crucial as it builds self-awareness, social skills, and a sense of belonging.

Lesson notes

Concept 1: All About Me (Personal Identity)

What it is: This is about knowing who you are. Every person is unique and special. The first things we learn about ourselves are our name and how old we are.

Explanation: Your name is special word just for you. When someone says your name, you know they are talking to you. Your age tells us how many years you have been in the world. Each year, on your birthday, you get one year older! South African

Example: We can greet each other and introduce ourselves. In isiZulu, you might say, “Sawubona, igama lami nguSipho.” (Hello, my name is Sipho). In Afrikaans, “Goeie dag, my naam is Anja.” (Good day, my name is Anja). Knowing our name is important everywhere in South Africa, at school, at the shop with mom, or at the clinic.

Concept 2: My Amazing Body What it is: Our bodies are incredible! They have many different parts, and each part has a special job to do.

Explanation and 'Why': Head: This is at the very top. It holds our brain, which helps us think and learn.

Eyes: We have two eyes to see the world around us – the bright yellow sun, the green grass at the park, and our friends' friendly faces.

Ears: We have two ears to hear sounds – our teacher's voice, beautiful music, a barking dog, or the hadeda flying by.

Nose: We use our nose to smell things, like yummy braai smoke, sweet flowers, or mom’s delicious cooking.

Mouth: Our mouth helps us to talk, sing, smile, and eat our food.

Arms and Hands: We use our arms and hands to wave, to build with blocks, to hold a crayon to draw, and to give a kind hug.

Legs and Feet: These are for moving! We use our legs and feet to walk, run, jump, and dance to our favourite music.

Concept 3: My Family (Abantu Bam / My Mense)

What it is: A family is a group of people who love and take care of each other. Families can look very different.

Explanation: There is no single 'correct' type of family. Love is what makes a family. South African

Examples: Some families have a mother (Umama) and a father (Ubaba) living in the same house. Some children live with just their mother, or just their father. Many children in South Africa live with their grandparents (Gogo and Umkhulu). This is a very special and important family. Some families have brothers (ubhuthi) and sisters (usisi). Some children have no brothers or sisters. Some families are very big, with aunties, uncles, and cousins living together or nearby. This is called an extended family. All these families are wonderful!

Concept 4: Our Classroom Rules What it is: Rules are simple guides that help us stay safe, be fair, and make sure everyone can learn and have fun.

Explanation and 'Why': Rules are not to spoil our fun; they are to protect it!

Rule Example 1: Use listening ears. Why? When one person is talking, we listen so we can hear their ideas. If everyone talks at once, it’s just noise! It shows respect.

Rule Example 2: Use kind hands and feet. Why? We never use our hands or feet to hit, push, or kick. This hurts people's bodies and their feelings. We use our hands for helping and our feet for playing safely.

Rule Example 3: Pack away our toys. Why? If we leave toys on the floor, someone could trip and get hurt. Packing away also keeps our classroom tidy and beautiful, and it means we can find the toys easily next time. Guided Practice (With Solutions)

Activity 1: The 'All About Me' Ball Game Question/Task: Sit in a circle. The teacher gently rolls a soft ball to a learner and asks, “Hello! What is your name?” The learner answers and rolls the ball to another child. Worked Solution and

Commentary: Teacher: (Rolls ball to Lerato) “Hello! What is your name?” Lerato: “My name is Lerato.” Teacher: “Well done, Lerato! Now, can you roll the ball to Themba?”

Commentary: This activity is non-threatening and game-based. If a child is shy, the teacher can help them. “Your name is Lerato, isn’t it? What a beautiful name! Can you say, ‘My name is Lerato’?” This builds confidence through positive reinforcement.

Activity 2: Simon Says: Body Parts Edition Question/Task: The teacher leads a game of 'Simon Says' focusing on body parts and their functions.

For example: “Simon says touch your nose.”, “Simon says wiggle your ears.”, “What do we do with our eyes?” Worked Solution and

Commentary: Teacher: “Simon says touch your head.” (Teacher models the action). Learners touch their heads.

Teacher: “Stomp your feet.” (Teacher does nothing). Some learners might stomp.

Teacher: “Aha! Simon didn’t say! Let’s try again. Simon says show me what you use to see.” Learners should point to their eyes.

Commentary: This game is excellent for kinesthetic learners. It checks both identification of body parts and understanding of instructions. The teacher provides immediate visual feedback by modelling the correct actions.

Activity 3: Two-Step Tidy Up Question/Task: During tidy-up time, give a specific two-step instruction.