Tell A Story

Level 1 Chart 5 (Review)

CDRM Competencies (Review)

Steps:

Belonging and identity

Being aware of our emotions
Helping others (empathy)

A. Display the chart. Ask the discussion quesitons

as you point to the character in the middle of the
chart.

Learning Outcomes

B. Write the answers from the class discussion in

full sentences on the chalkboard. For example:

Identify signs of basic emotions

Connect cause and effect
Construct a simple character description story

This is Okot.
He lives in _____ village.
He is 7 years old.
He is smiling.
He is happy.

Key Words (basic emotions and expressions)

happy, smile, sad, cry, angry, shout, upset, hurt,
worried

Key Words (actions)

pick, fall, chase, run, help

Teacher Guidance Notes

The purpose of this chart is to help to help children
remember and internalize the language, skills and
values from Charts 1-4. Unlike lessons based on the
previous charts, here the learners are asked to use their
newly acquired skills to become authors of their own
stories. In doing so, they will recall the key messages
from the previous lessons and connect these messages
to their lives in their families, communities and school.

Activities:
Discussion questions
Point to picture in the middle of the chart as you ask
these questions. Tell them to look only at the middle
picture first. Let the learners decide on the character's
name, age, and place. Note that there is more than one
possible answer to each question. The idea is for
learners to create the story.
Who is this?

A. Review the key words for basic emotions

and actions. Demonstrate as needed.
B. In groups, let learners choose one of the
small pictures on the chart. Guide them to
write five sentences about the character.
Help them with vocabulary and spelling as
needed. When they have finished, invite one
representative from the group come to the
chart and read the group's story. (Note that
the stories will vary according to learners'
perceptions, there is no once 'correct'
version).

As with the first four charts in this series, you should first
Where does he live?
C. Have learners write and illustrate their own
conduct this lesson in the learners' mother tongue.
stories about themselves, their families and
How old is he?
(unless English is the language of instructon at your
the place where they live. They may use the
school). The chart can also be used to teach English
simple 5-sentence format modeled above
What is he doing now?
language and literacy. For example, the key words and
(changing to first person), or they may
stories can be written first in the home language, and
Is he happy or sad?
choose to add additional details. Invite the
then translated into English. Learners can copy the short
children to read their stories to the class and
sentences and use them for read-aloud practice and
post them on the wall for others to read.
additional comprehension exercises.
Mainstreaming Conflict and Disaster Risk Management into the Curriculum Project
National Curriculum Development Centre, Republic of Uganda
SAMPLE REVIEW COPY NOT FOR DISTRIBUTION