Imatter Intermediate Phase Teacher Guide

iMatter InterPhaseTG 20081021 pcRM.
indd 1 10/29/2008 8:53:28 PM

Table of Contents
INTRODUCTION 1
Lesson 1 LIFE IS VALUABLE 2
Lesson 2 I AM UNIQUE 7
Lesson 3 OTHERS AND ME 12
Lesson 4 I WILL MAKE GOOD CHOICES 16
Lesson 5 I WILL STAY AWAY FROM BAD THINGS 20
Lesson 6 I WILL PLAN FOR MY FUTURE 25
Lesson 7 I WILL RESPECT MY BODY 30
Lesson 8 I WILL TAKE CARE OF MY BODY 35
Lesson 9 I WILL CARE FOR OTHERS 39
Lesson 10 I CAN BE A GOOD FRIEND 43
How to Use the Teaching Guide

Through the content in the I Matter student book, the children in your school will be
encouraged to discuss why each one of them are important and why they matter. The student
materials will especially assist the children when discussing the HIV/AIDS pandemic, which- in all
probability- has already touched the lives of the majority of them.
This Teaching Guide will assist you in helping young children to gain knowledge, values,
skills and attitudes that will enable them to live caring, good, healthy and safe lives. Each lesson
in the Guide includes a set of objectives that you can expect the children to achieve by the time
the lesson is completed. It also includes background information for the leader using the Guide
so that the leader can quickly determine what the lesson is going to be about.
Many Learning Activities are included to assist the leader in involving the children in the
learning process. Activities in the Guide incorporate those suggestions that are in the children’s
book as well as additional suggestions for studying the content. There are suggestions of activities
that can be completed with the children as you read the book to and with them. Many of the
activities are suggestions for guiding a discussion of the content found in the book. You will want
to encourage the children to talk about the content so that they will gain new understandings
and begin to relate the content to their own personal lives. Other activities encourage children
to respond in an individual way to the content being studied.
Illustrations in the student book can be used in the teaching of the content as you relate
the illustrations to the content being discussed. It is useful to refer the children often to the
illustrations. Information in italics gives you possible answers to questions asked of the children.
It is not necessary that the children give the exact information that is suggested. You may want
to include this information in your teaching if children do not touch on the points made.
I Matter Intermediate Phase Teaching Guide

ISBN 978-0-9785849-1-7
Copyright © 2006 by Hope Education. All rights reserved.
info@hopeeducation.org
iMatter InterPhaseTG 20081021 pcRM.indd 2 10/29/2008 8:53:30 PM

INTRODUCTION 1
The lessons in the book provide for integration of specific Learning Outcomes and
Assessment Standards within the parameters of the National Curriculum Statement (Grades
R - 9) for the Intermediate Phase. The teacher will decide on the appropriate outcomes and
assessment standards for e.g. in Lesson 1 for Grade 4 Learning Outcome 2 or 3 and Assessment
Standard 3 or 1 is addressed by the story and the activities. Each of the lessons includes skills,
values and knowledge and offer a variety of learning experiences. The lessons are flexible
enough to allow for expanded opportunities and for integrated learning and teaching.
Introducing the Book to the Children

Give each child a book to hold. (You will have to decide if the child
will keep the book now or if you will collect the books each day to keep
for the succeeding lessons.) Eventually, you will want to give each child
a book to take home and share with other family members. When
you do send the book home, communicate with parents, caregivers
and others who have influence in each child’s life that they should
re-read the book often with their children. Make sure that you keep
a copy so that you can refer to the stories in future years as you
continue teaching the lessons in the student book.
When you give copies of the book to the children, tell them
that this book is very special because it will help them to live good,
healthy and safe lives. It will give them very helpful information especially
about how they will interact with others in their lives: family members, friends,
people who want to help them grow, and, unfortunately, people who might
want to harm them.
Read aloud the title of the book: I Matter. Ask: What do you think “IMatter”
means? Have the students turn to the Table of Contents in their books and
GRANDMOTHER read the chapter titles. Ask: What do you think this book is going to be about?
(They are going to be learning about ways that they matter – to themselves and
to others.)
Explain that there are three main characters in the book:

Grandmother, Phila, a girl who is 12 years old, and Musa, a
boy who is 6 years old. Have the children locate these three on
MUSA the front cover of their books. Explain that these two children
are a brother and sister who live with their grandmother.
Ask: Why do you think they live with their
grandmother? Tell them
that they will find out
in the first story in their
book.
PHILA

2 Teacher’s Guide for Intermediate Phase
LESSON 1
Life is Valuable Grade
Learning
Outcome/s
Assessment
Standard/s
4 2/3 3/1
5 3 1
6 2 5
TIMETABLE: One 30-minute class period

• Learning Activity A: Prior to reading the story
• Read the story
• Learning Activity B: Discuss the story
• Learning Activity C: Complete Activity 1
• Learning Activity D: Complete Activity 2 (if time allows)
• Learning Activity E: “PEOPLE ARE VALUABLE” (if time allows)
• Learning Activity F: “WATCH THE WIND” (if time allows)
• Learning Activity G: Read “SOMETHING TO REMEMBER”
TIMETABLE: Two 30-minute class periods

First 30-minute period:
• Read the story
• Learning Activity D: Complete Activity 2
• Learning Activity F: “WATCH THE WIND” (if time allows)
Second 30-minute period:
• Review Story from previous class
• Learning Activity E: “PEOPLE ARE VALUABLE”
TIMETABLE: 45-60 minute class period

• Read the story
• Learning Activity E: “PEOPLE ARE VALUABLE” (if time allows)
• Learning Activity F: Complete Activity 3 (if time allows)

LESSON 1 - LIFE IS VALUABLE 3
OBJECTIVES
At the end of the lesson, children will be able to:
• Explain that God created living and non-living things.
• Identify likenesses and differences in living and non-living things.
• Give reasons why God created people.
• Explain why people are so valuable.
BACKGROUND
Every child is of great worth to God because He created them and gave them
life. It is important that children see themselves in the same way. This will greatly
assist them in growing up with a sense of security and hope for their future.
LEARNING ACTIVITIES
A Prior to reading the story
1. Read the title of the lesson (Life is Valuable). Ask: What do you think the word “valuable”
means? Direct students to go to page 47 (glossary) and read the definition of valuable
(having great worth; important; special).
2. Do this activity to reinforce the meaning of valuable. Show students a rock and a piece of
money. Ask: Which is more valuable – the rock or the money? Why do you say that? (Accept
their answers as long as they are logical.) Ask: Is the money important? Why? Is it important
to have money? Why? Is there a time that a rock might be more important than money?
Why do you say that? (Accept their answer as long as it is logical.) Can you think of any other
things that are valuable? Tell the students that they are going to be reading a story to find
out why life is valuable, is of great worth, is important, and is special.
3. Do this to explain that things exist that we cannot see. You will need: one drinking glass/
cup, water to fill the cup completely to the brim, and card stock or an index card that will
cover the mouth of the cup completely.
Fill cup in front of students, place card over the top of cup/water, holding card, flip cup
over and let go of the card. If done correctly, the card should stay! Explain that the air pres-
sure is holding the cup against the water. Place hand on card once more as you tip the cup
back up. It’s fun to encourage a student or classroom teacher to try it. (They usually spill
the water.) Explain that God is the creator of seen and unseen things.

B Discuss the story
1. Read aloud the short story in the book if the children

cannot yet read it on their own. Then re-read the
part of the story where Grandmother reads that
God created two kinds of things. Ask: What two
kinds of things did God create? (living things
– fish, birds, elephants and bugs and non-living
things – water and soil.) Explain that all things in
our world are either living or non-living. Ask: How
can you tell living things from non-living things?
Living things need food to live, can change and grow,
(Living
can make other living things like themselves, can die.
People and animals also have breath which keeps them alive.
Non-living things do not have any of these characteristics.)
2. Explain that in the very beginning of time God made all living things and many non-living
things. He made people, plants and animals. He also made some non-living things such as
soil, stars, rain, moon, and sun. Ask: Can you name any living things in the pictures? (People,
tree, fish, elephant.) Can you name a non-living thing that you see in the pictures? (Book,
clothes, rock, soil.) As children name each example, ask such questions as: Does it need food
to eat, can it grow and get bigger, and will it ever die? Explain that if the answer to the
question is “yes”, we know that it is a living thing but if the answer is “no,” it is a non-living
thing. Are non-living things important? (Yes, many are.) Encourage children to give a reason
for the importance of a few.
3. Explain that God gave people, plants, and animals the ability to make other living things
just like themselves. People can make other people and animals can make other animals
but animals cannot make people and people cannot make animals. Plants can also make
other plants like themselves.
4. Ask: Can people make soil, stars, rain, the moon or sun? (No.) Explain that there are some
non-living things that people cannot make. Have children name a few (Soil, moon, sun, stars,
water, air.) Explain that there are some non-living things that people can make. Ask: Have
you ever made a non-living thing, such as a toy? Guide children in naming other non-living
things that they see in the classroom that people have made. (Chair, table, pencils, paper,
etc.)
C Complete Activity 1, WHERE DID LIFE BEGIN?, page 4.

Read the information in this activity. Encourage children to write names or draw pictures of
two living things God created.

LESSON 1 - LIFE IS VALUABLE 5
Make a chart wit

h students. Div
the chart into tw ide
o sections. Label
section Living T on e
hings and the ot
section Non-Liv her
ing Things. Eithe
children write na r have
mes of things th
fit in each sectio at
n or draw pictur
things that fit in es of
each section.
D Complete Activity 2, ARE PEOPLE AND ANIMALS THE SAME OR DIFFERENT?, page 4.
Read the information with the students. Discuss possible answers to write in the two sections:
How are people and animals alike and how are they different?
Encourage children to write information in the two sections.
E PEOPLE ARE VALUABLE

1. Ask: According to our story, Phila had a hard time
understanding something about herself– what was it?
(She had a hard time believing that she was valuable, that
she was someone very special.)
2. Ask: Why do you think people are valuable and special?
(God created people and created the earth as a place for
them to live. God created people to take care of all the other
things that He created. God was lonely and He wanted a
family. So He created people to be friends with Him.)
3. Ask: What are some things that you do to take care of living things around you? (You can
care for younger brothers and sisters. You can help your family with the work around your home.
You look after animals, you plant trees and different kinds of food and then care for them so that
they will grow.) Does this make you a valuable person?
4. Ask: Where are Phila and Musa’s parents? (The father has left them and their mother has died
from AIDS.) Would you say that Grandmother was valuable to Phila and Musa? Why do you
say that? (She is valuable because these two children can live with her because there are no
parents to take care of them.)

F Complete Activity 3, WATCH THE WIND, page 5.

Read the information in Activity 3. Have the children look at the picture of the tree swaying
in the wind. Ask: What is happening in this picture? Why do you think that? (The trees are bent
over because the wind is blowing.) Can you actually see the wind? (No, but you know it is there
because of the way the tree looks.)
Do the wind experiment with the
children? Then ask the children questions
like: Did you see the wind under the paper?
(No.) How did you know the wind was there?
(It blew the paper.) Is wind a good thing?
(When it blows gently it is because it cools us
off, dries up mud puddles, dries clothes, etc.
But sometimes it can blow too strong and do
damage to crops and property.)
Explain that they are like the paper and the wind. They have qualities that people cannot see
with their eyes because the qualities are inside the person. But people know the qualities are
there by watching the behavior of the person.
KIN HATRED Qualities like kindness, thoughtfulness, and
DNE caring are good qualities and are like a gentle
SS wind.
CARING
Qualities like hatred, cruelty, and unkindness
UNKINDNESS are not qualities that are to be valued and they
N ES S are like the destructive wind. Ask: How do you
TF U L know which of these qualities a person has? (You
GH
THOU CRUELTY can watch the person’s behavior towards others.)
G Read SOMETHING TO REMEMBER, page 5.

Read the information in this section. Explain to the children that they will be learning more
about why they are so special as they study other lessons in their book.

LESSON 2 - I AM UNIQUE 7
LESSON 2
I Am Unique Grade
Learning
Outcome/s
Assessment
Standard/s
4 2 2
5 2/3 2/1,3
6 3 1,5

• Read the story
• Learning Activity E: Complete Activity 3 (if time allows)
• Learning Activity F: Read “SOMETHING TO REMEMBER”
• Learning Activity G: Read Chant (if time allows)

• Read the story
• Learning Activity E: Complete Activity 3

• Read the story

OBJECTIVES
• Explain the meaning of the word “unique.”
• Give examples of ways they are unique.
• Accept that it is all right to be unique.
BACKGROUND
At creation, God created each person to be unique. Even today, every person
that is born is like no other person. This means that there is no one exactly like
them in the whole wide world. While it is true that others are like them in many
ways, no one is exactly like them. It is important for young children to learn and
accept this as a good thing.
LEARNING ACTIVITIES

1. Review what was studied in the last lesson. Ask: Who were the characters in the story that
we read last time? (Grandmother, Phila, and Musa.) What story did Grandmother tell? (She told
a story about how God created living and non-living things.) What did we learn was the most
valuable of all creations? (People.) Why did the lesson say that? (People were created to think
and be friends with God. They are more special than plants and animals that were created.)
2. Have students turn to page 47 (glossary) and find the word “unique.” Read the definition of
the word (the only one that is like it; one-of-a-kind).
3. (Note: If this activity does not work with chalk, feel free to skip it. If inkpads are available, these
would also work along with a piece of paper.) For this activity, have a volunteer go up to the
chalkboard, rub chalk on the thumb and then press it to the board. Or using a small inkpad,
have children make a thumbprint by placing the inked thumb on the lesson page. Say: If
you compared everyone’s thumbprints, you would see that each one is different. Each one
is unique. Explain that every person in the entire world has a different fingerprint.
4. Read the title of the lesson: I Am Unique. Explain that this is saying that each of them is “one-
of-a-kind,” that no one is exactly like them.

LESSON 2 - I AM UNIQUE 9
B Discuss the story

At the beginning of the story, how was Phila feeling about herself? (She was sad.)
1. Grandmother thought she knew why Phila was feeling sad. So she told her a story. What
was the story? (It was about a big toe that did not think it was very important.)
2. The Left Big Toe did not think it was very important to Noku’s body.
3. Why? (The Left Big Toe thought other parts of the body were
more important.) What did this toe want to be and why did
it want to be that part? (She wanted to be the nose to smell
lovely things or an eyelash so it wouldn’t have to walk through
muddy places.) Ask: What other part of the body could the toe
have wanted to be? What makes you say that? Is there a part of the
body that the toe might not like to be? Why do you think that?
4. What did the big toe find out about itself when Noku tried to walk? (The
big toe gives balance to the body when one tries to walk. Each foot needs a
big toe, so Noku had a hard time walking.)
5. What do you suppose that Grandmother wanted Phila to learn from the
story? (Even though she did not feel so important at the moment, she is
important because there is no one quite like her. She is one-of-a-kind. That
is not bad, but good.)
C Complete Activity 1, DIFFERENT, BUT SPECIAL, page 8.

1. Read the activity in the student book. Act out
this idea with the children and adults in the
group as they are lined up. Ask: Does everyone
in our group look exactly alike? (No.) Lead a
discussion so that they can name ways they are
all alike and ways they are different. (They have
eyes, ears, nose, mouth, hair, arms, legs, hands,
feet, and skin. But they are of different heights,
skin coloring may vary, size of hands and feet will
differ.) Ask: Can you name other ways people
are alike and ways people are different? ( Some
can run faster than others, some can sing well and others cannot, some are good artists, some
like to wear brightly colored clothes and some do not, etc.) Ask: Is it bad to be different? (No.)
You want them to conclude that they are alike in some ways but different in others ways
and that is not bad. Everyone does not need to be exactly like everyone else. Ask: What do
you suppose the world would be like if everyone was exactly the same and could do only
the same things? Why would that not be a good thing? (Possible answers: If everyone just
grew fruit for food, there would be no vegetables to eat. If everyone only rode bicycles and no
one learned how to drive a car,no one would be able to travel very far from their home, etc.)

2. Write three ways that people can be different from each other.
D Complete Activity 2, YOU ARE UNIQUE!, page 9.

1. Before you read the activity, do this experiment with the children. Select
one child to sit in a chair with their back to the group. Put on a blindfold
so the child cannot see anyone. Quietly select another child to stand
behind the child in the chair. Have the child say something like: I am
standing behind your chair and you cannot see me. Do you know
who I am? Encourage the child in the chair to try to guess who
the other child is. If the child can correctly guess, Ask: How
did you know who he/she was? (The child will probably say
that he/she recognized the child’s voice.) If they do not correctly
guess, say something like: What made you think that it was
_______ behind you? The child will generally say, “It sounded
like _______ speaking.” Try the game a few more times with
other children sitting in the chair and others speaking to
them. Ask: Do some of us have unique voices? ( Yes, many of us do.)
2. Read the information in Activity 2. Explain to the children that many of the things that
make us unique are the things that we do well. Encourage children to think of two things
that they do well. If paper is available, have the children draw one way they are unique or
one thing that they do well.
E Read Activity 3, EACH PERSON IS

UNIQUE, page 9.
Make u
in the r p ridd
Call a child by name. Have that child oom and les about peo
identify a friend in the room and tell how they the clas see if t ple
s he rest
describ can guess who of
recognize that person and what makes that ing yo
student . Give one clu u are
s e
person different from others in the room. are des cannot guess w and if
cribing ho you
Keep giv giv
ing clue e a second clu
F Read SOMETHING TO REMEMBER, is ident s
ified. E until the pers
e.
page 9. thinking x ample: o n
of a bo (1) I am
tall. ( y in our
2) ro
G Chant and one This boy has t om who is
brother w
is very . (3) T o sisters
good at his boy
Write the words on a large sheet of paper (4) He playing
is soc
so that students can read the chant. If this is runners one of the fas cer.
in our s test
chool.
not possible, say each stanza and let children
repeat it after you. Do the motions as they
say the chant.

LESSON
LESSON
3 - OTHERS
2 - I AM AND
UNIQUE
ME 11
I am unique. God made me to be just so.

I am as unique as I can be. (put hands on head and bring down over
(point to self ) whole body until reaching feet)
I have a brain Look the whole world over

to help me think. and you will see.
(point to head) (put hands to shade eyes
and look all around)
I have an eye lid
that can wink. There is no one out there
(wink an eye) exactly like me.
(point thumbs up and tap on chest)
I can raise my arms
to the sky. Now I know that you
(raise arms as high as you can) will agree.
(stand upright nodding head
I can lift my leg up and down as if you were
agreeing)
way up high.
(raise up leg)
I am as unique
as I can be.
My body will grow
(place hands on own chest)
and grow and grow.
(squat low and raise up
And you are as unique
body higher and higher
until you are standing as you can be.
erect) (point to others)

LESSON 3
Others and Me Grade
Learning
Outcome/s
Assessment
Standard/s
4 2/3 1/1,4
5 2 3
6 2/3 1/2,3,6

• Read the story
• Learning Activity E: “WHO MATTERS TO YOU?” (if time allows)

• Read the story
• Learning Activity E: “WHO MATTERS TO YOU?”

• Read the story
• Learning Activity E: “WHO MATTERS TO YOU?” (if time allows)

LESSON 3 - OTHERS AND ME 11
13
OBJECTIVES
• Name people to whom they matter.
• State reasons why they matter to individuals.
• Think of reasons individuals in each of the groups matter to them.
BACKGROUND
Children have already learned that they are valuable, precious, and unique.
Because of all these traits, they matter to many different people as well as to God.
It is important for them to accept that they count in the lives of others as well as to
acknowledge that others matter to them.
LEARNING ACTIVITIES

Ask: In our first two lessons you learned that there were two very special words to
describe each of you. Can you remember those words? (Valuable and unique.) What did we
learn that the word “unique” meant? (One-of-a-kind.) What was the story about last week? (A
toe that did not think it was unique.) Can you give me one reason why people are valuable and
one way in which you are unique?
B Discuss the story

After reading the story in the student book, discuss the following ideas:
1. What did the man possess that he thought of as valuable to him? (Goats.)
2. How many goats did he have? (100.)
3. What did he do with his goats each week? (He walked
his goats to the other side of the mountain.) Why do
you suppose he did that? (To take them to a place
where there was food.)
4. The man did something
with his goats as he started
the journey across the
mountain and when he

got to the other side of the mountain. What was it? What was it? (He counted the goats.)
Why, do you suppose, he did that? (He wanted to make sure that all the goats got safely across
the mountain.)
5. Why do you think he did not just leave the goats on the other side of the mountain all the
time? (There is no absolute correct answer for this, but these might be possibilities – he wanted
to come home each weekend to spend time with his family so he brought the goats back to his
home area; he needed his helper to help him watch out
for the goats and he only had enough money to pay his
helper 5 days a week; he brought the goats back to his
house each weekend so they could eat the grass in the
fields near his house which had been growing all week
and this allowed the grass to grow again on the other
side of the mountain.)
6. One day he found that he was missing one goat.
What did he do? (He left the 99 with his helper and
went back to find the missing goat.)
7. What did the helper think about that idea? (He thought the man was foolish to do that; after
all he still had 99 goats.) Why do you think the helper believed that way? (He did not value
each goat. The goats were not his so he was happy to have only the 99.)
8. Why did the man take the time to go back to find the lost goat? (Each of his goats mattered
to him. They each were valuable to him.)
9. Phila had a friend who mattered a lot to Musa. Why do I say that? (The
friend helped Musa build his wire truck.)
The Value of A Goat

Do this math problem with children. (Before they can do the
problem you as the teacher must give them the total value of
the man’s 100 goats. You will have to find out how much
a goat would cost the man if he were to purchase it
and then multiply that amount by 100.) Tell the
students that this man had (name the amount of
money) invested in his goats. Since we know that,
how can we find out the lost money value of each
goat? (Divide the amount by 100.) So if he lost one
goat, how much money would he loose?
Did the Man Matter to His Goats?
Ask: Did the missing goat matter to the

LESSON 3 - OTHERS AND ME 15
man? How do we know? (Yes, because he took the time to lead them to food each week and
to go find the missing goat.) Respond: So we know the goats mattered to the man. Do you
think the man mattered to his goats? (Yes, because they depended on him to see that they
got food and to look for one of them if it got lost.) Who matters to you?
C Complete Activity 1, YOU MATTER!, page 12.

Explain to the students that there are numerous groups of people to whom they matter.
Have them look in their books for the names of the groups of people to whom they matter:
family members, friends, community, etc. As you examine each group, have students read
the ways they might matter to people in that group. Encourage them to circle the letter of
ways that they think they might matter. Have students write a fourth way that they matter to
people in each group.
D Complete Activity 2, HELP FIND THE MISSING GOAT, page 13.

Read the information in this activity and encourage children to complete the maze.
E WHO MATTERS TO YOU?

Explain that they have studied about people to whom they matter and the reasons they
matter to people in each of the groups. Go back to each of the groups and have students
name individuals in each group who matter to them. (In the family members group children
may identify a parent, a relative, a brother or sister.) Encourage them to think of one way in
which each person matters to them.
If paper is available, have the

children write a “thank you” to one
person who matters to them. Have them
tell the person why they matter. (If
paper is not available, encourage the
children to think of one thing that they
can say to the person to tell them why
they matter to them.)
F Read SOMETHING TO REMEMBER, page 13.

LESSON 4
I Will Make Grade
Learning
Outcome/s
Assessment
Standard/s
Good Choices 4
5
2/3
2/3
1/1,4
1,3/3
6 2/3 1,4/2,4,5,6

• Read the story
• Learning Activity E: Read “SOMETHING TO REMEMBER”

• Read the story

• Read the story

LESSON 4 - ILESSON
WILL MAKE
3 - OTHERS
GOOD CHOICES
AND ME 11
17
OBJECTIVES
• Acknowledge that they do make choices every day.
• Differentiate between good choices and bad choices.
• Acknowledge that their choices will have an effect on others.
• Understand that their character is determined by their choices.
BACKGROUND
Every day every person makes choices.This includes children even though many
of them may think that they can make very few personal choices. It is important
that they learn to think about the choices they make since over time their choices
will determine their character.
LEARNING ACTIVITIES

Prior to reading the story, have a short discussion about what it means to make a choice.
Explain that to make a choice there must be at least two options/activities/ideas/behaviors
available. If there is only one way to think or behave, there is no choice needed. Tell them they
will be reading a story about a choice that Phila had to make as well as a choice that an animal
had to make.
B Read the story and answer the following questions:

1. In our story, Phila had to make a decision. What was it? (Her friends were not kind to a new
girl at school and Phila wanted to be kind to the girl. Her friends did not want her to be kind. So
she had to decide whether to choose
what her friends wanted or what she
thought she should do.)
2. To help her think about her
choice, Grandmother told her a
story. What was the story? (It was
about a leopard that had to make
a decision about which of two
roads to travel down.)
3. Look at the picture of the two

roads. What do the signs say on the wide road? Explain that the signs tell something about
the choices and character of people who travel down that road. Explain that if you go down
the wide road you do not have to always think about telling the truth. You think of yourself
first.
4. One sign on the wide road says: Go with the Crowd. Explain that sometimes the crowd is
correct but sometimes it is not. That is where they have to make a decision. Will you choose
to go with the crowd if it is not a good choice?
5. Point to the final picture in the story section and ask: What choice did Phila make? How do
you know? (She chose to be kind to the new girl because we see her walking with the new girl.)
C Complete Activity 1, BUILDING GOOD CHARACTER, page 16.

1. Ask: What do you think the word character means? Read the three sentences in the first
paragraph. Explain that character is what you are like on the inside where no one can
see. People can tell what your character is by the way you speak and act. We say that your
character is your traits, attitudes, values, and becomes your reputation. What people believe
about you reflects your reputation. Many people believe that your reputation is the same as
your character.
2. Read the second paragraph about character and choices. Explain that some traits of a
good character are telling the truth, being kind and thoughtful. Ask: What does it say are
two traits of a bad character? (Lying and being mean.) Do you agree?
3. Read the rest of the section. Ask: Where did we see these signs of good character? (on the
narrow road) Do you think I can say that people who choose the narrow road want to have
a good character? (Yes.)
D Complete Activity 2, FOUR WAYS TO MAKE GOOD

CHOICES, page 16.
Tell the A. Tell the Truth. Read the section. On which road did you see
Truth. the sign “Take the Easy Way?” Explain that many people take
the wide road because they do not have to choose to tell
the truth. Ask: Do you think a sign “Tell the Truth” would
be found on the narrow
road or the wide road? Is it
always easy to tell the truth?
(No.) Encourage children to
Honour people
complete the activity by telling in authority.
about a time when it was hard
for them to tell the truth.
B. Honour People in Authority. Read this section with the
students. Make the two drawings. Read again the sentences

LESSON 4 - I WILL MAKE GOOD CHOICES 19
nds
Choose frie
wisely.
about not obeying people in authority who want them to do
bad things or who want to give them bad touches. Emphasize
that they can say “no” and that they should tell someone they
trust about those people.
C. Choose Friends Wisely.
Read this section. Then Ask: If you were a good friend, would
you try to encourage your friend to do something good
Put
or something bad? (Good.) Take each of the other three
behaviors and ask if they were a good friend to someone
good things
else, would they do each of the activities. in your mind.
D. Put Good Things in Your Mind. Read the information in the
section with your students. Have students recommend good
things to put in their minds.
E Read SOMETHING TO REMEMBER, page 17.

Read the information in this section. Focus the attention of students on the picture. Ask:
Who is in this picture? (Phila, the new girl, and some other girls.) Ask: Do you think Phila’s choice
had a good or bad influence on some of her friends? (A good influence because some of the other
girls are now friends with the new girl.)

LESSON 5
I Will Stay Away Grade
Learning
Outcome/s
Assessment
Standard/s
from Bad Things 4

5
6
2/3
2/3
3
3,4/1,4
3,4/4
2,5,6

• Read the story
• Learning Activity G: Complete Activity 5 (If time allows)
• Learning Activity H: Complete Activity 6 (If time allows)
• Learning Activity I: Read “SOMETHING TO REMEMBER”

• Read the story
• Learning Activity F: Complete Activity 4
• Learning Activity G: Complete Activity 5
• Learning Activity H: Complete Activity 6
• Learning Activity I: Read “SOMETHING TO REMEMBER”

• Read the story
• Learning Activity H: Complete Activity 6

LESSON 5 - I WILL STAY AWAY FROM BAD THINGS 21
OBJECTIVES
• Identify by name things that are bad for them.
• Explain why it is not always easy to tell the difference between good things and
bad things.
• Tell why pictures are so influential to their thinking.
• Name ways they can remain safe from bad things.
BACKGROUND
All people, at times, are influenced by things that are bad for them. It is important
for children to learn ways of identifying things that are good for them and things
that are bad for them. They must also learn about how they are influenced to do
good or not to do good; to make good choices or bad choices.
LEARNING ACTIVITIES

1. Remind students that in the last lesson they studied about making good choices. Ask:
What kinds of choices have you made since our last lesson? How do you know it was a good
choice? Who or what can have an influence on the choices you make? (Friends can influence
our choices, things we see and hear can influence our choices.) Can people sometimes make
bad choices? In the story, leopard had to make a choice. What was it? (Which road to take)
In our story Phila had to make a choice. What was it? (She had to decide whether to be friends
with a new girl in her room or to go with her friends who did not want to be friends with the new
girl.) What did she decide? Was that a good choice? Why do you think that?
2. Ask the students if they remember the previous stories from Lessons 1 – 3. Lead a discussion
about the first 3 stories and what was learned in each lesson. Explain that because the
students are valuable, unique, and are important to others, they learned about making
good choices. In this lesson, they will learn about some more good choices.
3. Have a bottle of water and cup. First person takes a drink, doesn’t like what he/she is tasting/
spits it into the cup. Second person does same, spits into the cup, and so on, until last person
comes in...is coughing, asks for a drink...bottle is now empty, all that’s left is the cup...picks
it up, starts to drink it...usually someone will say “no! Don’t drink it!”....if not, ask the class
“should I drink this? Is it safe?” Usually they will say: NO...but sometimes they want to see if
you will drink it...so just say, “I don’t know where this came from, it’s not safe to drink, I’ll find
water somewhere else”.

4. Read the title of the lesson. Ask: What good choice do you think we will learn about in this
lesson? (Staying away from bad things.) What do you think the story will say is a bad thing?
(If possible write their ideas on the chalkboard so that later they can determine if any of
their ideas were in the story.)
B Discuss the story

1. What was Musa doing at the beginning of our story? (He was looking at a
magazine that had pictures in it.)
2. What were the pictures about in the magazine? (Mention each of the
pictures.)
3. Why do you suppose Musa did not want to show
Grandmother the pictures? (He knew that Grandmother would
not approve of the pictures and that she would be disappointed
that he was looking at such pictures.)
4. What makes you think that Musa did not think he should be looking at such pictures? (He
said that they made him feel badly inside.)
5. What was the story that Grandmother told Musa? (About a field that looked good on the
outside but when you got there it had some bad things - fire ants.)
6. Did anyone try to warn Musa about the field? (Yes.) Did Musa listen to their warning? (No.)
Why do you think he ignored their warning? (He could not see the danger.)
7. Did Grandmother say that all beautiful things were bad for you? (No.)
8. What do you think you should do if you do not know if something is good or bad for you?
(Ask someone who is older than you. If you feel inside that something is wrong, check with
another person.)
C Complete Activity 1, WHAT IS WRONG WITH BAD PICTURES?, page 20.
Select a picture of an object (perhaps of an animal, flower, etc.)

Verbally describe the picture to the students. Fold a piece of paper
into two parts. Have them draw what they hear you describe in one
part. Then show them the picture. Have them draw a second picture
after looking at your picture. Discuss how important the picture was
in helping them draw.
Ask: Did it help you to see the picture? Do you think you will remember more about the
object now that you have seen the picture? Explain that seeing a picture helps you think more
about the object or an idea.

Teacher’sLESSON 5 - Upper
Guide for I WILL STAY AWAY FROM BAD THINGS
Primary 23
Ask: If you see something bad in a picture do you think it will influence how you think?
Read the paragraph in the student’s book. Encourage the students to look through their book
and find a picture that makes them think of something good.
D Complete Activity 2, ARE THERE OTHER THINGS

TO STAY AWAY FROM?, page 20.
Review with the students the things that Musa
saw in the magazine that boys and girls should stay
away from. Read the information for this activity and
complete the activity by naming three other things
they should stay away from.
E Complete Activity 3, WHO CAN HELP YOU? page

20.
Read the information in this activity. Encourage
children to think of someone who could help them stay
away from bad things. Write the name of that person on
the line. Then have children talk with that person about
helping them to make good choices.
F Complete Activity 4, HOW DO BAD CHOICES NOW AFFECT YOUR FUTURE?, page 21.
Read the first paragraph and role play the three situations about people who had to make
a choice. Have students decide which was a good choice and which was a bad choice and tell
why they think that way. Explain to students that when people constantly make bad choices,
it becomes easier each time. And when you make a good choice, it also becomes easier each
time to make a good choice.
Explain that when people take things that do not belong to them, people will begin to
believe that they will always do this. This means that they will not trust them in the future.
When people often tell lies instead of telling the truth, people will eventually not believe
them, even when they do tell the truth.
G Complete Activity 5, BE A GOOD EXAMPLE, page 21.

Read the information in the section. Encourage students to share instances when other
people had a good or bad influence on them. Have students complete the sentence.
Refer to the section in the student’s book, Lesson 4, Building good character, page 16.
Reread this section with students. Ask: If you always make good choices, what will people
think about your character? If you always make bad choices, what will people think about
your character?

H Complete Activity 6, WHAT IS DIFFERENT IN THIS PICTURE?, page 21.

Instruct children to compare the two pictures, and then circle ten things they find wrong in
the second picture.
I Read SOMETHING TO REMEMBER, page 21.

Teacher’s Guide for
LESSON
Upper6Primary
- I WILL PLAN FOR MY FUTURE 25
LESSON 6 Learning Assessment
I Will Plan for Grade

4
Outcome/s
3
Standard/s
4
My Future 5
6
3
3
5
2,5,6

• Read the story
• Learning Activity D: “INVESTIGATE PEOPLE” (if time allows)
• Learning Activity G: Complete Activity 4 (if time allows)
• Learning Activity H: “SETTING GOALS” (if time allows)
• Learning Activity I: Complete Activity 5 (if time allows)
• Learning Activity J: Read “SOMETHING TO REMEMBER”

• Read the story
• Learning Activity I: Complete Activity 5

• Read the story
• Learning Activity I: Complete Activity 5

OBJECTIVES
• Discuss why it is important to plan for the future.
• Individually set one short-term and one long-term goal for themselves.
• Explain how their choices will affect the achievement of their goals.
BACKGROUND
Unfortunately, many people never set goals for themselves. They just live from
day to day. It is important that children learn to set personal goals. Some goals can
be achieved very quickly while others take a long time to achieve. When a person
sets goals, whether it is a goal for a short time or a goal for a long time, plans must be
made to achieve the goal. Unless plans are made for reaching the goal, it probably
will never be achieved. A part of the plan involves making choices. Choices made
today do not only affect the next day or two but can also affect the future.
LEARNING ACTIVITIES

1. Lead a short discussion with students about what they have been studying. Discuss that
in the last lesson they learned about things that they should stay away from. Encourage
students to recall those things and tell why they
should stay away from each of them. Ask: Did any of
you find time to talk with that person about helping
you stay away from bad things? Encourage them to do
so, if they have not yet done so.
2. Before you read the story discuss with the students

what “the future” means. Ask: When you are in the
summer time, is the coming wintertime the “future?”
(Yes.) Explain that the future is any time beyond
the present time. The future may be tomorrow or
several weeks or months or years from the present
time. The future could be when they are 18 years
old or when they are 50 years old.

LESSON 6 - I WILL PLAN FOR MY FUTURE 27
B Discuss the Story

1. Read the story about the two groups of people. Ask: What were the names of the two groups
of people? (Please check story – not called green people!) (Never-Think-About-Tomorrow and
Always-Think-About-Tomorrow.) Why were those good names for these two groups?
2. How were these groups alike and different? (Both liked to have fun in the summer, both needed
food. One group did not plan during the summer for the food that they would need in winter
months when food did not grow.)
3. Which groups was the wisest? (Always-Think-About-Tomorrow.) Why do think that? (They
made plans for their future when they were thinking about having food during the winter
months; at the same time that they were having fun in the summer and set aside some time
each summer day to plan for the winter food.)
C Complete Activity 1, YOU AND YOUR FUTURE, page 24.

Read the information in this section with the students. Ask: Why do people not know how
long they will live? (Only God can know how long anyone will live.) Explain that people can make
choices that can determine how long they might live, so it is important that they make good
choices. Encourage children to suggest some choices that they can make that will effect how
long they will live. (They need to make choices about who their friends are because if they choose
bad friends they could get harmed. They need to stay away from drugs and alcohol because both of
these can cause people to die. Children will name others.)
D Investigation about people who have lived a long time.

Ask: Who is one person in your neighborhood or family that you know who has lived a very
long time?
Do you know how old that person is? Encourage students to talk with that person that
evening if possible. Ask them such questions as: How old are you? What choices do you think
you made that helped you to live so long? Did someone help you make that choice? Do you
know when you made that choice (those choices)? What choices do I need to make that will help
me to live as long as you? (Or you might invite into your classroom one or two of the older people
in your neighborhood. Have the children ask them
questions like those given above.) Once information is
collected, help the children to summarize what they
found out, especially about the choices the people
said that they had made that helped them live to be
their age.
Explain that just as these people made choices
that affected their future, the students must also
make good choices to have a good future.

E Complete Activity 2, DO YOU HAVE A GOAL?, page 25.

1. Before you read this section, discuss with students what a goal is. (Depending on their answers,
you will need to guide them into considering a
goal as something that you aim for, or try to
reach. In football the goal is where you aim the
ball to score. In planning, a goal is something
that you are trying to reach.) Now read the
section with the students. Have them fill in all
of the shapes marked with a dot. As a teacher
you might share with your students one or
two goals that you have for yourself. Then
encourage them to share possible goals that
boys and girls of their age might have.
F Complete Activity 3, USE YOUR IMAGINATION, page 25.

1. Read the information in the box which defines imagination.
2. Encourage students to draw a picture in the space about what they would like to do later
today (A).
3. Turn the page and have the students draw a picture of what they can imagine of what they
might like to do when they become a teenager (B).
4. Have the students draw a picture of themselves of how they imagine they might be grown
up (C).
G Complete Activity 4, MAKE GOOD CHOICES TODAY!, page 27.

1. Read the rest of the content with the children. Reinforce the importance for children to
make good choices. Help them write down two good choices that they made that day. If
they have difficulty, share with them two choices that you made that day. (Example: You
decided to come to school that day to teach. That meant that you had to get up early enough
to get yourself ready to get to school on time. You had
to think of the food that you would eat that evening.
So you checked to make sure that you had what you
needed to prepare the food. Could you prepare what tball
you wanted or did you have to change your mind?) G o a l: Be a foo
rm
Long-Te
playe tice everyday. ugs and
r
H Setting Goals 1.) Prac away from dr
2.) Stay ol. are
Explain that there are goals that they can achieve alcoh rom others who
nf
rather quickly and there are goals that they set to 3.) Lear in sport.
goo d
achieve sometime later. We call them “short-term”
and “long-term” goals.

LESSON 6 - I WILL PLAN FOR MY FUTURE 29
Explain that with long-term goals, people have to

establish steps that they will have to take to meet
the goal. Even with short-term goals, you will
also have to set steps to achieve the goal. Have Long-Te
own clot rm Goal: to sew
children look at the three drawings they just 1.) pract hes. my
completed. Which is a drawing of a short-term ice my h
(sewing and stit
c
goal and which is a drawing of a long-term goal? on tearson buttons, me hing
2.) Ask s ) nding
(First drawing is a short-term goal. The second and omeone
mach with a s
third drawings are long-term goals.) Encourage 3.) Beginine to teach me ewing
students to think of 2-3 things they will need to saving m .
my own oney to
do to reach the long-term goals. To assist them in somedaysewing machine buy
.
the planning to reach goals or in choices they will
have to make to reach goals, you might want to
walk them through one or two situations so that
they can think of what they want to do.
1. A boy wants to play professional football when he grows up. That is a long-term goal. What
2 or 3 things must he start doing now? What choices will he have to make to reach this
goal?
2. A girl wants to be able to sew clothes for herself when she gets older. What 2 or 3 things
must she start doing now? What choices will she have to make to reach this goal?
3. Phila wants to be a teacher when she is grown up. What 2-3 things must she start doing
now? What choices will she have to make to reach this goal?
I Complete Activity 5, DECODE THE MESSAGE, page 27.

Read the directions. Explain that a wise proverb means that it is a wise message or saying.
Depending on whether children have done this sort of activity, you can guide them through
it or let them do it on
A C H I L D W H O G A T H E R S their own. Once all have
finished, have them read
C R O P S I N S U M M E R I S W I S E aloud the wise saying.
B U T A C H I L D W H O S L E E P S A T
Read SOMETHING TO
REMEMBER, page 27.
H A R V E S T T I M E B R I N G S S H A M E
LEGEND:
=A
=A = =EE ==LL =P == UU
=B
=B = =GG ==MM =R == VV
=C
=C = =HH ==NN == S
S == WW
=D
=D = =II ==OO == T
T

LESSON 7
I Will Respect Grade
Learning
Outcome/s
Assessment
Standard/s
My Body 4
5
6
2/3
2/3
2/3
1/2,4
1/2,4,5
1,3/2,4,6

• Read the story
• Learning Activity H: Read “SOMETHING TO REMEMBER”

• Read the story

• Read the story
• Learning Activity C: Complete Activity 1 (if time allows)

LESSON 7 - I WILL RESPECT MY BODY 31
OBJECTIVES
• Discuss ways in which they can respect their bodies.
• Explain the difference between a good touch and a bad touch.
• Tell what they should do if someone insists on giving them bad touches.
• Accept that bad touches are not their fault, or their choice.
• State that one good choice about sex is that sex should be just between a
husband and wife.
BACKGROUND
The body of each child is special to that child. Boys and girls have different body
shapes because the Creator God made them that way. As they mature, the shapes
of their bodies will change. Because each child’s body is special for him/her, it is
important that they learn how to take care of their bodies. This includes protecting
their bodies from “bad” touches. They must accept that no one has the right to
touch their bodies in a bad way. If this happens, children need someone they can
trust to tell them about a bad touch.
LEARNING ACTIVITIES

Read the title of the lesson with your students. Ask: What do you think we will be
studying in this lesson?
Have children stand. Name different parts of the body and have them touch the parts that
you mention (eye, nose, elbow, knee, foot, tooth). Then name parts of the body that they know
they have but cannot touch because they are on the
inside of the body. (heart, kidney, blood, bone, mind.
Whatever their reaction, build on it by saying something
like – why can’t you touch your heart, kidney? They
could point to where each might be located in the body
but they could not really touch the part like they could
touch a knee or tooth because these parts are protected
by bones, muscles and skin.) Explain that even though
these are parts of the body that you cannot see, they
are also very important. If a picture of the parts of the body is available, point out these
parts to the children or have children find the parts and point them out.

Explain that we know that many of these unseen parts are there because we know when
they are working or doing their job. (We can feel our heart beat. Have children put their hand
on their heart to feel the beat. When you have to go to the toilet, you know that you have a
kidney. If you cut your body, you will see blood. If you touch hard on your skin, you can feel a
bone. When you solve a problem or tell a story, you know you have a mind.) Explain that all
parts of our body, whether we can see them or not, are very important to us.
Explain that if any of these parts get hurt or damaged or sick, the body cannot do its work
very well. Ask: Do you remember our story about the Big Left Toe? What did
Noku find out about this toe when it was not on her foot? (She could not
walk very well.)
Rename some of the body parts that you have already

mentioned and have children tell what would happen if
that part was hurt, damaged or sick. (Eye - if the eye
is damaged you cannot see well. Tooth – if the tooth
is damaged you cannot chew your food very good and
have to eat only soft food. Foot – if the foot is hurt
you cannot walk easily. Blood – if your blood is sick
you may not live very long. Mind – if your mind is
damaged you cannot think or talk or solve problems
very well. Bone – if a bone is broken you cannot use
that part of the body without pain until the bone
mends.)
Talk with children about ways or things that they can do to protect their bodies so that they
do not get hurt, damaged or sick. (As teacher, you will know things your children face that
might cause problems to parts of their body. So select a few to discuss with them.)
B Discuss the story

Prior to reading the story, tell the students that they will be reading about a special way
to protect their bodies. Then read the story with the children and discuss the following
questions and observations.
1. Phila had a dream that made her afraid. What was the dream? (A man with a knife tried to
touch her where she did not want him to touch.) As a teacher, you point to private parts of
the body (chest area, front groin area, and lower back where tailbone is) telling students that
these places are called “private parts.”
2. Explain that no one has the right to touch your private parts. State that sometimes a doctor
might have to touch you in these parts if you are injured or sick.

LESSON 7 - I WILL RESPECT MY BODY 33
3. Why do you suppose Grandmother told them the story

about the hyena? (She wanted them to know that like the
hyena, they could scare away evil if they were strong.) Ask:
What have you been told to do if you see a hyena?
4. Re-read the section on good touch/bad touch. Explain that

sometimes a bad touch stops with a touch action only. But
sometimes a bad touch is when the person wants to have
sex with the person being touched. Ask: When is sex a
good thing? (When it is between husband and wife.) Explain
that it is not a good thing when an older person wants to
have sex with a child their age.
5. Grandmother tells Phila and Musa what they must do if

someone wants to hurt them with a bad touch. What are
they to do? (They are to tell the person “no” and should find
someone that they trust to tell.) Ask: If someone wants to
use bad touches on them, who do they trust to tell. (It
is important that they have in mind the name of a person
that they can trust. It might be a friend, a parent, a teacher, a
minister or a family member.)
Explain that sometimes the person wanting to give the bad touch will threaten them and
tell them not to tell anyone. But they should not listen to the bad person.
C Read Activity 1, FIND THE DIFFERENCES, page 30.

Call on a couple of girls to tell how girls are alike and different from boys in the classroom.
Then call on a couple of boys to tell how boys are alike and different from girls. (Probably they
will mention non-sexual ways. Accept what they say. You
might say, “Could be true” with each of their answers to keep
down disagreement.)
Then read the content in this section. Take time for
students to find the five differences in the two pictures.
D Read Activity 2, HOW OUR BODIES GROW, page

30.
You may want to separate the boys and girls when
doing this specific activity. Read the paragraphs and look
at the six pictures of human figures at the top of page 31.
Talk about the changes that have taken place in the male
figure and the female figure. Point out differences in female
and male figures. Have children point to the private parts
of each figure.

E Complete Activity 3, GOOD TOUCH OR

BAD TOUCH, page 31.
Read the first two paragraphs. When you
come to the six pictures discuss each picture
with the children. Have them decide if each is
a good touch or bad touch, explaining why
they think that way. Draw a circle around
pictures of good touch and put an X on the
picture if it is a bad touch.
Read the paragraphs at the top of page
32. Have the students stand up and demonstrate the triangles both in front of their body and
behind their body. Discuss that the triangle covers the parts of their bodies that are the most
private.
F Read Activity 4, WHAT WOULD YOU DO?, page 32.

Read the first paragraph and have the students turn to look at Picture F on page 31. What
does it say that the girl in Picture F should do? (Say “no” very loud and run away.)
Look at the picture of the man offering the girl money. Ask: What is happening in this
picture? Say: Let’s read the next paragraph to find out if we were correct in what we said.
Ask: Is it the girl’s fault that the man wanted to touch her in her private parts? Read the
last paragraph to find the answer to this. Emphasize with the children that it is not their fault if
someone wants to hurt them. They did not choose to get the bad touches.
G Read Activity 5, WHY SHOULD BOYS AND GIRLS WAIT UNTIL MARRIAGE TO HAVE
SEX?, page 32.
Read the paragraphs to the students. Have the students do the puzzle.
Explain that sex was created by God. But He wanted sex to be between a husband and a
wife. So boys and men must choose not to have sex with a woman until they are married.
Girls should be wise not to have sex with a boy or man until they are married. Explain that
once they are married they should not have sex with anyone other than their husband or wife.
Tell them that in their next lesson they will find out why this is so important if they are going to
take good care of their bodies.
H Read SOMETHING TO REMEMBER, page 33.

Read the information in this section. Demonstrate one way to give a good touch to a girl
and a good touch to a boy. Ask: Is there any other way to give a good touch? Call on children
to demonstrate the kind that they mention.

LESSON 8 - I WILL TAKE CARE OF MY BODY 35
LESSON 8
I Will Take Care Grade
Learning
Outcome/s
Assessment
Standard/s
of My Body 4
5
1/2/3
1/2/3
2/2/3
2,3/2/3
6 1 3

• Read the story

• Read the story

• Read the story

OBJECTIVES
• Explain ways that people can get an illness.
• Explain things they can do to keep from giving others their illness or from
getting illnesses from others.
• Understand the terms HIV/AIDS.
• Explain ways people can become sick with HIV virus.
• Describe ways people do not get HIV and AIDS.
BACKGROUND
There are many diseases and illnesses in the world. It is important that people
practice good health rules to keep from getting sick. One very bad sickness is the
HIV virus. Those infected with the HIV virus may not know that they have this illness
for quite some time. But symptoms will develop. A person may live for a short time
or a long time with HIV before it becomes AIDS. Unfortunately, millions of people,
including children, have the HIV virus. It is important for children to understand
how HIV/AIDS is spread and how they can keep themselves free of this disease
because when AIDS develops that person will die. At the present time there is no
cure for this disease.
LEARNING ACTIVITIES

1. Why were Phila and Musa living with their grandmother? (Their father had left them and
their mother had died of AIDS). Ask: What do you know about AIDS? (It is important for you to
understand what the children already think they know about HIV/AIDS. You do not have to tell
them that their ideas are correct or incorrect at this time. But in your teaching of the next two
lessons, place emphasis on correct knowledge that will help eliminate their misunderstandings.)
Explain that in the next two lessons they are going to be studying about HIV/AIDS.
2. Say: In our last lesson we studied about respecting our bodies by not allowing someone
to give “bad” touches to our body. Ask: What did we learn that you should do if someone
tries to give you a bad touch? (They must say No and then tell someone they trust about that
person.)
3. Explain that in this lesson they will find more information about ways to take care of their
bodies and another reason why bad touches can be harmful.

LESSON 8 - I WILL TAKE CARE OF MY BODY 37
B Discuss the story

Read the story with the children and then discuss the following information.
1. Why was the doctor visiting Grandmother’s house? (Musa was sick.)
2. Why did Grandmother not take him to the hospital? (It was too far away.)
3. What did Phila find out about Musa’s sickness? (Musa had the HIV virus.) Explain to the
children that a virus is so small that no one can see it until it spreads in the body and you
can then see its effects on the body.
4. What happened to Musa to make Grandmother suspect that he was very sick? (When he
coughed, he coughed up blood.) Explain that some people with HIV disease do cough up
blood, but this can also be a sign of other diseases. What was another sign that Musa
was very sick? (When he tried to talk he was “out of breath.” Explain what this means.)
Explain HIV weakens the immune system of those who are infected allowing other diseases
to infect them more easily. When you have HIV you can have unexplainable fatigue, which
is why Musa was out of breath. Explain that the only way to determine HIV infection is to
be tested. No one should assume they are HIV positive or negative based on the presence
or absence of the symptoms mentioned in the story. Remember: each symptom can be
related to other illnesses. That is why it is important to get tested by a doctor or at a clinic.
If there is a Voluntary Counseling and Testing in your area, tell the students where they can
be tested.
5. What is the HIV disease? (This is an illness caused by an extremely small germ that attacks
certain good blood cells. Ordinarily, these good blood cells fight off diseases. But when they
get sick they can no longer fight off the disease that is attacking the body.) Refer again to the
sentences in the story that talk about the blue and red soldiers that Musa was drawing.
6. Ask: How did Musa get this virus? (He got it from his mother who had it. He probably got it
from his mother’s milk when he was just a baby.) If ARV’s are available in your area, explain
that there are now medicines that mothers can take so their babies are not likely to be
infected. For this reason, it is important that pregnant women get tested to reduce
the risk of giving the virus to their babies.
7. Ask: How did Musa’s mother get HIV/AIDS? (She probably had sex with a man
who had the virus. During sex, the body fluids of a man with HIV/AIDS gets into
the woman’s body. Explain that a man can also get HIV from having sex with a
woman who already has HIV/AIDS.) Ask: Do you remember in our last lesson
we said that people should not have sex with many others? This is one of
the reasons why we say this. The more people a man or woman has sex
with, the greater is their chance of getting the illness.
8. Ask: Will Musa die right away? (Probably not. Explain again that people
usually live many years with HIV before it becomes AIDS. Those infected
with HIV eventually get AIDS and die as a result.)

C Complete Activity 1, HOW CAN YOU GET SICK?, page 36.

1. Read the first paragraph with the students. Encourage children to share other times they
have been sick. It is important for them to understand that if they do get sick it does not
always mean that they have HIV or AIDS.
2. There are many kinds of sicknesses that are not related to HIV or AIDS. Complete the art
activity in student book. Then read with student the rest of the section.
D Complete Activity 2, HOW CAN YOU CATCH HIV?, page 37.

If there is a doctor, nurse, clinic person in your community, invite the person to visit your
school to talk with your children about HIV/AIDS.
Read the information in this section which tells of ways that people get HIV. Discuss the
last one in detail – using a used syringe. (See comment at beginning about use of syringe and
needle.) Refer to the part of the story where it says that the doctor used a new needle when he
gave Musa a shot. Ask: Why is it important not to use a needle that has been used by someone
else? (If there is blood on the needle and the person already has HIV or AIDS, you could get the virus
from that blood. Explain that they cannot wipe the needle clean enough to be sure that there are no
germs in the blood on the needle.)
E Complete Activity 3, WHAT ARE WAYS YOU CANNOT CATCH AIDS?, page 37.
Read the information about things that people can do without getting sick with AIDS. Direct
the students’ attention to the picture of the mother and child. Ask: Can the child catch HIV from
his mother by hugging her? (No.)
If paper is available, give each child a piece. Have them fold the
paper in half to make two parts. On one part write “People get HIV
by….” In the second half write, “People cannot get HIV by….” Encourage
children to write, and perhaps illustrate, one rule of each section. Post
the artwork around the room. (Hospitals and clinics may have such
posters available to share with your school.) On the drawing, instead of
being HIV/AIDS, replace it with HIV.
F Complete Activity 4, WHAT ARE THE “SAFETY RULES” YOU NEED TO REMEMBER
WHEN YOU ARE AROUND PEOPLE WHO HAVE AIDS?, page 37.
G Read SOMETHING TO REMEMBER, page 37. Read the information in this section.

LESSON 9 - I WILL CARE FOR OTHERS 39
LESSON 9
I Will Care for Grade
Learning
Outcome/s
Assessment
Standard/s
Others 4
5
2/3
2/3
2/1
2,3/3,5
6 1/3 3/3,4,6

• Read the story

• Read the story

• Read the story

OBJECTIVES
• Tell why it is important to help others who are hurt, injured or sick.
• Suggest ways in which they can be helpful to others.
• Acknowledge that they can still be friends with people who have HIV or AIDS.
BACKGROUND
Once it is known that a person has HIV or has full-blown AIDS, many people
are afraid of them. They will no longer be their friends, be helpful to them, talk with
them or want to care for them. This is because they are afraid of becoming sick
themselves. However, it is important for those who are well to show kindness to
those who are ill, even to those who have HIV or AIDS.
LEARNING ACTIVITIES

Ask students: Have any of you ever been ill or sick? What was wrong with you? When you
were sick did someone take care of you or help you? What did they do? How did it make you
feel?
How would you have felt if your family and friends put you outside your village or town and
would not let you come into your house while you were sick? How would you feel if no one
would speak to you while you were sick? How would you feel if no one wanted to play games
with you?
Ask: Do you know what it means to be “contagious?” (It means that others can get the sickness
that you have just by being around you. Then they can be sick.) If there is a contagious sickness
in your area that requires that sick people be quarantined talk about that disease with your
students. Tell them that there are some diseases or illnesses that are so bad that the people who
are sick do need to be isolated from the majority of the people so that they do not catch the
sickness. When they get well, other people can be around them.
Ask: Is HIV/AIDS a contagious disease? Can you get it by just being around or near people
who have this sickness? (No.) So, do you think you should isolate people who have HIV or AIDS?
(No.)

LESSON 9 - I WILL CARE FOR OTHERS 41
B Discuss the story

Read the story with the students and discuss
the information in the story.
1. Musa’s friend would not come to his house to
eat. Why not? (Musa told him that he was sick
with HIV. He was afraid that he would get it if he
came to see Musa.)
2. Was the friend correct in what he believed -
that if he visited Musa he could get the virus?
(No.) How did we say that people got HIV?
(Review with students what they studied or turn
to page 37 in their book to read again about
how people contract this virus.)
3. How did Musa feel because his friend did not
want to be around him? (He was sad.)
4. Grandmother told them a story about a man
who was hurt very badly and had no one to help him. How did he get hurt? (Some robbers
beat him up and left him on the side of the road.)
5. Did anyone find the man and not help him? Why did the two men not help the hurt man?
(One man did not help because he thought the robbers might come back and get him; the
second man did not help because he did not have money and so he did nothing.) Would you
call these men good friends? (No.)
6. Did anyone help the man? (Yes.) Who? (a stranger.)
7. Who made a good choice? Why do you say that? (the stranger.)
C Complete Activity 1, BE LIKE THE “GOOD

STRANGER”, page 40.
Read the information in this activity. Ask students to
think of two people they know who have HIV/AIDS. Now
ask them to suggest specific ways they will show kindness
to those who are dealing with the disease.

D Complete Activity 2, BE A TRUE FRIEND, page 41.

Have the students think about friends or family members that have HIV/AIDS. Have the
students do the activity.
E Complete Activity 3, BE A FRIEND TO SOMEONE WHO HAS HIV/AIDS, page 41.
Do the activity.
F Read SOMETHING TO REMEMBER, page 41.

Read the information in this section. You might want to post this saying:

LESSON 10 - I CAN BE A GOOD FRIEND 43
LESSON 10
I Can Be A Grade
Learning
Outcome/s
Assessment
Standard/s
Good Friend 4
5
Review of
Learning
Outcomes in
Review of
Assessment
Standards in
6 Lessons 1 - 9 Lessons 1 - 9

• Read the story
• Learning Activity C: Complete Activity 1(if time allows)
• Learning Activity D: Read “SOMETHING TO REMEMBER”
• Learning Activity E: iMatter Review

• Read the story
• Learning Activity D: Read ”SOMETHING TO REMEMBER”

• Read the story
• Learning Activity D: Read “SOMETHING TO REMEMBER”

OBJECTIVES
• Explain why it is not good to say unkind things about one another.
• Tell why it is important to make sure that what they listen to about someone is
the truth.
• Explain why it is important to ask for forgiveness when you harm someone.
• Explain why it is good to be friends with people who have HIV/AIDS.
BACKGROUND
At times people say and do things that bring harm to others. Good friends
do not do this to one another. If it happens, the one who did the wrong must
ask for forgiveness. The person harmed should accept the apology and forgive.
Unfortunately, people who admit that they have HIV often experience stigma
associated with the disease. For this reason, it seems best not to be tested for the
disease or not to tell anyone about it. However, this only adds to the problem. It is
important for those who have HIV to feel accepted by others, regardless of their
status and to feel comfortable sharing their status.
LEARNING ACTIVITIES

1. Return to Lesson 9 and have the students recall who had been Musa’s friend. Ask: Why
did Vusi stop visiting Musa? (Musa told Vusi that he had HIV, and Vusi was afraid that he
would become infected with HIV if he stayed around
Musa.)
2. Have students return to Lesson 8 and review the
rules that people should follow in order to remain
safe from HIV/AIDS. Also review the information
about how you cannot become infected with HIV
or AIDS.
3. Ask: Could Vusi have remained Musa’s friend and
still be protected from getting HIV or AIDS? (Yes, if
he followed the rules that we learned in Lesson 8.)

B Discuss the story.

1. Ask: Did Vusi miss being with his friend Musa? (Yes.)
2. One day Vusi got good news that changed his mind about being Musa’s friend. What was the
news? (He received a book at school that said you could be friends with people with HIV/AIDS
and still remain healthy.)
3. Ask: Did this new information change Vusi’s mind about being Musa’s friend? How do you
know? (Yes, it did change his mind because he was no longer afraid of going to his house. He
went into the house when Grandmother invited him to come in and have some peanuts.)
4. Ask: How do you suppose Grandmother knew that Vusi had changed his mind and now
wanted to be friends again with Musa? (Any reasonable answer is acceptable.)
5. Grandmother told Vusi a story. What was the story? Why do you suppose she told this
particular story? (She wanted Vusi to understand that people sometimes harm others with things
they say about them. Often the things they say are not true.) Explain to the children that even if
you are not the one saying harmful things or telling untruths about others, if you listen and
behave as though they are true, you are also doing harm to the person being talked about.
6. Discuss with students how untruths and harmful statements about others are like bad weeds
in a field. (Bad weeds - bad things said about someone, untruths and harmful statements can
destroy the good plants which
are good things they know
about a person - if they are not
stopped. Unfortunately, many
people will soon forget about the
good things they know about a
person when they hear nothing
but bad things about them.)
7. After Grandmother’s story
about Prince Mandla and
Qhawe, what did Vusi decide
he wanted to do? (He wanted
to ask Musa to forgive him for
being an unkind friend.)
C Complete Activity 1 HOW

DID THE STORY END?, page 44.
1. Lead a class discussion about how the story might have ended. Prompt the students to think
of the different actions that Vusi might have taken (he could have gone to see Musa, he could
have decided to ignore Grandmother’s story and go home). Remember there are no correct or
incorrect answers.

2. Assuming the students think that Vusi went to see Musa, ask how they think Musa responded
(he might have been excited to see Vusi, he might have found it difficultt to forgive Vusi).
3. Have the students complete the activity and draw a picture of what they believe happened.
Encourage a few of them to tell the class what they drew.
D Read SOMETHING TO REMEMBER, page 44.

1. Ask: What important lesson do you think Vusi learned. Accept any answer, as long as it is
reasonable.
2. Read the directions to the class. Have the students complete the activity by using the number
associated with each letter to fill in the blanks of the code. Answer to the activity is: I can be
friends with people who have HIV/AIDS. I will be friends with people who have HIV/AIDS.
E Complete the I MATTER REVIEW, page 45.

1. Express how much you have enjoyed being with the students during the iMatter curriculum.
Ask what they are going to remember from the I Matter book and how they will apply it to
their lives. How will it change what they do?
2. Explain that you want to remind them of some other things that they have learned by taking
a short test. Read the questions aloud. Give the students time to complete the answers. After
the entire page is complete, go back and discuss the answers. Use this as an opportunity
to briefly walk through the entire curriculum. The true and false questions reinforce the
main point of each lesson. After asking if the class thinks the answer is true or false, ask the
questions below. These questions serve only as a guide. Feel free to ask follow up questions
to the students’ answers.
3. Question 1 – Ask: Do you remember the story that Grandmother told about creation? What
were some of the things that God created? What was the most important thing that God
created?
4. Question 2 – Ask: What does it mean to be unique? (One of a kind.) What story
did Grandmother tell Phila to help her understand that there is no one else
just like her? (The story of Noku.) Can you think of someone just like you? (No.)
Why not? (Each person is unique.) Is being unique good or bad? (It is good.)
5. Question 3 – Ask: Who are some of
the people that matter to you? Who are
some people that you matter to?
6. Question 4 – Ask: Why is this question
false? (Because we can make good
choices.) What are some good choices
that you can make? (Studying hard in
school, being kind to others.)

7. Question 5 – Ask: Why are bad pictures bad for you? (You might remember them and want
to do what is in the bad pictures.) What are some other bad things that you should stay away
from? (Drugs, alcohol, sex before marriage.)
8. Question 6 – Ask: How do our choices affect the future? (Good choices will help
our future to be better.) How are our choices like planting a seed in the soil? (It takes a long
time to see the plant that results from the seed. In the same way, we see the results of our actions
in the future.) What are some good choices that you can make now that will be good for your
future? (Studying hard in school, working hard, being responsible.)
9. Question 7 – Ask: What are some examples of good touch? (Phila sitting on Grandmother’s
lap, a mother carrying a baby.) What would be some examples of bad touch? (People trying to
touch private parts, hitting or pushing.) What should you do if someone tries to touch you in
a bad way? (Say no loudly, run away, and tell what happened to someone they trust.)
10. Question 8 – Ask: What are ways you cannot get HIV? (Good touches, sharing a cup.) What
are ways that you can get HIV? (Using same syringe, having sex with an infected person.)
11. Question 9 – Ask: Why do you think Musa was not afraid? How do you think Musa felt when
he told others about his HIV? How would you feel if one of your friends told you that he or
she has HIV? What would you do if you knew you had HIV?
12. Question 10 – Ask: How should you treat people who have HIV? (Be kind to them, treat them
like you would treat them if they did not have HIV.) What should you do if you have already
been unkind to someone who has HIV? (Ask him or her to forgive you.)
13. Fill in the blanks: What is the most important thing that God made? People or humans. Are
you valuable? Yes. Should you be ashamed if you or someone in your family has HIV/AIDS?
(No.)
14. Multiple Choice: First question: C, Second question: B

iMatter
Songs

iMatter Songs 49
iMatter
Songs

This publication was supported by Cooperative Agreement Number U2G/PS001346
from Centers for Disease Control and Prevention (CDC). It’s contents are solely the
responsibility of the authors and do not necessarily represent the official views of CDC.

Imatter Intermediate Phase Teacher Guide

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Imatter Intermediate Phase Teacher Guide

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iMatter InterPhaseTG 20081021 pcRM.

indd 1 10/29/2008 8:53:28 PM

How to Use the Teaching Guide

I Matter Intermediate Phase Teaching Guide

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Introducing the Book to the Children

Explain that there are three main characters in the book:

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TIMETABLE: One 30-minute class period

TIMETABLE: Two 30-minute class periods

TIMETABLE: 45-60 minute class period

iMatter InterPhaseTG 20081021 pcRM.indd 4 10/29/2008 8:53:36 PM

A Prior to reading the story

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B Discuss the story

1. Read aloud the short story in the book if the children

C Complete Activity 1, WHERE DID LIFE BEGIN?, page 4.

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Make a chart wit

Encourage children to write information in the two sections.

E PEOPLE ARE VALUABLE

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F Complete Activity 3, WATCH THE WIND, page 5.

G Read SOMETHING TO REMEMBER, page 5.

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TIMETABLE: One 30-minute class period

TIMETABLE: Two 30-minute class periods

TIMETABLE: 45-60 minute class period

iMatter InterPhaseTG 20081021 pcRM.indd 9 10/29/2008 8:53:51 PM

A Prior to reading the story

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B Discuss the story

C Complete Activity 1, DIFFERENT, BUT SPECIAL, page 8.

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D Complete Activity 2, YOU ARE UNIQUE!, page 9.

E Read Activity 3, EACH PERSON IS

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I am unique. God made me to be just so.

I have a brain Look the whole world over

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TIMETABLE: One 30-minute class period

TIMETABLE: Two 30-minute class periods

TIMETABLE: 45-60 minute class period

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A Prior to reading the story

B Discuss the story

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The Value of A Goat

Did the Man Matter to His Goats?

Ask: Did the missing goat matter to the

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C Complete Activity 1, YOU MATTER!, page 12.

D Complete Activity 2, HELP FIND THE MISSING GOAT, page 13.

E WHO MATTERS TO YOU?

If paper is available, have the

F Read SOMETHING TO REMEMBER, page 13.

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TIMETABLE: One 30-minute class period

TIMETABLE: Two 30-minute class periods

TIMETABLE: 45-60 minute class period

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A Prior to reading the story

B Read the story and answer the following questions: