Lesson 2: Emotional Awareness

In this lesson, we are learning to:

  • Develop vocabulary to express emotions.
  • Describe the emotional responses of ourselves and others.
  • Recognise experiences that may elicit certain emotions. 


Episode: ‘Big Junior’ – Eddie finds himself in a popularity contest …  with Junior’s imaginary friend.

Find ‘Big Junior’ on NITV, Netflix or SBS On Demand

‘The others reckon I might have forgotten that Big Junior isn’t real, but I haven’t!’ – Eddie



As a class, ask students to brainstorm all the emotions they know. These may be emotions they have experienced themselves or words they have heard others use.

For future reference and to build students’ emotional vocabulary, record each word on an anchor chart titled ‘How are you feeling?’

Ask students why it is important to understand and name emotions, eliciting that naming emotions can help us to understand ourselves and others, and to express our feelings to others.


In the Eddie's Lil’ Homies episode titled ‘Big Junior’, Eddie is unsettled by the arrival of Junior’s imaginary friend. Watch this episode as a class, asking students to focus on Eddie’s emotions throughout the episode.

After viewing, assign students to groups and have each group discuss the following questions:

  • What are some of the emotions Eddie felt during the episode?
  • How did you know Eddie felt this way?

Invite groups to share their thinking with the wider class, adding new emotional vocabulary to the anchor chart if required. Encourage reflections that focus on how students recognised these emotions in Eddie. This might include the characters’ dialogue, facial expressions and body language. This conversation provides an opportunity to address any questions or wonderings students may have about emotions. 


This short episode depicts Eddie experiencing various emotions in response to Big Junior’s arrival. Initially, he is quick to support Junior – but Eddie soon feels insulted and jealous. Friends then describe Eddie as confused and competitive.

Referencing examples from the episode, explain to students that:

  • We all experience a range of emotions, and these change over time.
  • Facial expressions, spoken language, body language and behaviours can communicate emotions.
  • Events or experiences can lead people to feel certain emotions. 


As a fun group task, ask students to predict some emotions they might feel while building and navigating an obstacle course like the one in Eddie’s Lil’ Homies. Perhaps they might feel curious and/or proud while building the course, and excited and/or competitive while completing the course. 

If time permits, collaboratively build an obstacle course in the classroom or playground. Have students complete the course and then reflect on their emotions at different points of the activity. Were their predictions accurate? Did everyone experience the same emotions? Why/why not?


Providing an opportunity to demonstrate emotional awareness, ask the class to complete the worksheet below (see PDF). Students could select an emotion from the jointly constructed anchor chart (or another of their choosing), then draw and/or write about an experience that may elicit this emotion. Students could reflect on imagined or actual experiences for this task. Following the activity, invite volunteers to share their work with the class and discuss.


Australian Curriculum Links

Year 1
Year 2
Critical and Creative Thinking
Draw conclusions and provide reasons
Draw conclusions and make choices when completing tasks and identify the reasons for choices made.
Draw conclusions and make choices when completing tasks and explain the reasons for choices made.
Recognise and develop awareness of vocabulary used in familiar contexts related to everyday experiences, personal interests and topics taught at school.
Recognise the vocabulary of learning area topics.
Experiment with and begin to make conscious choices of vocabulary to suit the topic.
Respond to stories and share feelings and thoughts about their events and characters.
Explore and replicate the rhythms and sound patterns of literary texts such as poems, rhymes and songs.
Discuss literary texts and share responses by making connections with students’ own experiences.
Listen to and discuss poems, chants, rhymes and songs, and imitate and invent sound patterns including alliteration and rhyme.
Identify features of literary texts, such as characters and settings, and give reasons for personal preferences.
Identify, reproduce and experiment with rhythmic sound and word patterns in poems, chants, rhymes or songs.
Interact in informal and structured situations by listening while others speak and using features of voice including volume levels.
Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions.
use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions.
Health and Physical Education
Personal, social and community health
Practise personal and social skills to interact respectfully with others.
Express and describe emotions they experience.
Identify and explore skills and strategies to develop respectful relationships.
Identify how different situations influence emotional responses.
Personal and Social Capability
Emotional awareness
Identify their own emotional responses.
Describe the emotional responses of themselves and others.

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