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. 

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.