This story is about:

Take Care, My Brother!

belonging and identity

caring for others

(empathy)

being aware of our

emotions

Level 1 Chart 3
CDRM Competencies

Steps:
A. Display the chart. Point to teach picture in
sequence. Let learners describe what they see in
each picture.

Belonging to a family
Recognising common risks near home
Warning others

B. Introduce the two characters in the story. Then tell

the story summary aloud, very dramatically. Use
facial expressions and gestures to demonstrate
the emotions 'angry' and 'worried'. Point to pictures
again to illustrate the actions.

Managing one's emotions

Learning Outcomes
Demonstrate an act of warning someone
Explain why we must look after each other to avoid
risks
Explain how some actions can lead to harmful
outcomes

C. Ask the learners questions like these.

Why is Damba running after the cow?
What does he want to do with the stick?
Why is Dembe worried?
What are the other cows doing?
What do you think both brothers say to the cow?

Key Words
elder, younger, cow, run, hit, protect, warn, shout,
angry, worried, care, lead

Review Vocabulary

Activities:

maize, stick, hurt

Teacher Guidance Notes

Damba is Dembe's elder brother.

This story should be taught first orally in the

language of instruction so that learners can interact
with the key messages in a language that they
understand well. This story is shown as a sequence
of two events: (1) a young boy warns his older brother
of danger and (2) the boys both avoid the danger.
If the langauge of instruction at your school is not
English, you should prepare the lesson by translating
the story into the learners' mother tongue. After
introducing and discussing the story in the learners'
mother tongue, the chart can also be used to teach
English language and literacy. For example, you can
tell the same story in English, teach the key words,
and have the learners copy short sentences using the
words from the chalkboard.

He is running after a cow. He is angry.

"Stop!" he shouts to the cow. "I will hit you!"
Dembe is worried. He calls out "Take care, my
brother!"
The cow will get angry, too. She will hurt you."
Damba stops chasing the cow. The cow stops,
too.
Damba and Dembe lead the cows away from the
maize.

A. In small groups, have the children draw pictures

of their own families. Tell them to write the name of
each person in their picture, then write sentences
like this:
"This is _______. She is my sister."
B. Invite volunteers to take turns coming to the front
of the class. Give the following commands and let
the volunteer demonstrate the actions: walk, run,
jump, stop. Have the learners make their own lists
of commands and practice saying them to the
class.
C. Write this poem on the board.
I love my brother and my brother loves me
We look after the whole family
Have the group say the poem after you several
times. Then repeat, substituting different family
members and friends for "brother."

Mainstreaming Conflict and Disaster Risk Management into the Curriculum Project,
National Curriculum Development Centre, Republic of Uganda
SAMPLE REVIEW COPY NOT FOR DISTRIBUTION