This story is about:

Let Us Sing and Dance Together

belonging and identity

being aware of our

emotions

including others

Level 2 Chart 4
C. Read the story summary aloud dramatically, pointing to the
different pictures as you describe each part.

CDRM Competencies
Belonging and identity
Being aware of our emotions
Inccluding others

D. Ask the learners questions like these:

How is Grace different from the other children?
Is she happy or sad? Why?
How is Anna different from the other children?
Why is Anna sad?
How does Rose make her feel happy?
What can Anna do very well?
How do you help others when they feel sad?

Learning Outcomes
Identify signs of basic emotions
Name things that make us happy, sad, angry, etc.
IConnect happiness to being included in a group

Key Words
alone, music, sing, dance, drum, enjoy

Activities

Review Vocabulary
happy, sad, angry, cry, laugh, upset, surprised,
together

A. Have small groups of learners role-play the story, using a

song or dance they already know. One learner should take
the role of Grace, another the role of Anna, and a third the
role of Rose. Invite one or more groups to perform for the
whole class.

Teacher Guidance Notes

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. The main objective is to use
the story to teach students important skills, values and behaviours
for life. This story focuses on basic feelings or emotions, and how
important it is to include others so that they feel part of a group. 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 pictures can also be used to teach English
language and literacy by having learners tell a simpler version of the
story, learn the key words in English, and write sentences
describing each picture.

We love to sing and dance at school. Grace sits in

her wheelchair. She is clapping her hands and
enjoying the dance with us.
Anna is a new girl at our school. She is sitting by
herself. She feels sad and alone. She is afraid to
join us in our dance. What should we do?
Our friend, Rose, walks to where Anna is sitting.
"Please come and join us," she says. "OK, says
Anna. I will come."
Now Anna is smiling. She can play the drum very
well. She is happy, and we are all happy because
we have a new friend.
Steps:
A. Demonstrate the basic emotions, 'happy' and 'sad'. Point to the
'emoticons' on the chart to illustrate. Ask learners to give examples of
things that make them happy and sad.
B. Point to the three pictures on the chart in sequence. Ask learners to
describe what is happening in each picture.

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

B. Brainstorm the different basic human emotions with the

whole class: happy, sad, angry, surprised, upset, and so on.
If you like, you can draw more 'emoticons' like this on the
board to illustrate the emotions.
C. In groups, have learners take turns demonstrating to each
other facial expressions or actions that indicate their feelings
(smile, frown, laugh, cry). The group will guess the correct
emotion, for example: (child smiles) "You are happy."
D. In pairs, guide learners to make sentences that explain what
makes them feel happy, sad, angry, etc. Write the basic
sentence pattern on the chalk board, like this:
We feel happy when we sing .
Using the list generated in Activity B, ask the pairs to
generate as many sentences like this as they can.
E. Sing or say a happy song or poem. Here is one in English:
If you're and you know it, clap your hands (clap, clap)
If you're happy and you know it, clap your hands (clap, clap)
If you're happy and you know it
and you really want to show it
If you're happy and you know it,
Clap your hands (clap, clap)