Primary 4 English Learner Book SHRP

Table of Contents
Term 1 1 Week 9 174
Week 1 2 Week 10 182
Week 2 10 Week 11 190
Week 3 18 Transition Text Week 1 - 4 198

Week 6 42
Term 3 217
Week 7 50
Week 1 218
Week 8 58
Week 2 226
Week 9 66
Week 3 234
Week 10 74
Week 11 82 Week 4 242
Transition Text Week 1 - 4 90 Week 5 250
Week 8 274
Term 2 109
Week 9 282
Week 1 110
Week 10 290
Week 2 118
Week 11 298
Week 3 126
Transition Text Week 1 - 4 306
Week 4 134
Week 5 142
Week 6 150
Appendix – Text Structures 326
Week 7 158
Appendix – Reading
Week 8 166 Comprehension Strategies 328
Primary 4
Pupil Book
Term 1
1
TOPIC: Describing People and Objects
Good Friends
Before Reading Activities

Text Type: Fiction Story
Text Structure: Descriptions
Guiding Question
What descriptive words are used in this story?
Prediction Question
Look at the title and picture for this week’s text. What do you think
the text will be about?
short thin smart kind

also near
2 TERM 1 | Week 1 | Reading Lesson 1

SUB-TOPIC: Describing People 1A
During Reading Activities

My name is Rebecca. I am nine years old. I am a short,
thin, brown girl. I have a friend. Her name is Lukiya. She
is nine years old, too. She is also short and thin. She is a
smart and kind girl. We are both in Primary 4.
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Lukiya is lame. She lives near my house. We always walk to
school together. On our way to school I help Lukiya carry her
school bag. I like to help her. It feels nice to help my friend.
After Reading Activities

Comprehension Questions
1. What do Rebecca and Lukiya always do together?
2. Do you think, like Rebecca, that it is nice to help friends?
Explain.
3. How are Rebecca and Lukiya alike?
TERM 1 | Week 1 | Reading Lesson 1 3

Rebecca and Lukiya’s Games

Guiding Question
Prediction Question
Look at the title and picture for this week’s text. What do you think
the text will be about?
seek safe environment play

after behind


After school Lukiya and I like reading, telling stories and
playing hide and seek. Hide and seek is fun! I like hiding
in our classroom, but Lukiya likes hiding behind trees.
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Sometimes Lukiya falls when she runs. I try to help her,
but she likes helping herself up. We like playing in a clean
and safe environment. We always play together. We are
good friends.

1. Where does Lukiya like hiding?
2. Do you think Rebecca is a good friend to Lukiya? Explain.
3. What does this story teach us about being a good friend?

Character Descriptions
Overview: In descriptive writing, writers use details about the
characters to help you create a picture in your mind. What words are
used to describe Lukiya and Rebecca?
Acts Looks
What does the character What does the character
say and do? look like?
Write the name of

the character here.
Feels Someone I know like this

How does the character Do you know anyone like
feel about himself/herself this character? Can you
and others? describe that person?
6 TERM 1 | Week 1 | Wr iting Lesson 1

The Writing Process

Overview
The writing process has 5 steps: planning, drafting, revising, editing
and publishing. Each step is important. The process follows the
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same steps every time, for all types of text.
1
Planning
5 2
Publishing Drafting
4 3
Editing Revising
TERM 1 | Week 1 | Wr iting Lesson 2 7

Word Families: -dge
badge bridge budge

edge ridge judge
ledge lodge drudge
wedge dodge trudge
b d j dge
l m r t w
a e i o u
Grammar: Present Tense

1. She ____ to sing. 2. He ____ to school.
3. He ____ a boda boda. 4. She ____ to dance.
Structures
1. How is/are ____ similar to 2. How is/are ____ different
____? than ____?
They are ____. ____, but ____.
1. How are bananas similar 2. How are bananas different

to pineapples? than pineapples?
They are fruits. Bananas grow on trees,
but pineapples grow on
the ground.

Subject: Social Studies
Text Type: Thematic Report
Organisational Text Features

• Title of story • Table of contents
• Glossary • Illustrations and photographs
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• Charts, graphs, diagrams and • References and notes
tables
Vocabulary Analysis
Context clue Sentence where I found the word
Word Part of speech
My own definition
My own sentence
A picture that reminds me of what this word means
1. Where is Murchison Falls National Park located?
2. Why is Murchison Falls National Park a conservation area?
3. Why do you think the writer wrote this text?
TERM 1 | Week 1 | Transition Lesson 9

Siblings

Text Type: Real Life Story
Text Structure: Compare and Contrast
Guiding Question
What compare and contrast words are used in this story?
Prediction Question
Look at the title and the picture for this week’s text. What do you
think the text will be about?
siblings tall beautiful handsome

some many


My name is Linda. I am in Primary 4. I have two friends,
Isaac and Dora. Isaac and Dora are siblings. Isaac is Dora’s
younger brother. They have some similarities, but they have
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many differences.
Isaac and Dora are both tall. They are both nice looking.
Dora is very beautiful and Isaac is handsome. Isaac is 10
years old. He is in Primary 4. But Dora is older. She is 12
years old. She is in Primary 5. They are both hard-working
pupils and do well in school.
My friends have differences. Dora is a tall, dark girl. Isaac is

brown and fat. Pupils think he eats a lot. Dora is a thin girl.
She is very active.

1. Which characters are in Primary 4?
2. Do you and your siblings have similarities and differences? Explain.
3. What are the differences between Isaac and Dora?

Isaac and Dora’s Likes and

Dislikes

Guiding Question
Prediction Question
talkative problem-solving
favourite famous
much tells


Isaac is talkative. He loves talking to people. He also likes
problem-solving. He likes to help his friends solve their
problems. His friends go to him for help when they need it.
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Isaac likes problem-solving in class. He uses numbers and
problem-solving in maths. It is his favourite class. He wants
to be a famous lawyer.
Dora is different from Isaac. Dora is quiet. She does not like
to talk as much as her brother. But when she tells stories
she is very talkative! Dora likes to help people who are sick.
She is kind and talks nicely to them. At school she helps the
nurse. She wants to be a doctor.

1. What jobs do Isaac and Dora want to have when they grow up?
2. How are Isaac and Dora like your friends at school?
3. Do you think Dora will make a good doctor? Explain.

Comparisons
Overview: When you compare two things you show how they
are similar. When you contrast two things you show how they are
different. How are Isaac and Dora similar and different?
Venn Diagram
1. Write what you are comparing on the lines inside of each circle.
2. Name ways the two people are different in the outer circles.
3. Name ways the two people are similar where the circles come
together.
What are you What are you

comparing? comparing?
How
How are they different? are they How are they different?
similar?

Planning
Overview
Planning is the ‘getting ready to write’ part of the writing process. It

is good to think and talk about your ideas with others. Planning will
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help you write a better story.
Type of Writing: Real Life Story

Topic: Write a true story describing your friends. Describe a problem
you had and how you solved it.
Steps:
1. Review and complete the writing organiser below for your story.
Writing Organiser: Real Life Story

Title Summarise the story in a few words.
Character(s) Use dialogue to develop the characters.
Point of View 1st person – I, me, mine, my
Setting When and where does the story take place?
Problem What problem do you face?
Action: Beginning Introduce the characters and setting.
Action: Middle Describe the problem.
Action: Ending Give a solution to the problem.

Word Families: -ge
cage stage wage

page engage rage
sage age huge
c a p r
s t e h ge
n g w u
Grammar: Adjectives
1. The ___ girl walked to 2. The ___ teacher told his

school with her ___ ___ pupils to listen.
brother.
3. My ___ mother makes ___ 4. Grandfather is ____, but
food. he can still play football.
Structures
1. ___ is bigger than ___. 2. ___ is the biggest of the ___.
___ is smaller than ___. ___ is the smallest of the ___.
1. Susan is bigger than 2. Mary is the smallest of

Fatima. the girls.



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tables
Vocabulary Analysis
Word Part of speech
My own definition
My own sentence
1. What animals live in Murchison Falls National Park?
2. Why is poaching a problem?
3. What can you do to protect animals in Uganda?

Aunt Fatuma and Isa Go

Shopping

Text Type: Skit
Guiding Question
What descriptive words are used in this skit?
Prediction Question
smiling polite good ugly

know always


Aunt: Isa, do you have your shopping list?
Isa: Yes Aunt Fatuma, here it is. What will we buy first?
Aunt: We will buy exercise books, a ruler and a rubber from
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Mrs Opio.
Isa: I know Mrs Opio. She is short and fat. She is
always smiling.
Aunt: Yes, she is. Then we will buy sugar, soap and salt
from Mzee Luta’s shop.
Isa: I know Mzee Luta. He is tall and thin. Mzee Luta is
always telling stories.
Aunt: Can you see the fishmonger? He is polite. He
always says, “Thank you.”
Isa: Yes, I like him. He is a good man. But the fish are
ugly!

1. What will Isa and Aunt Fatuma buy in the market?
2. What are the shopkeepers like in your market?
3. How do you know the fishmonger is polite?

Shopping for Traditional

Instruments

Text Type: Skit
Guiding Question
Prediction Question
instruments traditional music

conserve community
there so

Aunt: Isa, look at that man over there. He is selling
instruments.
Isa: Instruments? What instruments?
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Aunt: He has flutes and drums. He plays traditional music.
Isa: What is traditional music?
Aunt: It is old songs from the community. Playing
traditional songs helps us to conserve our
cultural music and traditions.
Isa: I like traditional music! We dance to traditional songs
at school. I would like to learn how to play the flute.
Aunt: I think that is a great idea, Isa! We should talk to your
father about getting a nice flute made for you.
Isa: Oh, that would be so nice! Thank you Aunt for taking
me shopping.
Aunt: You are welcome, Isa.

1. What instruments was the man selling?
2. Do you like traditional music?
3. How can music help conserve our traditional culture?

Place Descriptions
Overview: In descriptive writing, writers use words that give details

about the setting to help readers make a mental picture of the place.
What words are used to describe the market?
What happens
there?
Write a few words
describing what
Who is there? Where is it?
happens in the
Write a few words Write a few words
place.
describing who is describing where
at the place. the place is.
Write the name of the place

being described here.
How
When do is it like other
you go there? places you know?
describing when describing how the place
you go to the is similar to other
Why do you places you
place.
go there? know.
Write a few words
describing why you
go to the place.

Drafting
Overview
Drafting is the ‘getting your ideas written down’ part of the writing
process. It is a time for writing freely. Whatever you write can still be
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changed in the revising step.

Topic: Write a true story describing your friends. Describe a problem
you had and how you solved it.
Steps:
1. Review your writing organiser from the last lesson with a partner. Can you
improve it?
Writing Organiser: Real Life Story

Title Summarise the story in a few words.
Character(s) Use dialogue to develop the characters.
Point of View 1st person – I, me, mine, my
Problem What problem do you face?
Action: Middle Describe the problem.
Action: Ending Give a solution to the problem.
2. Draft your real life story using the writing organiser as a guide.

Word Families: -nge -lge -rge
urge barge gorge lunge

purge charge bulge plunge
merge large hinge sponge
u e c g s nge
p b h o lge
m a l i rge
Grammar: Comparatives
1. Juma is ___ than James. 2. Sarah works ___ in class.

3. Teacher Florence is ___ 4. My sister is ___ than me.
than Teacher Salima.
Structures
1. What does ___ look like? 2. Who does ___ look like?
He is ___. She is ___. He looks like ___. She looks
like ___.
1. What does Madam 2. Who does Madam Sofia

Sofia look like? look like?
She is tall and brown. She looks like her mother.

Visualisation
Overview
Good readers imagine what is happening while they read. They

make a mental image of what they read using their senses – seeing,
touching, smelling, hearing and tasting.
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Key Questions Good Readers Ask
1. What are the pictures or scenes in my mind?
2. What do I see, hear, taste, smell or feel?
3. What do the characters, setting and events look like in my mind?
4. What words from the text help me visualise?
5. How will this picture help me remember facts and details from
the text?
Visualisation Chart
Read part of the text. Write down what you visualise using your five
senses.
I see… I hear… I feel… I smell… I taste…
Comprehension: Reading Maps
At the beginning of this text, there is a map. Read the text and
review the map. Then discuss the questions below.
1. What does this map show?
2. What districts is Murchison Falls National Park in?
3. Why does a map have a compass showing north, west, east
and south?

Pupils Get New

Classroom Block

Text Type: News Story
Guiding Question
Prediction Question
new differences spoilt old

built compared

SUB-TOPIC: Describing Objects 1B

This week a new Primary 4 classroom block was built at
Central View Primary School in Kisoro District. Headmistress
Najjemba talked about the new building.
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“The new classroom block is great! There are many
differences from the old classroom block,” she said. “The
new classroom block has new yellow paint. The walls look very
smooth. The old block’s walls are dirty and spoilt.”
Najjemba also talked about the new desks and chairs.

“The new classroom block has many more desks and chairs
compared to the old block. Each pupil has more space
to work.”

1. What was wrong with the walls of the old classroom block?
2. Would you rather go to class in the old classroom block or the
new classroom block? Explain.
3. Why did the headmistress talk to the newspaper?

School Plans Celebration

Guiding Question
Prediction Question
similarities size rectangular short

about spoke


The headmistress talked about the new classroom block.
She compared the old classroom block and the new
classroom block.
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“The two classroom blocks have similarities,”
Headmistress Najjemba said. “They are the same size. They
are both rectangular.”
She also spoke about the blackboards. She said the school
is using the same blackboards. They are going to paint
them. “The blackboards are good for teachers,” Najjemba
said. “We will not change them.”
The school will have an opening ceremony in June. Parents

will come for the party. One Primary 4 pupil said, “We will
celebrate by doing a short dance!”

1. Why did the headmistress keep the same blackboards?
2. What type of writer do you think wrote this story?
3. Why are the pupils excited about the new classroom block?

Comparisons
different. How are the new and old classroom blocks similar and
different?
Venn Diagram
2. Name ways the two things are different in the outer circles.
3. Name ways the two things are similar where the circles come
together.

How
similar?

Revising
Overview
Revising is the ‘making your writing better’ part of the writing

process. It means making changes to your writing based on
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feedback from others.

Topic: Revise your true story describing your friends, a problem you
had and how you solved it.
Steps:
1. Review your draft story with a partner using the self-assessment checklist.
Self-Assessment: Real Life Story 3

I have an interesting title.
I wrote for a specific audience.
I am a character in the story.
I describe the setting of my story with exciting details.
I stated the problem and gave a solution.
My story has a beginning, middle and end.
I have corrected the capitalisation, punctuation and spelling.
My story uses the pronouns ‘I’ and ‘me’.
I have used dialogue in my story.
2. Review your story with a partner for good dialogue. When writing dialogue:
• Use quotation marks around the speaker’s exact words.
• Identify who is speaking.
• Use correct punctuation.
✔ Example: “We need to run fast!” said James. “Will we make it?” asked
Ann.
3. Revise your real life story, adding dialogue and details.

Word Families: -nch
inch bench lunch hunch

pinch trench punch ranch
flinch stench bunch branch
p b i e
f t u s nch
l r a h
Grammar: Superlatives
1. That school is the ___. 2. The red ball is the ___.

3. Kampala is the ___ place 4. This book is the ___.
in Uganda.
Structures
1. Which ___ is the biggest/ 2. Is the ___ the best/
smallest? worst?
The ___ is the biggest/ Yes, it is ___. No, it is
smallest. not ___.
1. Which class is the biggest? 2. Is the blue bus the best?

The P1 class is the biggest. Yes, it is the best.

Place Descriptions
Overview: In descriptive writing, writers use words that give details
about the setting to help readers make a mental picture. What words
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are used to describe Murchison Falls National Park?
What can
you see there?
Write a few words
Who or what
describing what you
lives there? Where is it?
can see in the
place.
describing who or describing where the
what lives in the place is.
place.

How
place.
go there? know.
Write a few words
describing why you
go to the place.

Onions and Tomatoes

Text Structure: Categorising
Guiding Question
What categorising words are used in this report?
Prediction Question
common type round long

grown sometimes


Tomatoes and onions have a lot in common. A tomato
is a type of fruit. The fruit is red and round. It has many
vitamins that keep us healthy. Tomatoes can be grown on a
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farm or in a garden. Tomatoes grow on vines. Farmers pick
tomatoes from their vines.
An onion is similar to a tomato in many ways. An onion also

has many vitamins that keep us healthy. Onions are round,
too. Onions can be grown on a farm or in a garden. Farmers
pick onions from their long green stems. Both tomatoes
and onions are grown in Uganda, sometimes in the same
garden. Tomatoes and onions are similar in many ways.

1. How are tomatoes and onions similar?
2. What other foods are similar to tomatoes and onions?
3. Do you prefer tomatoes or onions?

Tomatoes Are Not Onions

Guiding Question
What categorising words are used in this story?
Prediction Question
taste smooth soft hard

but feel


Tomatoes and onions are similar in some ways. They are also
different in some ways. How are they different? First, a tomato
is a fruit. An onion is a vegetable. They taste very different, too.
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Tomatoes taste sweet. Onions have a sharp taste.
They also look different. A tomato is red. It is red on the

outside and red on the inside. An onion is purple. It is purple
on the outside. But, it is white on the inside.
Tomatoes and onions also feel different. A tomato is smooth

on the outside and soft on the inside. An onion is smooth on
the outside and hard on the inside. A tomato does not have
to be peeled. An onion has to be peeled. It has a cover that
feels like paper. The cover cannot be eaten.

1. How does an onion’s cover feel?
2. How are onions and tomatoes different?
3. How do you cook tomatoes or onions?

Categorising
Overview: A category is a group of people or things with the same

qualities. When you put things into categories, you identify facts
about each thing and group them together. Can you categorise the
facts about tomatoes and onions?
Big Category
What is the big category?
Sub-Category Sub-Category
What is the smaller What is the smaller
category? category?
Fact 1 Fact 2 Fact 3 Fact 1 Fact 2 Fact 3

Name a Name a Name a Name a Name a Name a
fact fact fact fact fact fact
about about about about about about
the sub- the sub- the sub- the sub- the sub- the sub-
category. category. category. category. category. category.

Editing
Overview
Editing is the ‘making your writing correct’ part of the writing

process. It means fixing your writing for spelling, punctuation and
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grammar. This prepares your writing for sharing with others.

Topic: Edit your true story describing your friends, a problem you
Steps:
1. Review these tips before editing your story.
• Capitalise the first word in a sentence and proper nouns (specific people,
places or things)
✔ Example: Tom went to Jinja.
• Punctuate the end of every sentence.
• Use full stops at the end of most sentences. ( . )
✔ Example: She likes rice.
• Use question marks to show someone is asking a question. ( ? )
✔ Example: Do you like rice?
• Use exclamation marks to show surprise or excitement. ( ! )
✔ Example: I love rice!
2. Review the self-assessment checklist.

3. Edit your story with a partner using the editing tips and checklist.

Word Families: -tch
hutch itch fetch patch scratch

clutch pitch sketch catch botch
crutch ditch stretch match splotch
h r s e a tch
c p k o u m
l d f t i b
Grammar: Possessives
1. Bens bicycle is red. 2. The pupils classroom is new.
3. Grandfathers shop is 4. Mr Okwirs crops are growing.

famous!
Structures
1. Are ___ yours? 2. Whose ___ is that?
Yes, they are ___. No, they are It is ____.
not ___.
1. Are the bags yours? 2. Whose dress is that?

Yes, they are mine. It is hers.

Subject: Science

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tables
Vocabulary Analysis
Word Part of speech
My own definition
My own sentence
1. What kinds of crops is the text about?
2. Why do you think farmers prefer annual crops?
3. How are the two types of crops similar? How are they different?

TOPIC: Giving Directions
A Map of Our Town
Home
Fruit Stand
The Market
Path to the Market
Boda Boda Stage
Clinic
School

Text Type: How To Report
Text Structure: Sequencing
Guiding Question
What sequencing words are used in this report?
Prediction Question
map junction corner follow

around until

SUB-TOPIC: Directing People to Places 2A

This is a map of our town. Sam and Jane’s home is
beside the shop. They live on Kabaka Road. We need to
go from their home to the market. How can we get there?
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Follow these instructions.
First, walk down the road to the junction. Stop at the

junction. The church is on the right. It is very big and has a
brick wall around it. Then, turn right at the church. Now you
are on Kasule Road.
Next, walk down Kasule Road until you reach the corner.
At the corner you will see a boda boda stage. Women sell
bananas and oranges here, but this is not the market.

1. Where is Sam and Jane’s home?
2. What does the writer want you to learn from this report?
3. Why might you think the boda boda stage is a market?

How to Find the Market
Home
Fruit Stand
The Market
Path to the Market
Boda Boda Stage
Clinic
School

Guiding Question
What sequencing words are used in this story?
Prediction Question
close reach before turn

beside left


You are getting close to the market now!
The boda boda stage is beside the clinic. First, walk past
the boda boda stage until you reach the signpost for the
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clinic. The signpost is blue and white and has a picture of a
nurse.
The signpost is before the clinic. Do not go to the clinic.

When you reach the signpost, turn left. Then walk up the
road until you reach the primary school. The primary school
is 50 metres from the clinic.
Can you see the market? The market is across from the
school. It is on the other side of the football pitch. Now we
can go shop!

1. How far is the primary school from the clinic?
2. Did the writer give good directions to the market? Explain.
3. How would you get back to Sam and Jane’s home from the
market?

Order of Events
Overview: A sequence shows the steps in something. Examples

are: directions, instructions, stories and timelines. Signal words help
show you the order of things. Examples are: first, next, then and
last. Can you identify the signal words in the report and put the map
directions in sequence?
First
What are the signal words? What happens first?
Then
What are the signal words? What happens next?
Then
Then
Finally
What are the signal words? What happens last?

Publishing
Overview
Publishing is the ‘sharing your writing’ part of the writing process. It

means showing and telling others what you have written. When you
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share your writing, you become a writer!

Topic: Publish your true story describing your friends, a problem you
Steps:
1. Review your edited story from the last lesson using the self-assessment
checklist.

2. Rewrite your story in your best handwriting, making any final changes.
3. Share your story with a partner.
✔ Name three things you liked about their writing.
✔ Give one idea for making their writing better.

Word Families: a- be-
across above before beside

around ago behind below
along about begin between
a c s d t i w
r o g e u f
be u n b h l v
Grammar: Expressing Directionality
1. The shop is ___. 2. Gulu is ___ of Kampala.
3. Kasoma’s house is on 4. The hospital is ___ town.

the ___.
Structures
1. Where is the ___? 2. The ___ is beside the ___.
It is ___ the ___. The ___ is in front of the ___.
1. Where is the shop? 2. The school is beside the

It is near the bus park. church.
The shop is in front of the
clinic.

Subject: Science

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tables
Vocabulary Analysis
Word Part of speech
My own definition
My own sentence
1. What type of crops are better for the environment?
2. How can annual crops cause problems?
3. What are the advantages and disadvantages of annual crops?

Simple Beginnings

Text Type: Biography
Guiding Question
Prediction Question
slum born across chess

down right


Phiona Mutesi was born in Katwe, a slum in Kampala. Her
father died of AIDS when she was young. She grew up with
her mother. She did not finish primary school because her
family was poor. Her family had no money for school fees.
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Phiona had to work. She cared for her brother and sister.
She also sold maize in the slum.
Then one day, Phiona went to the Sports Outreach Ministry

near the slum to get food. They gave free porridge to
children who liked chess. To play chess, you move pieces
up and down, from left to right, across a board. Phiona
was hungry and wanted porridge, so she learnt how to play
chess.

1. Where was Phiona born?
2. What kind of person is Phiona?
3. Why did Phiona want to play chess?

The Queen of Katwe

Guiding Question
Prediction Question
competitions countries champion

inspiration
directions soon


Phiona is very good at chess. She learnt how to play
very fast! She listened to her teachers and followed their
directions. She was so good that soon she started to play
in chess competitions.
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First, she won the competitions in Uganda. Next, she went
to other countries around Africa to play. Then she travelled
around the world – north to Sudan, and east to Russia and
Turkey – to compete.
Although Phiona grew up in the slum, today she is a chess

champion. She is well known around the world. There is
even a film about Phiona’s life. She is an inspiration to
children in Uganda!

1. Where did Phiona travel to play chess?
2. How would you feel if you got to travel around the world to play
a game or sport?
3. What lessons can we learn from Phiona Mutesi?

Timeline
Overview: A sequence shows the steps in something. Biographies
are written in a sequence. Events in the person’s life are described in
the order that they happen. Can you put the events in
Phiona Mutesi’s life in sequence?
First
Then
Then
Then
Finally

Planning
Overview
Planning is the ‘getting ready to write’ part of the writing process. It is
good to think and talk about your ideas with others. Planning will help you
T ERM 1
write a better letter.
Type of Writing: Opinion Letter

Topic: Write an opinion letter to the head teacher about what you
like and dislike about your school. Describe how you want to
improve it.
Steps: Review and complete the writing organiser below for your letter.
Writing Organiser: Opinion Letter
Greeting Begin by addressing the person the letter is to.
Introduction: Main
State the main idea of the letter and your opinion.
Idea or Opinion
Supporting Idea 1 Give a supporting idea or fact.
Conclusion: Main
Restate the main idea of the letter and your opinion.
Idea or Opinion

Word Families: -ed (past tense)
walked pushed wished stopped yelled

wanted pulled picked looked rented
stayed pumped kicked worked screwed
w a i l n ed
s u e k t c
p o t y h r
Grammar: Giving Commands
1. ___ to the barber shop. 2. ___ left at the corner.
3. ___ at the junction. 4. ___ both ways before

crossing the street.
Structures
1. Is the ___ near/far? 2. Is the ___ close to/far from/
Yes, it is ___. near the ___?
No, it is not ___. Yes, it is ___. No, it is not
___.
1. Is the village far? 2. Is the supermarket close to

Yes, it is far. the bank?
No, it is not close to the
bank.

Summarising
Overview
Good readers identify and note the most important ideas from a text
and can say them in their own words.
T ERM 1
1. What is the main idea? How do I know?

2. What are the supporting ideas and details?
3. If I had to tell someone about the text, what would I say?
4. How does the main idea connect to things I have learnt?
5. What will help me summarise (list, notes, chart)?
Summarising Chart
Read part of the text and summarise it using this chart. What details
are important?
Main Idea Details and Facts

(Record facts that support the main idea)

Comprehension: Reading Tables
At the end of chapter 1, a table is shown comparing annual and

perennial crops. Review the table. Then discuss the questions below.
1. What type of annual crops are grown in Uganda?
2. How many seasons do perennial crops grow in?
3. How is the ‘category’ column used on the table?

TOPIC: What I Like and How I Feel
What We Like

Text Type: Opinion Letter
Text Structure: Problem and Solution
Guiding Question
Can you find the problem and solution in this letter?
Prediction Question
improve enjoy perform believe

during against

SUB-TOPIC: What I Like 3A
Dear Headmaster,
I talk with my friends every day about our school. They tell
me what they like about our school. They have some ideas
to improve our school.
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Pupils enjoy dancing because it makes them happy. They
want to perform dances for their parents. Will the school
allow pupils to have a dance performance?
Some pupils like playing football and netball. They want to

form teams and play against other schools. Will the school
allow pupils to form teams and play against other schools?
Many pupils like reading. They read every day before school
and during lunch. They want more books for the library. Will
the school get the pupils more books?
Thank you for reading. We believe these ideas will make our
school even better.
Sincerely,
Okello Benson
Primary 4 Prefect

1. What three things do pupils like to do?
2. How would you feel about the pupils’ ideas if you were the
headmaster?
3. Why do you think the prefect wrote this letter?

What We Like

Guiding Question
Prediction Question
express dislike desire prefer

dear sincerely


Dear Headmaster,
Primary 4 pupils want to express some things they dislike.

They want to suggest some changes to the school.
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Pupils dislike eating outside because there are no chairs.
They desire to bring chairs outside or to eat inside.
Some pupils dislike sewing. They prefer to learn how to

repair shoes and work with leather.
Many pupils dislike walking home when it is raining. They

want the classrooms to stay open when it rains. Then they
can study and stay dry.
Thank you for reading. I think these changes would make

pupils happy.
Sincerely,
Akware Mercy
Primary 4 Prefect

1. Why do the pupils dislike eating outside?
2. How would you solve these problems if you were the
headmaster?
3. What other solutions can you suggest?

Problem and Solution

Overview: Problems are challenges that people have. Solutions

are the ways that people solve these challenges. Signal words help
tell about the problem and give solutions. Examples are: problem,
solution, question and answer. Can you find the problems and
solutions in the opinion letters?
Problem Solution
What is the problem? What is the solution?

Drafting
Overview
T ERM 1

Topic: Write an opinion letter to the head teacher about what you
like and dislike about your school. Describe how you want to
improve it.
Steps:
improve it?
Writing Organiser: Opinion Letter

Greeting Begin by addressing the person the letter is to.
Introduction: Main
State the main idea of the letter and your opinion.
Idea or Opinion
Conclusion: Main Idea
Restate the main idea of the letter and your opinion.
or Opinion
2. Draft your opinion letter using the writing organiser as a guide.

Word Families: -ight -ite
sight fight site

light right bite
might write kite
s f b ight
l r k
m w ite
Grammar: Expressing Preferences

1. I like ___. 2. I do not like ___.
3. I prefer ___. 4. I enjoy ___.
Structures
1. What do you like? 2. What do you prefer?
I like ___. I prefer ___ to ___.
1. What do you like? 2. What do you prefer?

I like learning English. I prefer sweet potatoes to
posho.

Comparisons
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different. How are annual and perennial crops similar and different?
Venn Diagram
together.

How
similar?

Supermarket Advertisement

Text Type: Chart or Signpost
Guiding Question
What categories are used in this signpost?
Prediction Question
customers products prices soda

try want

Try Rainbow Supermarket
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Customers want our products and our prices!
• Bread
• Meat and fish
• Milk, eggs and yogurt
• Fresh fruits and vegetables
• Soda, coffee and tea
Come visit us!

1. What is the name of the supermarket?
2. What information could you add to make this signpost better?
3. Would you shop at this supermarket? Explain.

Café Advertisement
Fred’s Café

Guiding Question
What categories are used in this story?
Prediction Question
freshest year local international

find opposite

Fred’s Café
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~Food and Drinks~
Find the freshest food in town

All year round!
Local foods
International foods
Drinks
Open for Lunch and Dinner

Monday-Saturday, 11 AM to 8 PM
Impala Avenue
opposite the Shell station
* 075 400 1001

1. What time does Fred’s Café close?
2. What types of food does Fred’s Café serve? Do you like these
foods?
3. How can a customer get more information about Fred’s Café?

Categorising
foods listed on the two signposts?
Big Category
Sub-Category Sub-Category Sub-Category Sub-Category

What is the What is the What is the What is the
smaller smaller smaller smaller
category? category? category? category?

Revising
Overview
T ERM 1
Topic: Revise your opinion letter to the head teacher about what you like
and dislike about your school, and how you want to improve it.
Steps:
1. Review your draft letter with a partner using the self-assessment checklist.
Self-Assessment: Opinion Letter 3

Greeting I start with the proper greeting. (Dear Sir, Madam)
• I state the main idea and my opinion in the
introduction.
• I have several sentences with detailed information on
Body
the topic.
• My conclusion restates the main idea and my opinion
in a new way.
Closing Sincerely, truly, etc. Your name.
Editing Punctuation and capitalisation are correct.
Spelling I checked the spelling of new words.
2. Review your letter with a partner for good opinion sentences and words.
When writing an opinion sentence:
• Be specific.
• State your ideas and feelings clearly.
• Uses words such as: always, never, should, all, none, most, least,
greatest, best and worst.
Use opinion words in your writing:
• want • love • I promise • in fact • you should • I should • for example • I think
• need • let me • in my opinion • I believe • we could • I want to • because • my belief is
3. Revise your letter, adding good opinion sentences and opinion words.

Word Families: -el
travel model steel

camel towel kneel
angel vowel gel
t v o w el
r m a g s
c n e d k
Grammar: Conjunctions (and, or, so, but)
1. I want to eat meat ___ 2. We like to play football,

chicken. ___ not netball.
3. Rachid would like to be 4.The pupils enjoy singing

a doctor ___ he studies ___ dancing.
hard!
Structures
1. Do you prefer ___ to ___? 2. Do they want ___ or
Yes, I prefer ___. No, I ___?
prefer ___. They want ___.
1. Do you prefer fish to meat? 2. Do they want to play or

No, I prefer meat. rest?
They want to play.

Subject: Science
Text Type: How to Report

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tables
Vocabulary Analysis
Word Part of speech
My own definition
My own sentence
1. What do weathervanes do?
3. Why did the writer use the words ‘first, then, next, last’ at the
beginning of the sentences?

Poems about
Feelings

Text Type: Acrostic Poem
Guiding Question
What descriptive words are used in these poems?
Prediction Question
scared able brave courageous

every cold

SUB-TOPIC: How I Feel 3B
Brave
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Brave, not scared
Ready to go
Able and courageous
Very strong
Every day
Sick
Sick
It is malaria
Cold and then hot
Keep taking medicine!

1. What feeling was the second poem about?
2. When have you felt brave?
3. How are acrostic poems written?

Poems about Feelings

Guiding Question
Prediction Question
people funny playful laughing

stop yes

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Sad
Sometimes we cry
All people
Do not feel happy
Happy
Hard to stop smiling
Always funny
Playful
People laughing
Yes to having fun!

1. How did the writer describe the feeling of being happy?
2. What do you do when you feel sad?
3. How does being ‘playful’ relate to being ‘happy’?

Descriptive Words
Overview: In poetic writing, writers use descriptive words that use
the five senses – see, touch, hear, smell and taste – to help the
reader create a mental picture. Can you put the descriptive words
from the poems in the correct circles?
What I See
Words that describe a
What I
place, event or person
Hear and Touch Feelings
in the poem.
Words that describe Words that describe
things you can feel people’s feelings
and hear in the in the poem.
poem.
Write the word or topic of

the poem here.
What I
Taste and Smell Words I Liked
Words that describe List some of your
what you can taste favourite words from
or smell in the the poem.
My Questions
poem.
Write any questions
you have about the
poem or the words
used.

Editing
Overview

T ERM 1

Topic: Edit your opinion letter to the head teacher about what you
like and dislike about your school, and how you want to
improve it.
Steps:
1. Review these tips before editing your letter. Use commas to:
• Separate items in a list of three of more things. Do not put a comma
before ‘and’ or ‘or’.
✔ Example: I will buy milk, beans and eggs.
• Separate direct quotations from sentences. The comma goes outside
the quotes.
✔ Example: John said, “I like you.”

• I state the main idea and my opinion in the introduction.
Body the topic.
in a new way.
3. Edit your letter with a partner using the checklist.

Word Families: -le
rattle saddle jiggle huddle

battle waddle wiggle cuddle
cattle hobble riddle rubble
r a u d g
b o s t b le
c i w h j
Grammar: Contractions (can’t, don’t, won’t, doesn’t)
1. I ___ like to feel sad. 2. Mercy ___ eat cowpeas.

3. William ___ come to 4. We ___ play on the
school today. football pitch.
Structures
1. How do you feel? 2. What makes you feel ___?
I feel ___. ___ makes me feel ___.
1. How do you feel? 2. What makes you feel happy?

I feel happy. Playing with my friends makes
me feel happy.

Asking Questions
Overview
Good readers ask and answer questions as they read to check if

they understand the text. This helps them think about the text so
they understand it better.
T ERM 1
1. What details in the text helped me know that?
2. How does this text make me feel? Why?
3. What does this text remind me of? Why?
4. What did the writer mean by…?
5. What questions do I have before, during and after reading?
Asking Questions Chart

Read part of the text and ask questions about it using this chart. Can you
answer each question?
I have a right there question

Write a question that can be answered with information from the text.
I have a think and search question

Write a question that you can answer from reading the text, even though the
writer does not tell you the information directly.
I have an on your own question

Write a question that you can answer by combining information from the text
with information you already know.
Comprehension: Following Directions
Review the directions for making a weathervane in chapter 2, then

discuss the questions below.
1. What do you write on the cardboard?
2. What do you do first, cut the cardboard or cut the straw?
3. Why are the steps numbered? How does this help the reader?

Poems
about
Feelings

Text Type: Alliteration Poem
Guiding Question
Prediction Question
friendly foolish patient perfectly

find picks

Friendly
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Fat Fred is friendly
Father thinks Fred is foolish
Fred and friends play football
Friends find Fred funny!
Patient
Peter plays pool
Paul picks Peter as a partner
Peter is patient
Paul and Peter play perfectly
together

1. What feeling was the second poem about?
2. Who do you know that is friendly?
3. How are alliteration poems written?

Poems about Feelings

Guiding Question
Prediction Question
lonely alone scary slowly

seem saw

Lonely
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Little Laura is lonely
Lonely Laura is alone
Lots of people like Laura
Lonely Laura needs love
Then Laura will laugh
Scared
Small Simon is scared
Simon is scared of snakes
Snakes seem scary
Snakes slither slowly
Simon saw snakes on Sunday
Now Simon cannot sleep!

1. How did the author describe the feeling of being lonely?
2. What do you do when you feel scared?
3. How can Simon get over his fear of snakes?

Descriptive Words
the five senses – see, touch, hear, smell and taste – to help the reader
create a mental picture. Can you put the descriptive words from the
poems in the correct circles?
What I See
What I
in the poem.
and hear in in the poem.
the poem.

the poem here.
What I
My Questions
poem.
Write any questions
you have about the
poem or the words
used.

Publishing
Overview
T ERM 1

Topic: Publish your opinion letter to the head teacher about what
you like and dislike about your school, and how you want to
improve it.
Steps:
1. Review your edited letter with the self-assessment checklist.

• I state the main idea and my opinion in the
introduction.
Body
the topic.
in a new way.
2. Rewrite your letter in your best handwriting, making any final changes.
3. Share your letter with a partner.


Word Families: -le
fable file mole mule

angle tile role turtle
ladle mile pole rule
f l a b le
t m u n p
r o i g d
Grammar: Compound Sentences (and, because, so, but)
1. The baby is crying ___ he 2. Juliet has no shoes ___

feels hungry. she doesn’t want to play
football.
3. Angela is cold, ___ she 4. Mama Teddy made lunch
won’t wear a jumper. ___ she shared with me.
Structures
1. When do you feel ___? 2. Why do you feel ___?
I feel ___ when ___. I feel ___ because ___.
1. When do you feel lazy? 2. Why do you feel happy?

I feel lazy when it is hot. I feel happy because
I am at school.

Order of Events
Overview: A sequence shows the steps in something. Directions
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and instructions both have a sequence. Signal words help show
you the order of things. Examples are: first, next, then and last. Can
you identify the signal words in the report and put the directions for
building a weathervane in sequence?
First
What are the signal words? What do you do first?
Then
What are the signal words? What do you do next?
Then
Then
Finally
What are the signal words? What do you do last?

THEME: Living Together in Our District
Murchison Falls National Park
Chapter 1 Welcome to Murchison Falls! 92
Chapter 2 Protecting Our Animals 94
90 TERM 1 | Weeks 1 - 4 | Transition Text 1

TOPIC 1: Location of Our District in Uganda
Glossary
biodiversity (bi-o-di-ver-si-ty): the many different types of life in one place (noun)
conservation area (con-ser-va-tion ar-e-a): a place or area for animals that

is safe from people (noun)
T ERM 1
endangered species (en-dan-ger-ed spe-cies): a species of plant or animal
that is in danger of becoming extinct (noun)
established (es-tab-lished): created and officially recognised (verb)
extinct (ex-tinct): no longer existing, dead (adjective)
habitat (hab-i-tat): the natural home of an animal or plant (noun)
illegal (il-le-gal): something that you cannot do because it is against the law;
not permitted, not allowed (adjective)
ivory (i-vor-y): the hard, white material that animals have for tusks (noun)
located (lo-cat-ed): to be in a place or location (verb)
mammal (mam-mal): warm-blooded animal that has hair on its skin and
gives birth to live babies (noun)
poach (poach): to hunt, fish or trap illegally in a place that belongs to

someone else (verb)
poacher (poach-er): person who hunts illegally (noun)
rangers (rang-ers): people who protect a national park or forest (noun)
savannah (sa-van-nah): a flat plain that is covered in grass and does not
have many trees (noun)
species (spe-cies): a group of living things that are the same as each other
(noun)
tusk (tusk): a big, long pointed tooth that sticks out from the mouth of some
animals (noun)
waterfall (wa-ter-fall): a stream of water that falls from a high place (noun)
TERM 1 | Weeks 1 - 4 | Transition Text 1 91

Chapter 1: Welcome to Murchison Falls!

Welcome to Murchison Falls National Park! Murchison Falls
National Park is located in north-western Uganda. It is the
biggest conservation area in Uganda. It is so big that it is
located in two districts.
It is located in Buliisa District in western Uganda and in

Nwoya District in northern Uganda. Murchison Falls National
Park is also the oldest conservation area in Uganda. It was
established in 1952.
The location of Murchison Falls National Park in

north-western Uganda

T ERM 1
The waterfall in Murchison Falls National Park is 45 metres tall.
Murchison Falls National Park is named after a waterfall

called Murchison Falls. The waterfall is on the Nile River. It is
very beautiful!
Murchison Falls National Park has a lot of biodiversity. Many

different animals and plants live there. At the park you can find
109 species of mammals and 476 species of birds!
The animals and birds live in different areas in the park. They
have different habitats. Some live in the forests. Some live
in the savannah. People like the biodiversity in the park.
They come to Uganda from many different countries to visit
Murchison Falls National Park.

Chapter 2: Protecting Our Animals

Many different animals live in
Murchison Falls National Park. Some
of these animals are endangered
species. There are not many of them
and we need to protect them from
becoming extinct.
Elephants and giraffes are two

endangered species that live in
Elephant
Murchison Falls National Park. Before,
rhinoceroses
(rhinos) lived in the park. But,
poachers killed them all.
Poachers are a very big
problem for the animals in
Murchison Falls National
Park. Rhino
Lion Giraffe

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Pal Teravagimov / Shutterstock.com
UWA ranger at work in the park
Poaching in conservation areas is illegal. Poachers

kill small animals for bush meat. People eat bush meat.
Poachers kill elephants for ivory. Elephants have white ivory
tusks. Poachers sell the tusks for money.
In 2000, Uganda established the Uganda Wildlife Authority

(UWA). The UWA protects the animals living in conservation
areas. The people that protect the animals are called park
rangers.
Park rangers work to stop poachers from killing the animals

in the park. They want the animals to be safe. We want the
animals to be safe in Murchison Falls National Park, too!

THEME: World of Living Things
Annual and
Perennial
Crops
Chapter 1 Annual and Perennial Crops 98

Advantages and Disadvantages of Annual
Chapter 2 100
and Perennial Crops

TOPIC 2: Growing Crops
Glossary
advantages (ad-van-tag-es): the good things that you get from something (noun)
annual crops (an-nu-al crops): crops that only live for one growing season
(noun)
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commercial farming (com-mer-cial farm-ing): farming done to make money;
farming as a business (noun)
common (com-mon): something that is easily found (adjective)
disadvantages (dis-ad-van-tag-es): something that is not good or helpful

(noun)
drought (drought): a long time with little or no rain (noun)
fertile soil (fer-tile soil): soil that is very good for growing plants (noun)
harvest (har-vest): to gather or collect crops (verb)
higher yield (high-er yield): to get more fruits or vegetables from a plant (noun)
improve (im-prove): to make something better (verb)
lifespan (life-span): how long something lives (noun)
multiple (mul-ti-ple): more than one (adjective)
perennial crops (per-en-ni-al crops): crops that live for more than one
growing season (noun)
produce (pro-duce): to make or create (verb)
root (root): the part of a plant that grows under the ground (noun)
scientist (sci-en-tist): person who studies or works in science (noun)
season (sea-son): a part of the year with a type of weather and activities (noun)
soil erosion (soil e-ro-sion): to harm the land by removing too much soil from
it by wind or water (noun)
till (till): to prepare land for growing (verb)

Chapter 1: Annual and Perennial Crops

Annual crops are the most common. They have a short
lifespan. They live for one season and then die. Farmers
have to get new seeds and plant again each year. There are
many annual crops grown in Uganda. People grow annual
crops in their gardens. Examples of annual crops include:
maize, peas and cassava.
Maize Cassava Peas
Perennial crops are different than annual crops. They have

a longer lifespan. They are planted once and harvested for
multiple seasons. Some can be harvested for more than 10
years! There are also many perennial crops grown in Uganda.
They are common in commercial farming. Examples of
perennial crops include: coffee, sunflowers and tea.

Usually, annual crops are cheaper. The seeds cost less

money and they are easy to care for. Perennial crops are
more expensive. The seeds cost more money and they may
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need more care.
Comparing annual and perennial crops
Category Annual Crops Perennial Crops

Location Grown in Uganda Grown in Uganda
Lifespan of crops One season Multiple seasons
Examples of crops Maize, peas, cassava Coffee, sunflowers, tea
Cost Less expensive More expensive
Uganda has very fertile soil. Both annual and perennial

crops grow well here. Farmers can grow both types of crops
throughout Uganda.
atm2003 / Shutterstock.com
Coffee Tea Sunflowers

Chapter 2: Advantages and Disadvantages

of Annual and Perennial Crops
Many farmers prefer to grow annual crops. There are many
advantages to growing annual crops. Annual crops have
a higher yield than perennial crops. Also, farmers can
take seeds from their best annual crops to plant the next
year. Then each year they can get better crops. In contrast,
perennial crops produce for multiple years. The seeds are
not replanted so the crops do not improve each year.
However, there are

disadvantages to
growing annual crops,
too. Farmers have to
plant new seeds each
year. They also have to
till the land each year
Soil erosion is common in Uganda.
before they plant the
seeds. This causes soil erosion. Soil erosion is bad for the
environment. Perennial crops are better for the environment.
100 TERM 1 | Week 5 - 8 | Transition Text 2

One advantage of perennial crops is that they have more

roots. They live for longer, so their roots go deeper into the
soil. This helps them get more water. This is an advantage
when there is drought. Perennial plants can get water
from their deep roots. This means that they are safer from
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drought.
When there is no rain, annual plants die. Their roots do not go

deep into the soil. Scientists think perennial crops are better.
They want farmers in Uganda to grow more perennial crops.
Terminal Bud
Flower
Perennial crops have
deeper roots than
annual crops.
Lateral Bud
Shoot
Root
TERM 1 | Week 5 - 8 | Transition Text 2 101

THEME: Our Environment
How to Build a Weathervane
Chapter 1: History of the Weathervane 104
Chapter 2: Materials for Making a Weathervane 105
Chapter 3: Steps for Making a Weathervane 106

TOPIC 2: Weather Changes Around Us
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Glossary
accurate (ac-cu-rate): to be correct and have no mistakes (adjective)
cardinal directions (car-di-nal di-rec-tions): the four directions - north, east,

south and west (noun)
compass (com-pass): a tool that shows direction (noun)
invent (in-vent): to think of, create or make something new (verb)
prediction (pre-dic-tion): what you think is going to happen (noun)
surface (sur-face): the outside or top of something (noun)
record (re-cord): to write down (verb)
weathervane (weath-er vane): a tool to measure the direction the wind is

blowing (noun)

Chapter 1:
History of the Weathervane
A weathervane is also called a wind vane. It is used to
measure the direction the wind is blowing. It is important to
know the wind’s direction because wind brings us weather.
Scientists can make predictions about the weather when
they know the direction of the wind.
The weathervane was probably the first weather tool

invented. People have used weathervanes for more than
3,500 years! Today, people still use weathervanes to tell the
direction of the wind. In many places, they are even used to
decorate people’s homes.
Weathervanes have been used for thousands of years.

Chapter 2:
Materials for Making a
Weathervane
• piece of clay
T ERM 1
• square piece of cardboard
• pencil
• ruler
• pin
• straw
• scissors
• manila paper
• markers
• compass

Chapter 3:
Steps for Making a Weathervane
1 First, cut a square piece of cardboard.
2 Next, write the cardinal directions (north, east, south

and west) on the cardboard. Write one direction on
each side of the cardboard.
3 Now take your straw. Make a 2 centimetre cut in each end.
4 Cut one 5 centimetre arrow and one 7 centimetre arrow

end out of manila paper. Put the arrow and the arrow
end into the straw.
cut
5 cm
7 cm
cut

5 Next, put a piece of clay in the middle of the cardboard

and put the pencil tip in the clay.
6 Use a pin to connect your straw to the rubber on the

end of the pencil. The pin must be in the middle of the
T ERM 1
rubber.
7 Finally, take your weathervane outside and place it on a

flat surface. The wind will cause the arrow to move!
8 The last step is to record the direction the arrow

is pointing. This is the direction that the wind is
blowing. If you have a compass, use it to check if your
weathervane is accurate.
Weathervanes have been used outside in many shapes.

108
Primary 4
Pupil Book
Term 2
109
TOPIC: Behaviour
Showing Respect in the

Classroom
This marks
the end of our
lesson.
Thank
you Thank Thank
teacher. you you
teacher. teacher.

Guiding Question
How is a good classroom described in this chart?
Prediction Question
please greet apologise thank

these another

SUB-TOPIC: Good Behaviour 4A
Please follow these rules to create a good classroom

environment:
✔ Greet the teacher when you enter the classroom.
✔ Be on time.
✔ Share materials.
✔ Take care of books.
✔ Raise your hand if you want to speak.
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✔ Listen when others are speaking. Wait your turn to
speak.
✔ Apologise if you speak when another person is
speaking.
✔ Thank the teacher at the end of the lesson.

1. Who is this chart written for?
2. Why do we have classroom rules?
3. Which rule is the most important? Explain.

TOPIC: Behaviour
Creating Peace in the

Classroom
Let us pray.

Guiding Question
How is a peaceful classroom described in this chart?
Prediction Question
respect support knowledge behaviour

create usually

Have a
seat.
How do we create peace in the world? It starts in the

classroom!
✔ If you have an argument with someone, apologise and
forgive them.
✔ Support classmates who need your help by sharing your
skills and knowledge. One day they will also help you.
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✔ Be kind to your classmates.
✔ Work together as a team.
✔ If you show respect for others, they will usually show
respect to you.
✔ Be a leader by having good behaviour.

1. Why is it important to show respect to others?
2. How does helping others help you?
3. Is it more important to say you are sorry? Or to say that you
forgive someone?

TOPIC: Behaviour
Descriptive Words
Overview: Good writers use descriptive words and the five senses –
see, touch, hear, smell and taste – to help the reader create a mental
picture. Can you put the descriptive words from the charts in the
correct circles?
What I See
Words that
What I Hear describe a place,
Feelings
and Touch event or person
Words that
Words that describe in the chart.
describe
things you can feel
people’s feelings
and hear in the
in the chart.
chart.
Write the word or topic of the

chart here.
What I
Words that List some of your
describe what favourite words
you can taste or from the chart.
smell in the My Questions
chart. Write any
questions you have
about the chart or
the words used.

Acrostic Poems
Overview
Acrostic poems are written using the letters in a topic word. The
topic word is used as the beginning letters for words and phrases
that tell about the topic word.
Type of Writing: Poetry

Topic: Write acrostic poems using your name and favourite food.
Steps:
1. Practise writing an acrostic poem for the word SUN.
✔ Example:
Shiny
Under the shade
Noon heat
2. Write an acrostic poem for your name.

✔ Example:
Ann is
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Nice
Never late
3. Write an acrostic poem for your favourite food.

✔ Example:
Rice is
In every meal
Cooked
Easy to eat
4. Share your poems with a partner.

TOPIC: Behaviour
Word Families: un-
undo unable unafraid unzip

untie unfair unplug unload
uncover unsafe unwell unpack
do able afraid zip

un tie fair plug load
cover safe well pack
Grammar: Using Polite Expressions (modals: might, may,

would, will)
1. ___ I go to the toilet? 2. Mr Moses ___ finish the
lesson late today.
3. ___ you join us for lunch? 4. ___ they like posho or
matooke?
Structures
1. May I ___ please? 2. Will you please ____?
Yes, you may ___. No, Yes, I will ___. No, I am
I am sorry, you may not sorry, I will not ___.
___.
1. May I use your sharpener, 2. Will you please give me

please? 1,000 shillings?
Yes, you may use my No, I am sorry, I will not
sharpener. give you 1,000 shillings.


Text Structure: Cause and Effect

tables
Vocabulary Analysis
Word Part of speech
My own definition
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My own sentence
1. How many districts no longer have forest ecosystems?
2. What are some of the causes of deforestation in Uganda?
3. How can we slow down deforestation?

TOPIC: Behaviour
Amina Asks for Money

Guiding Question
Prediction Question
gratitude forgive request lend

allow hope


Dear Uncle,
I want to show my gratitude for the money you sent me last

term. I used it to pay for my school fees and uniform. I am
grateful to have an uncle like you.
Forgive me for asking for your help again. I have a problem.

I need money. I request 200,000 shillings so I can pay for
school fees this term. I think my education is important. I
have performed at the top of my class for the past three
years. I work very hard in class and also help my teachers.
If you lend me money, it will allow me to finish school.

This year is very important for me. I am in Primary 7 and in
November I will sit for the PLE. If I perform well I can go to
secondary school. I want to be a doctor and help Uganda in
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the future.
I hope you can help me.
Sincerely,
Amina

1. What does Amina want to do with the money?
2. Do you think families should help all of their children pay school
fees? Explain.
3. Why does Amina think her uncle should lend her money?

TOPIC: Behaviour
Amina Tries Again

Guiding Question
Prediction Question
letter borrow politely assist

here anything


Dear Uncle,
I apologise for sending another letter, but the school term

is almost here. I have not paid my school fees. Have you
thought about my request?
I am happy to tell you that I have managed to get 50,000

shillings for my school fees. I worked over the holidays
selling eggs in the market with my mother. Now, I only need
to borrow 150,000 shillings.
I think this shows that I am a hard worker. I will also work hard
in school. I will do anything I can to get my education. But, I
cannot do it alone. So, I am politely asking for your help.
Please let me know if you can assist me.
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Sincerely,
Amina

1. Why is Amina writing another letter to her uncle?
2. Did Amina’s uncle respond to her first letter? How do you
know?
3. How do you think Amina’s uncle will respond to this letter?

TOPIC: Behaviour


solutions in the opinion letters?
Problem Solution

Planning
Overview
write a better story.
Type of Writing: Biography

Topic: Write a biography about someone in your community or school
with good or bad behaviour and how it affected their life.
Steps:
1. Select someone you know in your family, school or community to write a
biography about.
2. Review and complete the writing organiser below for your biography.
Writing Organiser: Biography
Title Summarise the person’s life in a few words.

Who? Who is this biography about?
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Where? Where was the person born and raised?
When? When did the main events happen?
What? What challenges did the person face in life?
How? How did the person meet the challenges?
Why? Why is this person’s life important?
Conclusion Summarise the main ideas in the biography.

TOPIC: Behaviour
Word Families: re-
redo repaint repay rename

refill rewrite remove retell
resell reread replay rethink
do paint pay name

re fill write move tell
sell read play think
Grammar: Using Polite Expressions (remorse, sorry, please,

thank you)
1. I am ___ for breaking your 2. He feels ___ for what he
pencil. did.
3. ___ tell your mother that I 4. The pupils said, “___,” to
need to speak to her. their teacher.
Structures
1. Can you forgive me for ___? 2. Could you please ___?
Yes, I can ___. No, I am Yes, I can ___. No, I am
sorry, I cannot ___. sorry, I cannot ___.
1. Can you forgive me for 2. Could you please help

hurting you? me with my work?
Yes, I can forgive you for No, I am sorry, I cannot
hurting me. help you with your
work.



tables
Vocabulary Analysis
Word Part of speech
My own definition
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My own sentence
1. What has happened as a result of population growth in
Uganda?
3. What is the relationship between population growth and
urbanisation?
TOPIC: Behaviour
Problem in the Market

Guiding Question
What cause and effect words are used in this story?
Prediction Question
argued decision steal lied

decided agreed

SUB-TOPIC: Bad Behaviour 4B
Police Looking for Stolen Motorbike

A boda boda driver Mr Egunyu from The boda boda
and a customer had town to the village. driver says the
a fight. They argued The two men agreed customer was angry
over the cost of a on a price of 1,500 because the price
trip. The customer shillings. But, the was different than
pushed the driver. boda boda driver what they agreed.
Then he made a said the customer So, he pushed the
bad decision. He lied to him. The boda boda driver.
decided to steal the village was far so Then he stole his
motorbike. the boda boda driver motorbike. As a
asked for more result, the police
First, the boda
money. are looking for
boda driver took
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Mr Egunyu.

1. What did the men argue about?
2. What might happen to the man who stole the motorbike,
Mr Egunyu?
3. What should you do if you are angry with someone?

TOPIC: Behaviour
Imprisoned for Stealing

Guiding Question
Prediction Question
imprisoned quarrel careless disciplined

nobody again

Motorbike Thief Imprisoned

A man was man and the stolen There were many
imprisoned for two motorbike. people around, but
months for stealing. nobody was hurt.
In March, the man Police say Mr
had a quarrel with Egunyu, who stole The boda boda
a boda boda driver. the bike, was driver said he was
They quarrelled over careless. He was happy Mr Egunyu
the price of a trip. not a good driver was disciplined.
Then the man stole and he crashed But, he wants his
the motorbike. The the motorbike. He motorbike repaired
police looked for the crashed it into a tree so that he can work
near the hospital. again.
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1. Why was Mr Egunyu imprisoned?
2. What were the effects of Mr Egunyu’s decision to steal?
3. How would you feel if you were a boda boda driver and your
motorbike was stolen?

TOPIC: Behaviour
Cause and Effect

Overview: Causes are reasons why an event happens. Effects are
what happen because of the event. Signal words help tell about
the link between the cause and effect. Examples are: because, so,
since, as a result. Can you find the cause and effect events in the
news story?
Cause Effect
Cause Effect
Cause Effect
Cause Effect

Drafting
Overview

Topic: Write a biography about someone in your community or school
with good or bad behaviour and how it affected their life.
Steps:
improve it?
Writing Organiser: Biography

Title Summarise the person’s life in a few words.
Who? Who is this biography about?
Where? Where was the person born and raised?
When? When did the main events happen?
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What? What challenges did the person face in life?
How? How did the person meet the challenges?
Why? Why is this person’s life important?
Conclusion Summarise the main ideas in the biography.
2. Draft your biography using the writing organiser as a guide.

TOPIC: Behaviour
Word Families: pre-
preschool preview prejudge predict

precede prepay predate preheat
pretest prearrange precaution prepare
school view judge dict

pre cede pay date heat
test arrange caution pare
Grammar: Expressing Advisability and Necessity (must,

should)
1. You ___ ask permission 2. You ___ plan your story
before you leave the before you write it.
classroom.
3. They ___ wash their 4. She ___ join the team, she
hands before eating. is a great netball player!
Structures
1. What should you do if ___? 2. Why shouldn’t we ___?
You should ___. We shouldn’t ___
because ___.
1. What should you do if you 2. Why shouldn’t we

are sick? steal?
You should go to the school We shouldn’t steal
nurse. because stealing is bad.

Checking for Understanding

Overview
Good readers stop to think about their reading. They reflect on
what they read and ask questions about the text when they do not
understand.
1. Do I understand this?
2. What is happening here?
3. What have I learnt?
4. Do I need to reread?
5. What does this word mean?
6. What text clues will help me understand this information?
Checking for Understanding Chart

Choose a difficult part of the text to reread and complete a KWL chart.
K W L
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What I know What I want to know What I learnt

In the second part of the text there is a graph comparing population
growth in Uganda to population growth in other countries. Review
the graph. Then discuss the questions below.
1. How many countries on the graph are in Africa?
2. Which country on the graph has the lowest population growth?
3. What information is listed on the X and Y axis of a graph?

TOPIC: Behaviour
How Frog Lost His Tail

Text Type: Autobiography
Guiding Question
Prediction Question
unlike careful unkind revenge

once night


My name is Lizard. Frog was once my best friend. I used to
live in a tree, and Frog lived on a small island in a pond. Frog
used to have a tail, just like me. I used to have flat cheeks,
just like Frog. One day I made a big dinner and invited Frog
and many other friends to join me. But, unlike me, Frog
could not climb up the tree. I said, “I will come down and tie
a rope around your tail so I can pull you up.”
Frog thought this was a good idea. So, I tied a rope to his
tail. But, as I was climbing I was not careful and pulled
too hard. Frog’s tail came off! Then he fell all the way to the
ground.
I thought it was very funny that Frog lost his tail. He could
hear me laughing all night in the tree. “Frog looks so funny
without a tail!” I said. It was unkind of me to laugh at Frog.
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Frog was very angry with me. He swam back to his home
and planned revenge.

1. Why was Frog angry with Lizard?
2. Do you think Lizard meant to hurt Frog?
3. How did Frog feel when Lizard hurt him?

TOPIC: Behaviour
How Lizard’s Cheeks

Became Puffed Out

Text Type: Autobiography
Guiding Question
Prediction Question
abuse responsibility disobeyed damaged

take never


Not long after his tail broke off, Frog invited me to his home.
He said he had forgiven me for the abuse. When I got to
the pond I did not know how to get to the island where Frog
lived because I cannot swim.
Frog said, “It is my responsibility to take my guests to my

home. I will place a rope around your neck. Then, I can pull
you as I swim.” The water was very cold. It was deep and I
wanted to stop.
Frog told me to keep going and he pulled harder. But, I

disobeyed and began swimming back toward land. Then
the rope broke. I tried to catch my breath. But the rope
was so tight it damaged my cheeks. They became puffed
out around my neck. I looked across the pond. Frog was
standing on his island and laughing.
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Frog’s tail never grew back. My cheeks remain puffed out.
From that day, we have not been friends.

1. How did Frog offer to get Lizard to his island?
2. Why are Frog and Lizard not friends anymore?
3. How can two people remain friends after they hurt each other?

TOPIC: Behaviour
Cause and Effect

what happen because of the event. Signal words help tell about the
link between the cause and effect. Examples are: because, so, since,
as a result. Can you find the cause and effect events in the story?
Cause Effect
Cause Effect
Cause Effect
Cause Effect

Revising
Overview
Revising is the ‘making your writing better’ part of the writing process. It
means making changes to your writing based on feedback from others.

Topic: Revise your biography about someone in your community or
school with good or bad behaviour and how it affected their life.
Steps:
1. Review your draft biography with a partner using the self-assessment checklist.
Self-Assessment: Biography 3
I describe the setting of the biography with exciting details.
I have stated the problem and a solution.
My biography has a beginning, middle and end.
I have corrected capitalisation, punctuation and spelling.
2. Review your biography with a partner for good topic sentences and
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supporting details about the person’s life.
• Write a topic sentence for every time in the person’s life – birth,
childhood, youth, adulthood.
✔ Example: During Mama Naluswa’s birth, a war was going on in Uganda.
• Use signal words to begin the topic sentences for the different times of
their life:
– Before – First – Finally
– After – Second, third, fourth… – Later
– During – Soon – Next
• Include details after each topic sentence describing that time of their life.
Use specific examples.
✔ Example: Mama Naluswa was born in a one-room house to a poor farming
family. Soon after her birth, the fighting got worse and they left their home.
3. Revise your biography, adding topic sentences, signal words and
supporting details.

TOPIC: Behaviour
Word Families: ex-
explode exceed expose exile

expand explain exclude extract
expire extend exterior except
plode ceed pose ile

ex pand plain clude tract
pire tend terior cept
Grammar: Future Progressive (will be, going to be, should

be, must be)
1. It ___ cold, so bring your 2. We are ___ late if we don’t
jumper. run.
3. You ___ ready for school 4. The exams ___ difficult if
at 7 o’clock. you don’t study.
Structures
1. You must ___, if you want to 2. You must not ___,
___. because ___.
You should ___, if you want You should not ___,
to ___. because ___.
1. You must wait your turn, if 2. You must not walk to

you want to play. town at night, because
You should study at home, it is not safe.
if you want to do well in You should not quarrel,
school. because it is not nice.

Cause and Effect

as a result. Can you find the cause and effect events in the report?
Pick the best cause-effect chain below to describe each event.
Cause Effect
Effect
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Cause
Effect
Cause
Effect
Cause

TOPIC: Shopping
How to Go Shopping

Guiding Question
Prediction Question
materials ingredients items quantity

best several
SUB-TOPIC: Buying and Selling 5A

Objective: To prepare for shopping at the market
Materials: pen, paper, kitchen, money
Time: 1 hour
Step 1: First, think about what you like to eat. Think

about the ingredients you need to make
that food.
Step 2: Second, go to the kitchen and see if you

have the items you need to cook.
Step 3: If an item is missing, write it on the shopping

list. Write the quantity you need of each item.
Step 4: Then go to the market. Carry your shopping

list with you.
Step 5: Look for the items on your list. Several
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people will be selling the same items.
Compare their prices to get the best price.

1. What is the first step in going shopping?
2. Why should you make a list before shopping?
3. How can you get the best price for an item at the market?

TOPIC: Shopping
How to Budget for Shopping

Guiding Question
Prediction Question
budget expensive cheaper sum

money buy

Objective: To make a plan for saving money
Materials: pen, paper, money
Time: 15 minutes
Step 1: Before you go shopping, check how much

money you have. The money you have is your
budget.
Step 2: When you are at the market look for the best
prices. Put the items you want to buy in your
basket.
Step 3: Next, add the cost of each item in your
basket. Compare the total cost with the
money you have.
Step 4: If the cost is more than you have, take out the
most expensive items.
Step 5: Then go and find cheaper items to buy.
Step 6: Finally, add up the cost of the items again
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to get your new sum. If the cost is less than
you have, buy the items. If it is more than you
have, repeat steps 3, 4, 5 and 6.
Step 7: When you go home write down the cost of
each item. This will help you plan your budget
better next time!

1. What is the first step in planning for shopping?
2. Why should you check the sum of your items before buying them?
3. Why should you replace the most expensive items?

TOPIC: Shopping
Order of Events

show you the order of things. Examples are: first, next, then and last.
Can you identify the signal words in the report and put the steps for
shopping in sequence?
First
Then
Then
Then
Finally

Editing
Overview
Editing is the ‘making your writing correct’ part of the writing process.
It means fixing your writing for spelling, punctuation and grammar. This
prepares your writing for sharing with others.

Topic: Edit your biography about someone in your community or
Steps:
1. Review these tips before editing your biography.
Ordering Events
• Check your biography to make sure the events of the person’s life are
written in the correct order. Follow these steps:
✔ Put a 1 next to the sentence describing what that happened first.
✔ Put a 2 next to the sentence describing what happened second.
✔ Put a 3 next to the sentence describing what happened third.
✔ Continue numbering until all of the events have been numbered.
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✔ Using the numbers, reorganise the sentences in your biography so the
events are in order.
3. Edit your biography with a partner using the editing tips and self-
assessment checklist.

TOPIC: Shopping
Word Families: dis-
dismiss disappear disobey disloyal

disagree dislike disorder distrust
disconnect dishonest disable disgrace
miss appear obey loyal

dis agree like order trust
connect honest able grace
Grammar: Quantifiers (much, many, some, any)

1. Mother went to the shop 2. Musa did not sell ___
to buy ___ sugar. books today.
3. Do you have ___ shops 4. Father did not give me ___
near your home? money for shopping.
Structures
1. How much does ___ cost? 2. How many ___ do you
It costs ___. need?
I need ___.
1. How much does the cloth 2. How many litres of

cost? cooking oil do you
It costs 3,000 shillings a need?
metre. I need 3 litres of
cooking oil.



tables
Vocabulary Analysis
Word Part of speech
My own definition
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My own sentence
1. Who invented the modern toothbrush?
2. How were early European toothbrushes different from Chinese
toothbrushes?
3. How do you think people in ancient Africa cleaned their teeth?

TOPIC: Shopping
Community Markets

Guiding Question
What descriptive words are used in the report?
Prediction Question
vendors profit bargain weighs

deal certain


Community markets are busy places! Vendors sell different
types of fruits and vegetables, as well as other items. For
example, you can find tomatoes, onions, fish, meat, beans,
rice and posho all in the same market. Customers have
many options. There is competition because many vendors
sell the same items. This helps customers pay less.
Vendors want to make a profit. Customers want to get the

best deal. Customers can buy a larger quantity of an item to
get a better price. Customers should always bargain with
the vendor. Bargain before the vendor weighs your items.
This will help you pay less.
Also, customers can always buy from a certain vendor.

Then the vendor will sell them items each week at a cheaper
price. This is a good way to save money and budget for
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shopping.

1. What items can you find in the market?
2. How can vendors and customers both get what they want?
3. What can you do to get the best prices at the market?

TOPIC: Shopping
How Foods Get to Market

Guiding Question
What descriptive words are used in the report?
Prediction Question
traders capacity litres pack

town bit


Products in the market come from different places. Farmers,
traders and vendors all help food get to the market.
Farmers grow many fruits and vegetables. Many farmers

lack the capacity to get to the market. It is very expensive
for them to bring their food to market. Travelling to market
costs money. They have to buy many litres of petrol for the
lorry. This is expensive.
So, many farmers work together with other farmers. They

pack their products together and sell them to a trader. The
farmers also pay together to bring the products to town.
This helps them save money.
Next, the trader sells the food to a market vendor. He

charges the vendor a bit more than he paid for it. This is
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how the trader gets money. Vendors then sell the food to
customers. Vendors sell the food for more than they paid.
This is how farmers, traders and vendors work together.

1. How do farmers work together?
2. What was the main idea of this report?
3. Why does the cost of food get higher as it is sold from farmers
to traders to vendors?

TOPIC: Shopping
Place Descriptions
Overview: In descriptive writing, writers use words that give

details about the setting to help readers make a mental picture of
the place. What words are used to describe the market?
What happens
there?
Write a few words
describing what
happens in the
place.
at the place. the place is.

How
place.
go there? know.
Write a few words
describing why you
go to the place.

Publishing
Overview

means showing and telling others what you have written. When you share
your writing, you become a writer!

Topic: Publish your biography about someone in your community or
Steps:
1. Review your edited biography with the self-assessment checklist.
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2. Rewrite your biography in your best handwriting, making any final changes.
3. Share your biography with a partner.

TOPIC: Shopping
Word Families: mis-
misplace misunderstand misuse misread

misspell misbehave mistreat mislead
misrepresent mistake mismatch mischief
place understand use read

mis spell behave treat lead
represent take match chief
Grammar: Quantifiers (a little, a lot, more, less, fewer)

1. Abdul has ___ chickens 2. There are ___ books at
than Juma. Scovia’s shop than Mercy’s
shop.
3. The school needs ___ of 4. I only take ___ sugar in my
beans to feed the pupils. tea.
Structures
1. How much is ___? 2. How much are ___?
It is ___ shillings. They are ___ shillings.
1. How much is water? 2. How much are the

It is 1,000 shillings. books?
They are 1,500
shillings.



tables
Vocabulary Analysis
Word Part of speech
My own definition
T ERM 2
My own sentence
1. Can you name the different types of teeth people have?
3. What other ways can you take care of your teeth?

TOPIC: Shopping
How to Select and Plant

Chilli Seeds

Guiding Question
Prediction Question
objective select yields grams

might should


Objective: To select and plant the best chilli seeds
Materials: chilli seeds, land, soil, water, hoe
Time: 1 month (4 weeks)
Step 1: Select a type of chilli seed. Select one that

grows well in Uganda.
Step 2: After you have selected the type of seed,
choose your seeds. Buy seeds from healthy
plants with high yields. You might pay a
higher price for better seeds.
Step 3: Choose new chilli seeds, not old seeds. Buy
seeds that are less than one year old. These
seeds will grow better.
Step 4: Buy 100 grams of seed for each acre you
plant.
Step 5: Make a seedbed. Use proper spacing to plant
the seeds. The holes should be 2 centimetres
deep and 5 centimetres apart. Put the seeds
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in the holes. Cover the seeds with soil and
water.
Step 6: When the seeds are ready, move the seedlings
to the garden.
Step 7: Two weeks later, begin weeding the garden.
1. What are the best seeds to buy?
2. What is the purpose of this report?
3. Why should you spend more money on good seeds?

TOPIC: Shopping
How to Harvest Chilli

Guiding Question
Prediction Question
harvest tarpaulin organise quality

check sure


Objective: To harvest and store chilli
Materials: panga, bag, tarpaulin, storeroom
Time: 4 months
Step 1: Harvest chillies 3 to 4 months after planting.

Harvest them when the fruit turns red.
Step 2: Pick the red fruit.
Step 3: Put the chillies on a tarpaulin to dry. Do
not dry them on the ground. This makes the
quality less.
Step 4: Move the tarpaulin into the sun. Let the chillies
dry in the sun for at least 4 days.
Step 5: After 4 days, check if the chillies are dry. Their
skins should be hard.
Step 6: Organise the chillies by quality. Grade A
chillies are very red. They get the best price.
Grade B chillies are red and yellow. They get a
fair price. Grade C chillies are red, yellow and
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black. They get a lower price.
Step 7: Put the dried chillies in bags. Then put the
bags in a storeroom. Make sure the bags are
off the ground so rats do not eat them.
Step 8: Save seeds from the Grade A chillies. Plant
these seeds next season.
1. What type of chilli gets the best price?
2. Why should farmers plant Grade A chillies?
3. Why is it important to save seeds for planting the next season?

TOPIC: Shopping
Order of Events

planting and harvesting chillies in sequence?
First
Then
Then
Then
Finally

Planning
Overview

Type of Writing: Skit

Topic: Write a skit about two friends talking about a time in the past
when they helped one another.
Steps:
1. Review and complete the writing organiser below for your skit.
Writing Organiser: Skit
Title Can you summarise the skit in a few words?

Character(s) Who are the characters in the skit?
Setting When and where does the skit take place?
T ERM 2
Problem What problem does the main character face?
Action: Middle Describe the problem the characters face.
Action: Ending Describe the solution to the problem.

TOPIC: Shopping
Word Families: -y
windy smelly picky bumpy

healthy rainy bossy guilty
dirty messy cloudy sticky
wind smell pick bump

health rain boss guilt y
dirt mess cloud stick
Grammar: Irregular Past Verbs (paid, bought, sold, spent)

1. We went to the market and 2. The butcher ___ us a
___ 2 litres of milk. kilogram of meat.
3. I wanted to buy more, 4. He ___ 10,000 shillings
but I ___ all my money. for the chicken.
Structures
1. Is ___ cheaper than 2. Are ___ more expensive than
___? ___?
Yes, ___ is cheaper Yes, ___ are more expensive
than ___. No, ____ is than ___. No, ___ are more
cheaper than ___. expensive than ___.
1. Is soda cheaper than 2. Are avocados more

water? expensive than tomatoes?
No, water is cheaper Yes, avocados are more
than soda. expensive than tomatoes.

Asking Questions
Overview
Good readers ask and answer questions as they read to check if they
understand the text. This helps them think about the text so they understand
it better.

1. What details in the text helped me know that?
2. How does this text make me feel? Why?
3. What does this text remind me of? Why?
4. What did the writer mean by…?
5. What questions do I have before, during and after reading?
Asking Questions Chart

Read part of the text and ask questions about it using this chart. Can you
answer each question?
I have a right there question

Write a question that can be answered with information from the text.
I have a think and search question
T ERM 2
Write a question that you can answer from reading the text, even though the
writer does not tell you the information directly (inference).
I have an on your own question

Write a question that you can answer by combining information from the text
with information you already know (prior knowledge).
Comprehension: Reading Diagrams

In the second part of the text there is a diagram of your mouth and teeth.
Review the diagram. Then discuss the questions below.
1. How many teeth do you have?
2. What is the name of the teeth in the back of your mouth?
3. When you eat food, which teeth do you use first? Second? Third? Fourth?

TOPIC: Time
Before the Match

Text Type: Skit
Guiding Question
Prediction Question
spectator goalkeeper trophy afternoon

last be

SUB-TOPIC: Past Simple Tense 6A

Anthony and Joseph are going to a football match.
They are playing another school. Anthony is
dressed in his uniform.
Anthony: I can’t wait for the match to begin. I couldn’t

sleep last night. I was too excited!
Joseph: I know. I am excited, too. I wish I was not injured.
Anthony: You will have to be a spectator this time.
Joseph: The other team is very good. I heard coach say

this team is better than last year.
Anthony: I think we can’t lose. Their goalkeeper is a girl!
Joseph: Are you serious? Is that allowed?
Anthony: Yes, all girls are allowed to play. She is very good
T ERM 2
and very fast. But, I am going to score three
goals on her!
Joseph: Get ready for the trophy. By the afternoon we

will be the winners!

1. Which boy is playing in the match?
2. What do the boys think about girls playing football?
3. Why do the boys think their team will win?

TOPIC: Time
After the Match

Text Type: Skit
Guiding Question
Prediction Question
happened tomorrow late morning

believe thought


Anthony and Joseph are leaving the pitch after the
match. They look sad.
Joseph: What happened?
Anthony: I can’t believe we lost.
Joseph: I thought our team was going to win the trophy.
Anthony: The goalkeeper was too good. She stopped

every shot!
Joseph: You said you would get three goals.
Anthony: She blocked my shots. She also blocked the

other players’ shots. She was so fast!
Joseph: What will you do?
T ERM 2
Anthony: It is late now, but tomorrow morning I will
practise harder. What did you learn from this,
Joseph?
Joseph: I learnt that girls can play football. Some of them

play even better than boys!

1. Which team won the match?
2. Why do Joseph and Anthony think they lost?
3. What did the boys learn about girls playing football?

TOPIC: Time
Character Descriptions
characters to help you create a picture in your mind. What words
are used to describe Anthony and Joseph?
Acts Looks
What does the character What does the character
Write the name of

the character here.
Feels Someone I know like this

How does the character Do you know anyone like
feel about himself/herself this character? Can you
and others? describe that person?

Drafting
Overview

Topic: Write a skit about two friends talking about a time in the past
Steps:
improve it?
Writing Organiser: Skit
Title Can you summarise the skit in a few words?

Character(s) Who are the characters in the skit?
Setting When and where does the skit take place?
Problem What problem does the main character face?
T ERM 2
Action: Ending Describe the solution to the problem.
2. Review the tips below for writing a good script for your skit.
• Skits are written using a script that shows what the characters say and how
they say it.
• Important parts of a script:
– Characters are listed at the beginning. Put a colon between each
character’s name and his or her words.
– Start on a new line each time a new character is speaking.
– The setting at the start of the skit says when, where and what time.
– Dialogue is not in quotations.
– Actions and directions for how to speak are written in parentheses ( ).
3. Draft your skit using the writing organiser as a guide.

TOPIC: Time
Word Families: -ly
badly fairly kindly honestly

loudly quietly politely rudely
safely sickly oddly quickly
bad fair kind honest

loud quiet polite rude ly
safe sick odd quick
Grammar: Irregular Past Verbs (begin, became, said, spoke)

1. What time did the match 2. Our grandmother ___,
___? “Wash your clothes after
school!”
3. Last year, my sister ___ 4. When the teacher ___,
a nun. everybody listened.
Structures
1. What did you do 2. Why did you ___ before ___?
before ___? I ____ before ____ because ___.
I ___ before ___.
1. What did you do 2. Why did you wash your hands

before school? before eating?
I ate porridge I washed my hands before eating
before school. because I want to be clean.

Order of Events
Overview: A sequence shows the steps in something. Directions

and instructions both have a sequence. Signal words help show
you the order of things. Examples are: first, next, then and last. Can
you identify the signal words in the report and put the directions for
brushing your teeth in sequence?
First
What are the signal words? What do you do first?
Then
T ERM 2
Then
Then
Finally
What are the signal words? What do you do last?

TOPIC: Time
Drought in Kaalo Village

Guiding Question
Can you find the problem and solution in this story?
Prediction Question
drought situation population evening

trees less


Many years ago, Kaalo Village had a big forest. The forest
made rain for the village. The village had good soil, many
wells and swamps. Its population was small.
Then a problem began in the village. Many people moved

there because it had good land and lots of water. When
people came to the village they cut down trees to make
firewood. They cleared land to live on. Soon, the forest had
very few trees. Without the trees the soil washed away.
When the dry season came, the wells and swamps dried up.
The water became less and less and there was a terrible
drought.
Each morning the people went to look for water. They did
not return until the evening. The situation was so bad
that many animals died. Old people and children were sick
T ERM 2
and hungry.

1. What was the problem in Kaalo Village?
2. What did Kaalo Village look like before people came there?
3. Why are trees important?

TOPIC: Time
Kaalo Village Recovers

Guiding Question
Can you find the problem and solution in this story?
Prediction Question
human activities neighbouring solved

soil erosion
effects would


The chief was upset. The situation was very bad. He had a
big problem. He saw the effects of human activities on
the village. He wanted people to conserve the land. This was
the answer to the problem.
He asked the chief of the neighbouring village for help.

They sent men to dig a deeper well. Finally, the villagers got
water. Then the chief called a village meeting. He told people
to stop cutting trees. This would stop soil erosion. The
villagers agreed they would stop cutting trees.
After some time the forest grew again. This made the soil
strong. The swamps and wells became full of water. The
problem was solved. Kaalo Village began to look like it had
before.
T ERM 2
1. How did the chief solve the village’s problem?
2. What might have happened if the villagers did not agree to the
chief’s plan?
3. Has anything like this happened in your village?

TOPIC: Time


solutions in the story?
Problem Solution

Revising
Overview
Revising is the ‘making your writing better’ part of the writing process. It
means making changes to your writing based on feedback from others.

Topic: Revise your skit about two friends talking about a time in the
past when they helped one another.
Steps:
1. Review your draft skit with a partner using the self-assessment checklist.
Self-Assessment: Skit 3
My skit has an interesting title.
My skit has exciting characters.
I describe the setting of my skit.
I introduce a problem.
My skit has a beginning, middle and an ending.
The character names are written first, followed by a colon.
T ERM 2
Directions are in parentheses.
2. Review your skit with a partner for good stage directions.
• Stage directions are the instructions to the actors included in the script.
• They explain the setting of the skit and the actions and mood (or
feelings) of the characters as they speak.
• Stage directions are written in parentheses ( ).
• Write stage directions for the following skit. Pretend Ann is nervous and
the teacher is angry.
Ann: Good morning, Teacher.
Teacher: Good morning, Ann.
Ann: What do you want us to do this morning?
Teacher: I want you to get out your exercise book for a pop quiz.
Ann: Yes, Madam.
3. Revise your skit, adding detailed stage directions.

TOPIC: Time
Word Families: -ness
darkness kindness weakness freshness

illness hardness goodness sadness
sickness fairness cleverness sweetness
dark kind weak fresh

ill hard good sad ness
sick fair clever sweet
Grammar: Irregular Past Verbs (read, built, drew, wrote)

1. Mother ___ us a story 2. Madam Julia ___ a book for
before we went to sleep. the class.
3. William ___ a picture 4. Mukwano ___ a new factory
of me! in their town.
Structures
1. What did you do 2. Why did you ___ after ___?
after ___? I ___ after ___ because ___.
I ___ after ___.
1. What did you do 2. Why did you go to the clinic after

after school? church?
I played with my I went to the clinic after church
friends after school. because I was sick.

Subject: Science

tables
Vocabulary Analysis
Word Part of speech
My own definition
T ERM 2
My own sentence
1. What are the three different types of microbes?
2. What do you think is more dangerous, a bacteria or a fungi?
Explain.
3. How can a microscope help doctors?

TOPIC: Time
The Invitation

Guiding Question
What descriptive words are used in the story?
Prediction Question
invitation prepare contribute happiness

quickly show

SUB-TOPIC: Past Continuous Tense 6B

I was playing with my brothers when an invitation came to
our house. I asked my mother to show it to us. We were
invited to attend my aunt’s wedding. It would be at my
grandparents’ house. We were very excited!
My mother quickly began to help my aunt prepare. My

aunt asked our family to contribute. My father saved money
to give to the wedding fund. My mother planned the party
and food. My brothers and I also did special tasks to help
prepare.
I could not wait for the big day! It was hard to hide my
happiness. I dressed up in my best clothes and pretended
to be the bride. My brothers laughed at me. They said I was
too small to be the bride. Also my dress was yellow, not
white.
T ERM 2
1. Where will the wedding take place?
2. How did the family help prepare for the wedding?
3. Have you ever helped prepare for a wedding? What did you do?

TOPIC: Time
My Aunt’s Wedding

Guiding Question
What descriptive words are used in the story?
Prediction Question
event ceremony wait queued

while when


Last week I went to my aunt’s wedding. My family and I
arrived early. We helped prepare for the big event. We
decorated the tent with colourful ribbons. We put flowers
on the tables. My brothers carried crates of soda, while I
helped cook the food.
When it was time for the wedding to begin, I sat with my

brothers. The men played the drums loudly. My mother
stood with her sisters. Then, my aunt arrived in her beautiful
dress.
The wedding ceremony was long. When it was over I

was very hungry! I could not wait to eat. My brothers and I
queued to get our plates. We piled them high with food. I
sat with my family and ate. The food was so good. I loved
my aunt’s wedding!
T ERM 2
1. What instrument did the men play at the wedding?
2. How do family members help at weddings?
3. Is this wedding like a wedding you have been to? Explain.

TOPIC: Time
Event Descriptions
Overview: In descriptive writing, writers give details about events.

This helps readers make a mental picture of the activities that
are happening in the story. What words are used to describe the
wedding?
What happens
there?
Write a few words
describing what
happens at the
event.
at the event. the event is.
Write the name of the event

How
you go there? events you know?
describing when describing how the event
Why do you events you
event.
go there? know.
Write a few words
describing why you
go to the event.

Editing
Overview
Editing is the ‘making your writing correct’ part of the writing process.
It means fixing your writing for spelling, punctuation and grammar. This
prepares your writing for sharing with others.

Topic: Edit your skit about two friends talking about a time in the past
Steps:
1. Review these tips before editing your skit.
Using Your Senses to Add Details
• Add details to your writing using your five senses to make your writing
more interesting.
• Use sensory details to describe a person, place or feeling. Ask yourself:
– What does it look like? Smell like? Taste like? Sound like? Feel like?
2. In pairs, practise using your five senses and the questions above to
describe:
• your favourite food.
• the feeling ‘happy’.
T ERM 2
Self-Assessment: Skit 3
4. Edit your skit with a partner using the editing tips and self-assessment
checklist.

TOPIC: Time
Word Families: -less
harmless fearless homeless hopeless

mindless careless helpless restless
painless useless worthless childless
harm fear home hope

mind care help rest less
pain use worth child
Grammar: Past Continuous (using while)

1. While I ___, my sister 2. I saw a woman driving a
swept the compound. boda boda, while I ___.
3. While my father ___, 4. The pupils listened, while
my mother cooked. their teacher ___.
Structures
1. What were you doing 2. What do they usually do while
while I was ___? ___?
I was ___ while you They usually ___ while ___.
were ___.
1. What were you doing 2. What do they usually do while

while I was at work? they are walking home from
I was studying while school?
you were at work. They usually tell stories while
they are walking home from
school.

Summarising
Overview
Good readers identify and note the most important ideas from a text
and restate them in their own words.
1. What is the main idea? How do I know?

2. What are the supporting ideas and details?
3. If I had to tell someone about the text, what would I say?
4. How does the main idea relate to things I have learnt?
5. What will help me summarise (list, notes, chart)?
Summarising Chart
Read part of the text and summarise it using this chart. What details
are important?

T ERM 2
At the end of the text there is a table comparing and contrasting

bacteria, viruses and fungi. Review the table. Then discuss the
questions below.
1. How many categories are being compared?
2. How are bacteria, viruses and fungi similar? How are they different?
3. How is information organised in a table?

TOPIC: Time
The Hungry Monkey

Text Type: Skit
Guiding Question
What sequencing words are used in the story?
Prediction Question
arrived remember surprises chased

early ran


Ali is at the entrance to the zoo with his father.
Ali: Oh father! We have arrived at the zoo early!

Father: Yes, Ali. You can enjoy the day and learn more
about animals.
Ali: Look! There is my classmate Mary.
Mary: Ali! Ali!
Ali: Hi, Mary! Do you remember when we came to the
zoo in Primary 2?
Mary: Yes, I do! Do you remember when Peter was
holding a banana? The monkey jumped and took it
from his hand! Then he ate it!
Ali: Yes! Then our other classmates who were eating
their food ran away.
Mary: (Laughing) Next everyone ran to see what
T ERM 2
happened.
Ali: Then, the man at the zoo chased the monkey
away.
Mary: That was such a fun day. Do you think today’s trip
to the zoo will have any surprises?
Ali: (Takes Mary’s hand) Let’s go find out!
1. When did Mary and Ali last go to the zoo?
2. What would you do if a monkey tried to steal your food?
3. What else could happen at the zoo during this trip?

TOPIC: Time
Fun at the Zoo

Text Type: Skit
Guiding Question
What sequencing words are used in the story?
Prediction Question
interesting rhyme report funny

maybe neither


Mary and Ali are back at school.
Ali: Hey, Mary! Did you know that we will write a report
about something we saw at the zoo?
Mary: Yes, but I don’t know what to write about.
Ali: I am going to write about the pythons. Did you know
that people hunt and kill pythons for their skin?
Mary: Their skin! Why?
Ali: People make belts, bags and shoes from python
skin.
Mary: Wow, that’s interesting! Maybe I will write about the
parrots. Do you remember them?
Ali: Yes, I do. A woman was talking to a parrot! I did not
know that some birds could talk!
Mary: Me neither!
Ali: After we saw the parrot, our teacher was telling us a
rhyme about an elephant and a parrot.
Mary: Teach me, please!
T ERM 2
Ali: Elephant, elephant, where have you been?
I’ve been to the river, to wash myself clean.
Elephant, elephant, what did you?
I saw a grey parrot up in the tree.
Mary: That’s a funny rhyme. I have had so much fun talking
about the zoo.
Ali: Me too!
1. What did Mary decide to write her report on?
2. Do you think people should kill animals for their skin? Explain.
3. What animals would you like to see at the zoo?

TOPIC: Time
Order of Events

Can you identify the signal words in the skit and put the trip to the
zoo in sequence?
First
Then
Then
Then
Finally

Publishing
Overview

means showing and telling others what you have written. When you share
your writing, you become a writer!

Topic: Publish your skit about two friends talking about a time in the
past when they helped one another.
Steps:
1. Review your edited skit with the self-assessment checklist.
T ERM 2
2. Rewrite your skit in your best handwriting, making any final changes.
3. Share your skit with a partner.


TOPIC: Time
Word Families: -ful
colourful fearful hopeful helpful

faithful thankful thoughtful painful
useful powerful careful mouthful
colour fear hope help

faith thank thought pain ful
use power care mouth
Grammar: Past Continuous (using when, at)

1. When she ___ she found 2. I met the chairman when I
a 1,000 shilling note. ___ to the district offices.
3. My friends ___ at the 4. The pupils ___ at 11 o’clock.
park.
Structures
1. What were you doing 2. What ___ were ___ at ___?
when ___? The ____ were ___ at ___.
I ___ when ___.
1. What were you doing 2. What games were the pupils

when I saw you in playing at school?
town? The pupils were playing
I was shopping when maths games at school.
you saw me in town.

Comparisons
different. How are bacteria and viruses similar and different?
Venn Diagram
together.

T ERM 2
How
similar?

Environmentalists
Fear Deforestation
198
TOPIC 2: Vegetation in Our District
E
nvironmentalists are worried about Uganda.
Deforestation rates are very high. People in Uganda
are cutting down too many trees. Forests are reducing
in size.The National Environmental Management
Authority (NEMA) says that in 1990 Uganda had 5 million
hectares of forests. By 2005 there were only 3.5 million hectares
of forests. If the deforestation rate continues, Uganda may lose all of
its forests by 2050.This will affect the land and the people.
Deforestation in Uganda: 1990 – 2005

5
T ERM 2
3
0
1990 2005 2050
Deforestation is a serious problem in Uganda. As more people need land for
houses and farms, they cut down trees. By the year 2050, Uganda may lose all
of its forests.

Clearing land for cattle grazing is one major cause

of deforestation, along with population growth and
urbanisation.
The causes of deforestation include:

expanding farmland, population
growth and increasing urbanisation.
The National Environmental Management Authority or NEMA

says that Uganda loses about 6,000 hectares of forest every
30 days. Already, 28 districts have lost their entire forest
ecosystem. NEMA says that 19 districts now have less than 1%
of their forests left.
When forests are cut down to create more farmland, it has

a negative effect on the soil. Trees have roots that help hold
the soil together. These roots help stop erosion. Livestock
also cause problems. In some parts of the country, like western
Uganda, trees are cut down for cattle to graze. Many trees are
also cut down to make charcoal.

Population Growth Means Problems for the Future

Population growth is the biggest issue causing deforestation.
Each year the population in Uganda grows. Expanding farmlands
and urbanisation
happen as a result
of this population
growth. When we
have more people, we
need more farmland
to produce food and
more people live
in urban areas for
work.
T ERM 2
Urbanisation is
usually caused by
population growth. In
Uganda many people
migrate from
villages and rural
areas to towns.
Black Sheep Media / Shutterstock.com
Uganda’s growing population is a problem. As land

is cleared to make way for people, the forests are
destroyed.

What does population growth look like in Uganda? The rate of

population growth in Uganda is more than 3% each year. Uganda
has one of the fastest growing populations in the world!
Uganda (3.24%)
Uganda’s
population
Tanzania (2.8%) growth rate
is higher than
DRC (2.5%) many countries
in the world. It
Kenya (2.11%) is the highest
in all of East
Africa and other
India (1.25%) neighbouring
countries.
USA (0.77%)
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5
This population growth leads to urbanisation, as more people

move to towns and cities. This causes the towns and cities to
get bigger. As a result, people cut down trees to create more
space for these towns and cities.
If population growth does not slow down it will be very difficult

to stop deforestation in Uganda.

Glossary
affect (af-fect): to cause a change in something (verb)
deforestation (de-for-es-ta-tion): cutting down the trees of a forest (noun)
ecosystem (ec-o-sys-tem): a community of living things and the place where

they live (noun)
effect (ef-fect): something produced by a cause (noun)
environmentalist (en-vi-ron-men-tal-ist): someone who studies and

protects the environment (noun)
erosion (e-ro-sion): reducing the surface of the land by wind or water (noun)
expanding (ex-pand-ing): getting bigger; increasing in size (verb)
graze (graze): to feed on growing grass (verb)
hectare (hec-tare): a unit to measure the size of land; 2.471 acres (noun)
issue (is-sue): problem; challenge that is being talked about (noun)
livestock (live-stock): animals that are kept on a farm, like cows and sheep
(noun)
T ERM 2
migrate (mi-grate): the movement of a group from one place to another (verb)
population growth (pop-u-la-tion growth): when the number of people who

live in an area grows larger (noun)
rate (rate): a way to measure one thing against another (noun)
reducing (re-duc-ing): lowering; getting smaller (verb)
result (re-sult): to happen because of something (noun)
rural (ru-ral): life and activities in a village (adjective)
urban (ur-ban): life and activities in a city or town (adjective)
urbanisation (ur-ban-i-sa-tion): when a rural area becomes a city or town (noun)

THEME: Human Body
g C a re o f Your Te
k in eth
T a
1 The History of the Toothbrush 206
2 How to Care for Your Teeth 208
List of Figures and Diagrams
Timeline: The History of the Toothbrush 206
Timeline: William Addis 207
Diagram: Your Teeth 208
204 Dietmar Temps / Shutterstock.com

TOPIC 2: The Teeth
Glossary
ancient (an-cient): very old (adjective)
archaeologist (ar-chae-ol-o-gist): a person who studies past human life (noun)
bristle (bri-stle): short, tough hair of an animal (noun)
business (busi-ness): a company or group that buys or sells things to make

money (noun)
cavities (cav-i-ties): small holes (noun)
century (cen-tu-ry): a period of time; 100 years (noun)
company (com-pa-ny): a group or organisation that comes together for a

purpose (noun)
decay (de-cay): to become rotten; to lose health or spoil over time (noun)
dentist (den-tist): a doctor who takes care of the teeth and mouth (noun)
design (de-sign): the plan or pattern of something (noun)
develop (de-vel-op): to come into being; to grow and get stronger (verb)
dynasty (dy-nas-ty): a series of rulers from the same family or group (noun)
T ERM 2
enamel (e-nam-el): the hard, shiny cover of a tooth (noun)
functions (fun-ctions): the job or purpose that someone or something does

(noun)
invent (in-vent): to create something new (verb)
mass-produced (mass-pro-duced): something that is made in very large

amounts (verb)
modern (mo-dern): related to the present time (adjective)
oral hygiene (o-ral hy-giene): the practice of keeping your mouth clean and
healthy (noun)
tombs (tombs): structures built to hold dead people (noun)
twice (twice): two times (adverb)

THEME: Human Body
1 The History of the Toothbr ush
P
eople have been using toothbrushes for a very
long time! Toothbrushing tools were first made in
3500 to 3000 BC. In the beginning, the ancient
Egyptians made a brush from small sticks and would use
them to clean their teeth. Archaeologists found these
early toothbrushes in the tombs of the ancient Egyptians.
We call them toothsticks.
The Chinese invented the first bristle toothbrush during

the Tang Dynasty (619 to 907). These toothbrushes were
made from the bristles on pigs’ necks. The bristles were
attached to a bone or bamboo handle. Later in the 17th
century, people in Europe copied the design
and used horsehairs or feathers to make
the toothbrush.
The History of the Toothbrush
3500
BC 619 1857 1954
First electric
Chew Hog bristle First
toothbrush,
stick, toothbrush, patent,
Switzerland
Babylonia China USA
206
TOPIC 2: The Teeth
S
o, who invented the modern
toothbrush? William Addis
from England made the first
mass-produced toothbrush in
1780. Before that, in 1770, William
Addis was in prison. Prison was
very dirty and he wanted a better
way to clean his teeth. He saved a
small bone from his meal and drilled
small holes into it. Next he tied some
bristles through the holes. Then he
put glue to hold the bristles in place.
It worked!
After William Addis left prison he started a toothbrush

business. Soon he became very rich. The company
he started continues today. Now it is called Wisdom
T ERM 2
Toothbrushes. Wisdom Toothbrushes makes 70 million
toothbrushes each year!
William Addis Timeline
1770 1780 1808 2015
Company
Invented
produces
In prison the Died
70 million
toothbrush
per year

THEME: Human Body
2 How to Care for Your Teeth
W
e have many different types of teeth in our
mouths. These different types of teeth have
different functions. Incisors are at the front
of your mouth. These are the first teeth that we develop
as children. We use them to bite food.
Canines are the

Your Teeth second type of
teeth. They are
your sharpest
teeth. We use them
to rip and tear food.
Premolars are the

third type of teeth.
You have four of
these on each side
of your mouth. We
use them to chew
and grind food.
Molars are the last

type of teeth. They
are like premolars.
We also use them
to chew and grind
food.

TOPIC 2: The Teeth
It is very important to care for your teeth. Here are three

steps to help you have good oral hygiene.
Step 1 Brushing
You must brush your teeth twice a day. First,
when you brush your teeth use toothpaste.
Second, move your toothbrush in small
circles. Third, make sure you brush all of
your teeth on the top and sides. You should
brush your teeth for two minutes each time
you brush. Don’t forget to brush your
tongue, too!
Step 2 Eating Correct Foods

Some foods are good for your teeth. For
example, meat and milk help protect
your tooth enamel and make your
teeth harder. But many foods are bad
for your teeth. Foods with a lot of
T ERM 2
sugar, like sodas and sweets, damage
your teeth. They can cause tooth
decay and cavities, which rot your
teeth and cause holes to form in them.
Step 3 Visiting the Dentist

Go to the dentist every year. The dentist
will check your teeth and clean them
very well. If you have problems with
your teeth, like cavities, the dentist
can fix them. If your teeth are hurting,
visit the dentist as soon as you can. You
may have a cavity that needs to be fixed.

THEME: Human Body
The World of
Microbes
1 What are Microbes? 211
2 Looking Through the Microscope 212

Comparing and Contrasting Bacteria,
3 213
Viruses and Fungi

TOPIC 2: Sanitation
What are Microbes?

Microbes are organisms so tiny that we cannot see them with our
eyes. They are the oldest form of life on earth. We also call them
germs. You can find microbes everywhere. The three major types
of microbes are: bacteria, viruses and fungi.
1 2 3
There are three major types of microbes: 1. bacteria, 2. viruses and 3. fungi.
Bacteria are tiny microbes that need nutrients from their
T ERM 2
environment in order to live. Bacteria can reproduce outside of
the body or inside of the body. Good bacteria help us digest food.
Bad bacteria can also live in food and cause infections that give
you headache and diarrhoea.
Viruses are different. They need to be inside of the living cells in

plants or animals to grow. Where a virus lives is called its host. Viruses
make people sick when they get inside our bodies, like the flu.
Fungi are similar to plants. They live in warm, damp places. Some
fungi are edible and others are not. Mushrooms are an example
of fungi that we eat. Bad fungi can cause skin infections, like
ringworm.

THEME: Human Body
Looking Through
the Microscope
How do doctors and scientists find out
what microbes are doing? They use a
microscope. Doctors use microscopes to
see things that are too small to see with
your eyes alone. Microscopes magnify
the size of something so that we can see
very small things, like microbes.
To use a microscope, you must first get a sample. This is usually a

sample of blood, skin or saliva. Then you look at, or examine, the
sample under the microscope. Using the microscope, you can see
which microbes are living in your body.
Microscopes have many different parts. Lens

All microscopes have an eyepiece.
This is where you put your eye to
see the sample. They also have a
stage. This is where you place the
sample that you want to look at. Focus
Microscopes use light to show
what is on the stage.
Focus
Lens
Sample
In order to use a
microscope, you need
to know its different
parts. We can see
tiny things very
clearly when we use a
microscope.

TOPIC 2: Sanitation
Comparing and Contrasting Bacteria,

Viruses and Fungi
Category Bacteria Viruses Fungi
Type of Microbe Microbe Microbe

organism
Nutrient From the From the host From plants,

source environment they live in people and
they live in animals
Good In our In our Mushrooms,

examples intestines to help intestines to yeast
us get nutrients help us heal (for bread)
and energy from from some
food infections
Bad examples Ear infections, HIV, flu, Foot

food measles infections,
T ERM 2
poisoning, lung skin
infections infections,
ringworm
Uses Medicine Cure for Food

some
diseases
(scientists are
still studying
this)

THEME: Human Body
Glossary
bacteria (bac-te-ria): single cell organisms that live in all parts of the earth (noun)
cell (cell): a tiny unit of plant or animal life (noun)
damp (damp): a little bit wet; moist (adjective)
digest (di-gest): to break down into small parts that can be used by the body (verb)
edible (ed-i-ble): safe to eat as food (adjective)
examine (ex-am-ine): to look at something closely and carefully to learn more

about it (verb)
germ (germ): a life form that causes illness; it is so small it can only be seen with
a microscope (noun)
host (host): a plant or animal that has a something living on it or in it, using it to
get food or energy (noun)
magnify (mag-ni-fy): to make something look larger or bigger (verb)
microbe (mi-crobe): a life form that is so small it can only be seen with a
microscope (noun)
microscope (mi-cro-scope): a machine used to make a larger view of very

small objects so you can see them clearly (noun)
nutrient (nu-tri-ent): something in food that helps people, animals, and plants
live and grow (noun)
organism (or-gan-ism): individual living thing, such as plant, animal or

bacterium (noun)
reproduce (re-pro-duce): to make or produce again; to make a copy of

something (verb)
sample (sam-ple): a small amount of something that gives you information

about the thing it was taken from (noun)
virus (vi-rus): tiny organism that can reproduce only in living cells (noun)
yeast (yeast): tiny fungi that are used to make bread, alcohol and some
medicine (noun)

215
Primary 4
Pupil Book
Term 3
217
TOPIC: Expression of the Future
My School in 100 Years

Text Type: Science Fiction Story
Guiding Question
Prediction Question
imagine computers term microphones

future whenever

SUB-TOPIC: Expression of the Future 7A

Pamela and Charles are talking about school. Term 3 is
going to start soon.
“How do you think school will be in term 3?” Charles asks.
“I think it will be the same as term 2. But imagine if we lived
100 years in the future,” Pamela says.
“What do you mean?” asks Charles.
“In the future, we will not go to school,” says Pamela.
“No school? We will play all year!”
“No. Pupils will still study, but they will not have to go to a
school for their education,” says Pamela.
“Really? How will they learn?” he asks.
“Everybody will use computers,” says Pamela.
“Wow!” says Charles.
“We will study whenever we want to. We will talk into
computers. They will have cameras and microphones.”
“Do you think in 100 years it will be like that?” Charles asks.
“I do!” Pamela says.

1. How does Pamela think pupils will study in 100 years?
2. How does Charles feel about going to school?
3. Does learning only happen when you are inside of a classroom?
TERM 3
Explain.

Studying in 100 Years

Text Type: Science Fiction Story
Guiding Question
Prediction Question
experience spectacles technology replies

very else


“Tell me more about the future,” Charles says to Pamela.
“Computers will help us in many ways. We will use technology all of

the time!” she replies.
“How?” he asks.
“We will read books on computers. We will do maths on computers.

The teachers will have computers and the pupils, too!” Pamela replies.
“Everyone will have a computer?” he asks.
“Yes, everyone!” she replies.
“That is exciting!” Charles says. “What else will be different?” he asks.
“In 100 years, we will put on special spectacles. When we wear

them we will see countries that are very far away. We will see the
different people and places that we want to learn about,” Pamela
replies.
“That will be very fun!” Charles asks.
“We will be able to talk to people in different countries, too. We will

have friends in other places,” she replies.
“The spectacles sound great!” he says.
“With the spectacles we will experience many different things. You

will even be able to fly like a bird if you want to!” Pamela says.
Now, Charles is excited. He has many questions about the future!

1. What does Pamela think education will be like in the future?
2. How does Charles feel about the future?
3. What do you think school will be like in 100 years?
TERM 3

Comparisons
different. How are schools today and schools in the future similar
and different?
Venn Diagram
together.

How
similar?

Alliteration Poems
Overview
Alliteration poems repeat the same beginning sound, like ‘big, blue ball’ or
‘red, round ribbon’.
Type of Writing: Poetry

Topic: Write an alliteration poem about what life will be like in Uganda
when you grow up.
Steps:
1. Pick any letter of the alphabet except for a, e, i, o, or u.
✔ For example, the letter ‘b’.
2. Think of words that start with the letter and write them down. Write down
nouns, verbs and describing words, like this:
Nouns Verbs Describing Words
banana buy black

bee be bad
bottle bitten big
brain beat bent
3. Form a sentence or two with some of your words, like this:
✔ I bought a bunch of big black bananas.
4. Add other sentences and a rhyme.
✔ I bought a bunch of big black bananas.
I wasn’t being bright but you see,
My brain was bent in two after
Being bitten by a bee.
5. Write your own alliteration poem following these steps.
6. Share your poem with a partner.
TERM 3

Word Families: -ance
chance lance dance prance

glance stance trance balance
advance finance elegance guidance
ch l d pr
gl st tr bal ance
adv fin eleg guid
Grammar: Future Tense (will)

1. Anita will ___ to school 2. They will not ___ after class.
tomorrow.
3. He will not ___ during 4. She will ___ her baby
school holidays. brother.
Structures
1. Will you ___? 2. What will they ___?
Yes, I will ___. No, I They will ___.
will not ___.
1. Will you go to 2. What will they eat for lunch?

mosque on Friday? They will eat Irish potatoes and
Yes, I will go to goat’s meat.
mosque on Friday.

Subject: Science

tables
Vocabulary Analysis
Word Part of speech
My own definition
My own sentence
1. Where is William Kamkwamba from?
2. Do you have to go to school to be intelligent? Explain.
3. How were William’s inventions useful for his family and village?
TERM 3

My Dreams

Guiding Question
What problem does Patrick want to solve?
Prediction Question
diary month plan practise

week able

SUB-TOPIC: Keeping a Diary 7B

Dear Diary,
This is my first time writing in my diary. My name is Patrick. I

am in Primary 5. I live near Bwindi. It is a forest in Uganda.
Last month, people burned the forest where the mountain

gorillas live. Now the gorillas have no home and nothing to
eat, so they left the forest and ate maize in our garden. This
causes problems for my family because we will not be able
to eat or sell the maize.
I will protect these animals. When I grow up, I plan to be a

forest ranger. The forest is their home. It is where they get
their food. I will report people who destroy it to the forest
rangers.
I will also write in my diary every week. This is so I can

practise writing about these animals. I want to write a story
for the newspaper. People will read my story and learn about
life for the gorillas. Then, they will stop burning the forest.
Patrick

1. Who is Patrick writing to?
2. What dreams do you have for the future?
3. How can Patrick become a forest ranger?
TERM 3

Planning My Future

Guiding Question
What problem does Patrick want to solve?
Prediction Question
succeed become forestry record

special again


Dear Diary,
There are many things I must do to become a forest ranger

in the future. It will be challenging. It is hard to become a
forest ranger. But, I must make a plan so I can succeed.
I will finish secondary school. It will be difficult, but I can do it

because my parents will support me. They will help organise
the money to pay for my education. Then I will need special
training in forestry and animals. I will learn all I can about
gorillas, monkeys and other animals. There are many types
of animals in the forest.
As a ranger, I will have to record the animals I see in the

forest in a book. I will have to know all about them, what
they eat and how they live. This will help me keep the forest
safe and make sure they are protected.
I will know a lot about the forest from my training. This will
help me write about the animals in the newspaper. It will help
me tell others how to protect animals.
I’ll write again next week!
Patrick

1. Why does Patrick think it will be hard to become a forest ranger?
2. What do you think about Patrick’s plan?
TERM 3
3. How does Patrick feel about animals?



solutions in the story?
Problem Solution

Planning
Overview
Type of Writing: Science Fiction Story

Topic: Write a science fiction story about what life will be like in the
future. Describe a problem the characters face. Tell how they
solve it using a new invention from the future.
Steps:
1. With a partner, brainstorm ideas for inventions that will be made in the future.
How will these inventions help us solve the problems we have today?
2. Review and complete the writing organiser below for your science fiction story.
Writing Organiser: Fiction Story

Title Summarise the story in a few attention-grabbing words.
Character(s) Who are the characters in the story?
Problem What problem do the characters face?
Action: Ending Find a solution to the problem.
Conclusion End the story.
TERM 3

Word Families: uni-
unicycle unicorn uniform universe

university union unicolour unify
unique unison unity universal
cycle corn form verse

uni versity on colour fy
que son ty versal
Grammar: Future Tense (shall)

1. Shall we ___? 2. I shall ___ hard in class this
year.
3. I shall not ___ cabbage 4. We shall ___ to your advice.
today.
Structures
1. Shall we ___? 2. What shall I ___?
Yes, we shall ___. No, we You shall ___.
shall not ___.
1. Shall we watch the football 1. What shall I tell her?

match tomorrow? You shall tell her the
No, we shall not watch the truth.
football match tomorrow.

Subject: Science

tables
Vocabulary Analysis
Word Part of speech
My own definition
My own sentence
1. Where does Fundi Bots work?
2. How do you think building robots can help children learn?
3. What is the relationship between innovators and technology?
TERM 3

Starting a Class Book

Text Type: Skit
Guiding Question
Prediction Question
list information activities date

realise next


Abel, Betty, Carol and Daniel are standing in the schoolyard
after class.
Abel: Do you realise we are almost finished with Primary 4?
Betty: Next year we will be in Primary 5. I hope we will have a nice
teacher like Madam Florence.
Carol: Yes! It will be sad to leave her class. Did you hear what she
said about Primary 5?
Daniel: Yes, I did. She said there will be lots of work but also many
fun activities.
Betty: I have an idea. We should make a class book with drawings
of all of the activities we will do in Primary 5.
Abel: That’s a great idea, Betty!
Carol: Let’s start making a list of all the things we will do and learn.
Daniel: What information do we need?
Betty: We need to know when the activities will happen so we can
plan.
Carol: Okay. Our teacher said that next year we shall have a class
reading competition in February.
Abel: Shall we have games and sports competitions?
Betty: Yes, there will be a big competition!
Carol: Oh! When will that happen?
Daniel: We don’t know the date yet.

1. What class will the four friends enter next year?
2. What activities would your class write about in a class book?
TERM 3
3. How do the pupils feel about starting Primary 5?

Making a List of Class

Activities

Text Type: Skit
Guiding Question
Prediction Question
document nearby shall calendar

toward end

Abel, Betty, Carol and Daniel are in the classroom facing
each other and writing down events on a calendar.
Carol: What else can we document in the class book next year?
Abel: We shall visit a nearby market.
Betty: When will that be?
Daniel: It will be toward the end of the first term.
Carol: What will we do there?
Abel: We will learn about saving money when we shop.
Daniel: Every Friday we shall do art.
Betty: What about music? I like singing and dancing.
Abel: We shall learn many songs and dances. I am very good at
dancing. I shall teach you kiganda.
Carol: I remember something else, a class garden.
Betty: Oh yes! Our teacher will teach us how to plant beans and
peas.
Daniel: We shall learn how to plant the garden so that we can help
our parents. We shall also use the calendar to mark the day
we plant them.
Betty: Our teacher said when the beans and peas are ready we
shall eat them at school.
Abel: Oh, this will be a busy year!
Carol: We have so many great activities to put in the class book!

1. Who is very good at dancing?
2. What other information do you think could be put into a class book?
TERM 3
3. Why do the pupils want to make a class book?

Activity Descriptions
Overview: In descriptive writing, writers use words that give

details about an activity that is happening or will happen to help
readers make a mental picture of it. Can you name and describe the
Primary 5 activities the pupils talk about in the story?
Primary 5 activities

Drafting
Overview

Topic: Write a science fiction story about what life will be like in the
future. Describe a problem the characters face. Tell how they
solve it using a new invention from the future.
Steps:
improve it?
Writing Organiser: Fiction Story

Title Summarise the story in a few attention-grabbing words.
Character(s) Who are the characters in the story?
Problem What problem do the characters face?
Action: Ending Find a solution to the problem.
Conclusion End the story.
2. Draft your science fiction story using the writing organiser as a guide.
TERM 3

Word Families: bi-
bicycle biweekly bisect bilingual

bifocal biannual biceps bicolour
bias bicultural biology bifold
cycle weekly sect lingual

bi focal annual ceps colour
as cultural ology fold
Grammar: Pronouns (who, whom)

1. ___ is going to the 2. ___ wants to ride my
festival? bicycle?
3. To ___ did you write the 4. For ___ is this gift?
letter?
Structures
1. Who will ___? 2. To whom will we ___?
___ will ___. You will ____ to ___.
1. Who will take them 2. To whom will we write the

to the market? letter?
Grandmother will You will write the letter to the
take them to the head teacher.
market.

Making Connections
Overview
Good readers connect, or relate, what they know with what they are reading
to help them understand.

There are three types of questions readers ask to make connections
between the text and their own lives.
1 Text-to-Self Connections
– Does this remind me of something or someone?
– Has this ever happened to me?
– Am I like this character? Have I ever felt this way?
2 Text-to-Self Connections
– Does this text remind me of something else I have read?
– How is this text similar to other things I have read?
– How is this text different than other things I have read?
3 Text-to-World Connections
– What does this remind me of in the real world?
– How are the events in the story similar to things that happen in the
real world?
– How are the events in the story different than things that happen in the
real world?
Making Connections Chart

Read part of the text and make connections to it using this chart.
Sentence from Text Explain the Connection Type of Connection

Write the sentence from Explain the connection you List the type of
the text that you used to made to your self, another connection.
make the connection. text, or the world.
Comprehension: Reading Charts

At the end of the text there is a chart comparing the biggest consumers of
robotics in the world. Review the chart. Then discuss the questions below.
1. Which country is the leader in robotics?
2. Do you think a country in Africa will ever be a leader in robotics? Explain.
3. How do you know, based on the chart, which countries are the biggest
TERM 3
consumers? The smallest?

Letter to the Head Teacher

Guiding Question
What cause and effect words are used in this letter?
Prediction Question
administration study scores awake

better currently

SUB-TOPIC: Using Study Time 7C

Dear Head Teacher,
We believe the school administration should help pupils

study and learn. We know you feel the same way. We have
some ideas for how to improve the school so pupils can
learn better.
First, we request that you open the library before school

for one hour. Many pupils arrive early and want to study.
Opening the library will give them a place to study. This will
lead to better test scores.
Second, we request that you hire cooks who live near the
school. Currently, the cooks live far from school. When it rains
they do not come to prepare lunch. Then we have nothing to
eat. It is difficult to study when we are hungry. Cooks who live
nearby can always come to school. Then pupils will not be
hungry. They will be able to stay awake in class.
We believe that these things will improve the school and help
us learn.
Sincerely,
Primary 4 Pupils

1. Why do the cooks sometimes not prepare lunch?
2. How can you improve your school?
TERM 3
3. Do you think the pupils’ arguments are persuasive? Explain.

Letter to Parents

Guiding Question
What cause and effect words are used in this letter?
Prediction Question
timetable revise unable breakfast

during well


Dear Primary 4 Parents,
There are three ways you can help your child to study and learn.
First, help your child find time to study. Most pupils do

not plan their time well. You can help your child to make a
study timetable. Primary 4 pupils will have to revise a lot.
They will also have many other activities. Pupils who make
timetables will be able to find time to study.
Second, buy exercise books for your children so they can

study well. Pupils who do not have exercise books cannot
study well. Pupils with exercise books can write down their
work and revise for tests.
Third, feed your child breakfast. Many pupils are unable to

learn because they fall asleep during morning lessons. Pupils
who eat breakfast will learn more during class because they will
stay awake. Please make sure your child eats before school.
These three things will help your child learn well.
Sincerely,
Head Teacher

1. Why does the head teacher want parents to provide breakfast?
2. What can you ask your parents to do to help you study?
3. Why do you think the head teacher wrote this letter?
TERM 3

Cause and Effect

as a result. Can you find the cause and effect events in the report?
Pick the best cause-effect chain below to describe each event.
Cause Effect
Effect
Cause
Effect
Cause
Effect
Cause

Revising
Overview


Topic: Revise your science fiction story about what life will be like in
the future.
Steps:
1. Review your draft story with a partner using the self-assessment checklist.
Self-Assessment: Science Fiction Story 3

I begin in an interesting way, readers want more.
I include important events in a sequence.
I tell two events and include supporting details (descriptions).
I clearly state the problem.
I provide a solution for the problem.
I have shared my story with a friend.
I have made some changes to my story.
2. Review your story with a partner for good character and place descriptions.
• Add adjectives. Adjectives are words that describe nouns (people,
places and things).
✔ Example: She lives in a house. She lives in a small, brick house
covered with iron sheets.
• Add adverbs. An adverb describes a verb. It answers the questions:
When? Where? How?
✔ Example: Henry showed us his award. Henry proudly showed us his
award.
3. Revise your story, adding adjectives and adverbs to your character and
place descriptions.
TERM 3

Word Families: tri-
trick tried tricycle triangle

trickle trial triplets tribute
triceps tribal trisect tripod
ck ed cycle angle
tri ckle al plets bute
ceps bal sect pod
Grammar: Use of always, sometimes, never, usually

1. I ___ visit my 2. He ___ goes to church on
grandmother during the Sunday.
holidays.
3. We ___ take tea for 4. You ___ play with me!
breakfast.
Structures
1. How often do you ___? 2. Do you always ___?
I ___ . Yes, I always ___. No, I do
not always ___.
1. How often do you study 2. Do you always read in

at home? class?
I sometimes study at Yes, I always read in class.
home.

Cause and Effect

what happen because of the event. Signal words help tell about
the link between the cause and effect. Examples are: because, so,
since, as a result. Can you find the cause and effect events in the
biographies? Pick the best cause-effect chain below to describe
each event.
Cause Effect
Effect
Cause
Effect
Cause
Effect
Cause
TERM 3

Making a Study Timetable

Monday Tuesday Wednesday Thursday Friday Saturday Sunday
5-6 am Prepare Prepare Prepare Prepare Prepare Prepare Prepare
Study: Social Study: Study:
6-7 am Study: Maths Study: RE Study: MDD Chores
Studies Science English
7-8 am Walk to school Walk to school Walk to school Walk to school Walk to school BREAK Chores
8-9 am School School School School School Study: Maths FREE TIME
9-10 am School School School School School BREAK FREE TIME
Study: Social
10-11 am School School School School School FREE TIME
Studies
11-12 pm School School School School School BREAK FREE TIME
12-1 pm School School School School School Lunch Lunch
1-2 pm School School School School School Study: Science FREE TIME
3-4 pm Club Club Club Club Club Study: English FREE TIME
4-5 pm Walk home Walk home Walk home Walk home Walk home BREAK FREE TIME
5-6 pm Chores Chores Chores Chores Chores Chores Chores
6-7 pm Dinner Dinner Dinner Dinner Dinner Dinner Dinner
7-8 pm Study: Maths Study: RME FREE TIME FREE TIME
8-9 pm Study: Maths Study: MDD FREE TIME FREE TIME

Guiding Question
Prediction Question
chores fill in subjects decide

day ahead


Today, we will make a study timetable. A study timetable will help us plan
ahead. Planning ahead will help us study better. We will do better in school
because we will make time to study every day.
Step 1: Use a ruler and draw a study timetable. Draw seven boxes across the
top row, one for each day of the week. Draw rows of boxes below the
top row. Draw one row for each hour of the day you are awake, from
when you get out of bed until you go to sleep. You will write what you
do during each hour of the day in those boxes.
Step 2: Identify any activities or chores you have to do each week. Fill in the
chore or activity in the correct box, under the day of the week and time
of day you do it.
Step 3: Add your school lessons. Write what lessons you have each day in your
timetable and what time you have them.
Step 4: Decide when you will study. Will you study in the morning before
school? Will you study after school? Will you study in the evening after
supper? When is the best time for you? Write the study times in your
timetable.
Step 5: Think about your lessons. What lessons are difficult? You will need
more study time for difficult subjects. How many hours will you need to
study for each class? Adjust your timetable to match this.
Step 6: Talk to your teacher about your study timetable. Your teacher can help
you decide what subjects you need to study more.
Step 7: Make a different study timetable every month. You will need more study
time before exams and projects.

1. What is a study timetable?
2. How much time do you have for studying?
3. Why is making a study timetable important?
TERM 3

Revising a Study Timetable

Monday Tuesday Wednesday Thursday Friday Saturday Sunday
t! I
on’tamforgePrepare
D5-6 Prepare Prepare Prepare Prepare Prepare Prepare
c a re of
taking
am6-7 Study: Social Study: Study:
ter onMaths
am isStudy: Study: RE Study: MDD Chores
my little s . Studies Science English
7-8Sam ay to school
aturd Walk Walk to school Walk to school Walk to school Walk to school BREAK Chores
8-9 am School School School School School Study: Maths FREE TIME
9-10 am School School School School School BREAK FREE TIME
Study: Social
10-11 am School School School School School FREE TIME
Studies
12-1 pm School School School School School Lunch Lunch
1-2 pm School School School School School Study: Science FREE TIME
3-4 pm Club Club Club Club Club I pr FREE TIME
Study: English
o
4-5 pm Walk home Walk home Walk home Walk home Walk home BREAK foo miFREE
sed TIME
t
frie ball w to play
Chores nds Choresit
on F h my
5-6 pm Chores Chores Chores Chores Chores
6-7 pm Dinner Dinner Dinner Dinner Dinner Dinner rida
Dinner
y.
7-8 pm Study: Maths Study: RME FREE TIME FREE TIME

Guiding Question
Prediction Question
consider try challenges identify

second third


Now, it is time to start using your study timetable.
Remember, this is your study timetable. Study timetables
are different for every person. Your study timetable is made
to help you. What you need to study may be different than
what your friends need to study. Here are some tips for
using your study timetable.
First, try your timetable for one week.
Second, after one week look at your study timetable again.

Think about the study timetable you made. Did it work well
for you? What were your challenges? Consider a few
important things:
✔ subjects you need more time to study for

✔ subjects you need less time to study for
✔ the best time for you to study
Then identify what you need to change in your timetable.
Third, revise your timetable.
Last, try to use your new timetable. You will see a difference!

1. What should you consider when you make a timetable?
2. Who is this report written for?
3. How often can you revise your timetable?
TERM 3

Order of Events

making a study timetable in sequence?
First
Then
Then
Then
Finally

Editing
Overview


Topic: Edit your science fiction story about what life will be like in the
future.
Steps:
1. Review these tips before editing your story.
• Simple sentences have one idea or thought.
✔ Example: Ann went to the park.
• Compound sentences have two ideas or thoughts.
✔ Example: Ann went to the park and brought her book so she could
read.
• Change simple to compound sentences by adding ‘so, but, and’.
✔ Example: He has a sister who likes to cook. He goes to her house to
have dinner. He has a sister who likes to cook, so he goes to her house
to have dinner.

I begin in an interesting way so readers want more.
3. Edit your story with a partner using the editing tips and checklist.
TERM 3

Word Families: –er –or endings (people)
teacher dreamer voter painter

author doctor mayor actor
teach dream vot paint er

auth doct may act or
Grammar: Use of often, rarely

1. I ___ ride a boda boda. 2. He ___ comes to school
late.
3. They ___ play netball 4. The baby ___ cries.
after school.
Structures
1. Do you often ___? 2. He rarely/often ____.
Yes, I often ___. They rarely/often ___.
No, I don’t often ___.
1. Do you often go to 2. He rarely listens to the radio.

Kampala? They often walk to town on the
No, I don’t often go weekend.
to Kampala.

Subject: Science

tables
Vocabulary Analysis
Word Part of speech
My own definition
My own sentence
1. Which countries have the most malaria?
2. Have you had malaria? How did you treat it?
3. Why do you think that malaria is a bigger problem in Uganda
than in other countries?
TERM 3

TOPIC: Democracy
Playing Together

Guiding Question
What descriptive words are used in this poem?
Prediction Question
players athletes win lose

support other

SUB-TOPIC: Games and Sports 8A
Players
Part of a team
Like to compete
Athletes
Yell support
Enjoy playing with others to win or lose
Respect rules
Support each other

1. What is a player?
2. What do you think good players do during games?
3. How can we help our teammates?
TERM 3

TOPIC: Democracy
Team Sports

Guiding Question
Prediction Question
pitch assist goals race

each ready

Teams
Take the pitch
Each person plays
Assist other players
Matching uniforms
Score goals
Sports
So many runners
Prepare for the race
One team for each school
Rally the fans
Time to get ready
Start running fast

1. What words do these poems spell out?
2. Do you like playing on teams? Explain.
TERM 3
3. What sport is the second poem about?

TOPIC: Democracy
Descriptive Words
What I See
What I
in the poem.
poem.

the poem here.
What I
My Questions
poem.
Write any questions
you have about the
poem or the words
used.

Publishing
Overview


Topic: Publish your science fiction story about what life will be like in
the future.
Steps:
1. Review your edited story with the self-assessment checklist.

2. Rewrite your story in your best handwriting, making any final changes.
3. Share your story with a partner.
TERM 3

TOPIC: Democracy
Word Families: -ily
happily angrily busily greedily

crazily luckily hungrily sleepily
oily noisily daily easily
happ angr bus greed

craz luck hungr sleep ily
o nois da eas
Grammar: Adverbs
1. She played ___ with the 2. They ate ___ before school.
puppy.
3. The shopkeeper 4. The children were tired, so
quarrelled ___ with his they sat ___ in class.
customer.
Structures
1. How does Julius 2. How do the children ___
___? together?
Julius ___. The children ___ together.
1. How does Julius 2. How do the children play

run? together?
Julius runs quickly. The children play nicely
together.

Subject: Science

tables
Vocabulary Analysis
Word Part of speech
My own definition
My own sentence
1. What is the most cost-effective way to prevent malaria?
2. What is vector control?
3. How will you protect yourself from malaria?
TERM 3

TOPIC: Democracy
Seven Against Seven

Guiding Question
Prediction Question
strikers fans seconds stadium

seven stand

Score
Seven players stand in the stadium
Staring at another seven
Each side seeks to win
Star players take the ball
Several seconds pass
Strikers shoot
Several fans shout
Score!

1. What sound is repeated in this poem?
2. What other words with that sound could we add to this poem?
3. How did the poem make you feel?
TERM 3

TOPIC: Democracy
The Defenders

Guiding Question
Prediction Question
defenders defeat draw found

became fast

Defence
The defenders are feeling down. They had
a draw and then a defeat.
The game was first a draw.
But then the ball fell at a fast player’s feet.
She danced down the pitch. She fired the ball.
Then the draw became a defeat.
Players found friends on the field.
Do not be disturbed, they said. You did
your duty on the pitch.
Defence is part of the game we play to help
us win or lose.

1. What sound is repeated in this poem?
2. What other words with that sound could we add to this poem?
3. How did the poem make you feel?
TERM 3

TOPIC: Democracy
Descriptive Words
What I See
What I
in the poem.
poem.

the poem here.
What I
My Questions
poem.
Write any questions
you have about the
poem or the words
used.

Planning
Overview
Planning is the ‘getting ready to write’ part of the writing process. It

is good to think and talk about your ideas with others. Planning will
help you write a better story.
Type of Writing: Thematic Report

Topic: Write a thematic report about what it means to be a citizen
of Uganda. What rights and responsibilities do you have as a
Ugandan citizen?
Steps:
1. With a partner, discuss what it means to be a citizen of Uganda. What does
a good citizen do? What does a good citizen believe?
2. With your partner, brainstorm a list of the rights and responsibilities you
have as a Ugandan citizen.
3. Review and complete the writing organiser below for your thematic report.
Writing Organiser: Thematic Report

Title Summarise the report in a few words.
Introduction: Main Idea Introduce the main idea of the report.
Conclusion: Main Idea Restate the main idea.
TERM 3

TOPIC: Democracy
Word Families: –ar –or –er endings (things)
flower rubber river feather

motor scissor anchor creator
lunar grammar solar polar
flow rubb riv feath er

mot sciss anch creat or
lun gramm sol pol ar
Grammar: Ordinal Numbers

1. Robert was ___ to 2. The volleyball team came
complete his homework. ___ in the competition.
3. Akiki’s project won ___ 4. Yusuf was the ___ pupil to
prize. solve the problem.
Structures
1. Who was ___? 2. Which team came ___?
___ was ___. ___ came ___.
1. Who was first? 2. Which team came last?

Lydia was first. My team came last.

Visualisation
Overview
Good readers picture what is happening while they read. They

make a mental image of what they read using their senses – seeing,
touching, smelling, hearing and tasting.

1. What are the pictures / scenes in my mind?
2. What do I see, hear, taste, smell or feel?
3. What do the characters, setting and events look like in my mind?
4. What words from the text help me visualise?
5. How will this picture help me remember facts and details from
the text?
Visualisation Chart
Read part of the text. Write down what you visualise using your five
senses.
I see… I hear… I feel… I smell… I taste…
Comprehension: Reading Maps
At the beginning of the text there is a map comparing the highest

malaria areas in the world. Review the map. Then discuss the
questions below.
1. Which country has the highest rate of malaria?
2. Can you name at least one country on the map that does not
have malaria?
3. How many of the top five countries with the most malaria are in
TERM 3
Africa?

TOPIC: Democracy
Before the Festival

Text Type: Ballad (Song)
Guiding Question
What descriptive words are used in this song?
Prediction Question
festival chorus costume concert

finally way

SUB-TOPIC: Music, Dance and Drama 8B
The day of the festival was finally here,

And I was filled with worry and fear.
Worry and fear!
I don’t know why I was so scared,

Maybe I feared forgetting the chorus.
Forgetting the chorus!
I got dressed in my costume,

And greeted my family in the room.
Family in the room!
Then we walked to the concert,

I greeted friends and felt better along the way.
Better along the way!

1. Why is the person in the poem filled with worry and fear?
2. What makes you worried or afraid?
3. What type of concert do you think this is?
TERM 3

TOPIC: Democracy
Playing at the Concert

Text Type: Ballad (Song)
Guiding Question
What descriptive words are used in this song?
Prediction Question
anthem musicians tune conductor

myself could

I arrived at the concert hall,

And the other musicians were outside playing
football.
Playing football!
I stopped to play for a short while,

And I found myself starting to smile.
Starting to smile!
It was almost time to play the anthem on the stage,

I picked up my instrument and read the music on
the page.
Music on the page!
I played the tune as best as I could,

At the end, the conductor said it sounded good!
Sounded good!

1. What did the musicians do before the concert?
2. What helped the musician stop feeling nervous?
3. What do you do when you are nervous?
TERM 3

TOPIC: Democracy
Descriptive Words
Overview: In poetic writing, authors use descriptive words that
use the five senses – see, touch, hear, smell and taste – to help the
from the ballad in the correct circles?
What I See
What I
in the ballad.
and hear in the in the ballad.
ballad.

the ballad here.
What I
or smell in the the ballad.
My Questions
ballad.
Write any questions
you have about the
ballad or the words
used.

Drafting
Overview

Topic: Write a thematic report about what it means to be a citizen
of Uganda. What rights and responsibilities do you have as a
Ugandan citizen?
Steps:
improve it?
Writing Organiser: Thematic Report

Title Summarise the report in a few words.
Introduction: Main Idea Introduce the main idea of the report.
Supporting Idea 1 Provide a supporting idea or fact.
Conclusion: Main Idea Restate the main idea.
2. Draft your thematic report using the writing organiser as a guide.

TERM 3

TOPIC: Democracy
Word Families: Compound words (side)
sideways sideline inside

sidewalk sidetrack outside
sidestep sideswipe beside
ways line in
side walk track out side
step swipe be
Grammar: Plurals with ‘y’

-ies -ys
baby babies toy toys
cry day
dry pray
fly valley
Structures
1. Why was ___ first/ 2. Which ___ will ___?
last? _____ will ___.
___ was first/last
because ___.
1. Why was Dora first? 2. Which song will Daudi sing?

Dora was first Daudi will sing his favourite
because she song.
practises every day.



solutions in the report?
Problem Solution

TERM 3

TOPIC: Democracy
Expressing Ourselves

Text Type: Riddle Poem
Guiding Question
Prediction Question
television recite lines stage

who job

I am a woman who can make people laugh or cry.

They can watch me on television.
I wear costumes at work.
Who am I?
I work with actresses.

My job is to recite lines.
You might see me on a stage.
Who am I?

1. Where can you see actors and actresses?
2. Have you ever been an actor or actress?
3. What is the difference between an actor and an actress?
TERM 3

TOPIC: Democracy
Expressing Ourselves

Text Type: Riddle Poem
Guiding Question
Prediction Question
rhythm xylophone unison beat

strange move

I have long keys and make noise when you play me.
You hit me with special sticks to create a rhythm.
I have a long and strange name.
What am I?
We move and twist from side to side.

We wear the same clothes and work in unison.
We need music so we can follow a beat.
Who are we?

1. How can you create a rhythm on a xylophone?
2. What clues helped you answer the riddles?
3. Can you think of other good riddles about music?
TERM 3

TOPIC: Democracy
Descriptive Words
Overview: In poetic writing, authors use descriptive words that
use the five senses – see, touch, hear, smell and taste – to help the
from the riddles in the correct circles?
What I See
What I
in the riddle.
and hear in the in the riddle.
riddle.

the riddle here.
What I
or smell in the the riddle.
My Questions
riddle.
Write any questions
you have about the
riddle or the words
used.

Revising
Overview


Topic: Revise your thematic report about what it means to be a
citizen of Uganda.
Steps:
1. Review your draft report with a partner using the self-assessment checklist.
Self-Assessment: Thematic Report 3

My report has a title.
I state the main idea in the introduction.
I provide 2-4 ideas that support the main idea.
My conclusion restates the main idea in a new way.
I have shared my report with a friend.
I have made some changes to my report.
2. Review your draft report with a partner using this checklist for informative
writing. Focus on writing good opening and closing sentences.
• A good opening sentence interests the reader by asking a question or
giving a fact. Follow it with a topic sentence that states the main idea of
your report.
• A good closing sentence restates the topic and reminds readers of the
main idea of your report.
3. Revise your report using the checklist, adding good opening and closing
sentences.
TERM 3

TOPIC: Democracy
Word Families: Compound Words (book)
bookcase bookstore
bookshelf bookworm
bookkeeper bookmark
case store
book shelf worm
keeper mark
Grammar: Double Consonants

-ed -ing
chat chatted chatting
rub
stop
slip
beg
Structures
1. Who is the best/worst 2. Which is the newest/oldest
___? ___?
___ is the best/worst ___ is the newest/oldest
___. ___.
1. Who is the best dancer? 2. Which is the newest drum?

Winnie is the best The small drum is the
dancer. newest drum.

Subject: Science

tables
Vocabulary Analysis
Word Part of speech
My own definition
My own sentence
1. What are the different types of vertebrates?
2. What class of animals do you think people belong to? Explain.
3. How are animals with backbones similar? How are they
different?
TERM 3

TOPIC: Democracy
Prefect Positions Advertised

Guiding Question
Prediction Question
assembly announce elections prefect

praised open

SUB-TOPIC: Elections 8C
School Elections
Today there was an assembly at prefects did a very good job,”
Mother Theresa Primary School she said. “They helped make our
to announce school elections. school a great place to learn. I
These positions are open: know this year’s prefects will also
• Head girl and head boy do well.”
• Assistant head girl and assistant
head boy Pupils who want to be prefects can
• Head monitor and class monitors now apply at the head teacher’s
• Timekeeper office. The head teacher said,
• Class prefects “Prefects must be good pupils.
They must have good marks in
The head teacher praised last their classes. They must also have
year’s prefects. “Last year’s good behaviour.”

1. What positions are open?
2. What is the main idea of this news story?
3. Why does the head teacher want prefects to be good pupils?
TERM 3

TOPIC: Democracy
Pupils Talk about Elections

Guiding Question
Prediction Question
urge leaders vote candidates

agreed decisions

School Elections
Many pupils want to be prefects. in Uganda. That is very important
They will make posters to urge because our leaders make
other pupils to vote for them. There decisions for us. In our school
will be an assembly. At the assembly prefects make decisions for us.
candidates will tell others why they We must elect good ones.”
would make a good prefect. Then
there will be an election. Pupils will Other pupils also want to elect
line up behind the candidates they good prefects. Joseph Nantulya
want to vote for. The candidates with said, “I do not know who to vote
the most votes win. for. I will pay attention to the
candidates. I want to decide who
Mary Okuni is in Primary 4. She is will do the best job.”
a candidate. “The prefect system
is important,” said Okuni. “It is our After the elections an assembly
chance to make our school better.” will be held at school. The school
will announce the new prefects.
Angela Kutesa agreed. She said, Then there will be a celebration.
“One day we will vote for leaders

1. Why will Joseph pay attention during the campaign?
2. Does this text persuade you to vote? Explain.
3. How are school prefects like the leaders of a country?
TERM 3

TOPIC: Democracy
Describing People
characters to help you create a mental picture. What words are used
to describe the perfect Primary 4 prefect in the news story?
Acts Looks
What does a good prefect What does a good prefect
Primary 4 prefect
Feels
Someone I know like this
How does a good prefect feel
Do you know anyone like this?
about himself/herself
Can you describe that person?
and others?

Editing
Overview


Topic: Edit your thematic report about what it means to be a citizen
of Uganda.
Steps:
1. Review the editing checklist.
Editing Checklist 3
Does each sentence begin with a capital letter?
Does each sentence end with punctuation?
Are the words spelled correctly?
Are all proper nouns capitalised?
Is the handwriting easy to read?

TERM 3
3. Edit your report with a partner using the editing and self-assessment checklists.

TOPIC: Democracy
Word Families: Compound Words (day)
daytime someday today

daylight everyday yesterday
daydream midday birthday
time some to
day light every yester day
dream mid birth
Grammar: drop the ‘e’ and add ending

-ed -ing
bake baked baking
move
hope
like
live
Structures
1. Which ___ will you vote for 2. Who do you think ___?
___? I think ___.
I will vote for ___.
1. Which pupil will you vote 2. Who do you think is the

for class monitor? best prefect?
I will vote for Juliet. I think Abraham is the
best prefect.

Checking for Understanding

Overview
Good readers stop to think about their reading. They reflect on
what they read and ask questions about the text when they do not
understand.
1. Do I understand this?
2. What is happening here?
3. What have I learnt?
4. Do I need to reread?
5. What does this word mean?
6. What text clues will help me understand this information?
Checking for Understanding Chart
Choose a difficult part of the text to reread and complete a KWL

chart.
K W L
What I know What I want to know What I learnt

In the second part of the text there is a table comparing types of
vertebrates. Review the table. Then discuss the questions below.
1. How many classes of vertebrates are there?
2. What characteristic do all of the classes have in common?
3. How is information organised in a table?
TERM 3

TOPIC: Democracy
Civic Duties

Guiding Question
What descriptive words are used in this report?
Prediction Question
citizen duties rights democracy

member choose


All countries have citizens. A citizen is a member of a
country. Most citizens are born in the country. People born
in Uganda are Ugandan citizens. But some people become
citizens. These people are born in another country. They ask
to become citizens. For example, if a Ugandan marries a
Kenyan, he may ask to become a Kenyan citizen.
Citizens have duties. These are things that citizens must do

as a member of a country. Citizens also have rights. These
are things that they must receive from the country that they
live in.
We are all citizens of Uganda. This means that we have

duties and rights. Uganda is a democracy. A democracy is
government where citizens choose their leaders. Citizens vote
in elections. They choose their leaders by voting. In Uganda,
all citizens who are 18 years old and older can vote.

1. What is a democracy?
2. What is the difference between rights and duties?
3. How would you explain democracy to a friend?
TERM 3

TOPIC: Democracy
Voting

Guiding Question
What descriptive words are used in this report?
Prediction Question
officials register polling station ballot

participate elect


Uganda is a democracy. That means that citizens elect their
leaders. They vote for the people they think are the best. They
vote for people that will make the country a better place to
live. These leaders decide what to do for all Ugandans. The
best way to participate in a democracy is to vote.
How does a person vote? Here are six steps:
1. Register to vote. If you do not register, you cannot vote.

2. Go to a polling station on election day. This is the
place where you vote.
3. Get your ballot paper. This is the paper where you will
choose the candidate that you are voting for.
4. Choose your candidate. Put a mark beside their name
on your ballot.
5. Put your ballot in the ballot box.
6. Allow the polling officials to mark your thumb with ink.
This shows that you have voted.

1. What is the first step a voter must take before voting?
2. Why do you think it is important to vote?
3. Why do polling officials mark voters’ thumbs?
TERM 3

TOPIC: Democracy
Describing People
characters to help you create a mental picture. What words are used
to describe a good citizen in the report? Can you add extra details
that describe a good citizen?
Looks Acts Thinks
Good Citizen
Says Fears Wants

Publishing
Overview


Topic: Publish your thematic report about what it means to be a
citizen of Uganda.
Steps:
1. Review your edited report with the self-assessment checklist.

My report has a title.
I state the main idea in the introduction.
I provide 2-4 ideas that support the main idea.
My conclusion restates the main idea in a new way.
2. Rewrite your report in your best handwriting, making any final changes.
3. Share your report with a partner.

TERM 3

TOPIC: Democracy
Word Families: Compound Words (any)
anywhere anything anytime

anybody anyhow anyway
anyone anyplace anymore
where thing time

any body how way
one place more
Grammar: Homophones (there, they’re, their)

1. Can you see my mother 2. ___ teacher will give them an
over ___? exam.
3. ___ are many pupils in 4. ___ very happy that the
this class. library has new books.
Structures
1. Are ___ standing for the post of ___? 2. When are
Yes, ___ are standing for the post of ___?
___. They are ___.
No, ___ are not standing for the post
of ___.
1. Are George and Patrick standing for 2. When are the

the post of head boy? elections?
No, George and Patrick are not They are on
standing for the post of head boy. Monday.

Categorising
facts about vertebrates? Add more sub-categories as needed.
Big Category
Sub-Category Sub-Category
What is the smaller What is the smaller
category? category?
Fact 1 Fact 2 Fact 3 Fact 1 Fact 2 Fact 3

Name a Name a Name a Name a Name a Name a
fact fact fact fact fact fact
about about about about about about
the sub- the sub- the sub- the sub- the sub- the sub-
category. category. category. category. category. category.
TERM 3

Young African Leaders
Chapter 1: William and the Windmill 308
Chapter 2: Solomon and His Robots 310

TOPIC 2: Our Leaders in the District
Glossary
access (ac-cess): the right or ability to enter, look at, or use something (noun)
afford (af-ford): to have enough money to pay for something (verb)
consumer (con-sum-er): someone who buys something (noun)
convert (con-vert): to change from one state or form to another (verb)
development (de-vel-op-ment): the process of changing, becoming better or

developing (noun)
educate (ed-u-cate): to get training, knowledge or guidance (verb)
famine (fam-ine): a shortage of food in a place (noun)
innovator (in-no-vat-or): a person who creates new things, finds new

solutions to problems and has new ideas (noun)
renewable energy (re-new-a-ble en-er-gy): a type of energy that does not

run out, like wind or sun (noun)
robot (ro-bot): a machine that can do some of the same things as people
(noun)
robotics (ro-bot-ics): creating and using robots for different tasks (noun)
scholarship (schol-ar-ship): money given to help pay for someone’s

education (noun)
technology (tech-nol-o-gy): an area of study that uses science to invent new

things and solve problems (noun)
windmill (wind-mill): a machine that uses energy from the wind to turn a
large wheel (noun)
TERM 3
TERM 3 | Weeks 1 - 4 307

Malawi
William Kamkwamba is an inventor from Malawi (located south of Tanzania and north of Mozambique).
Chapter 1: Wil iam and the Windmil

William Kamkwamba is a young leader in
Malawi. He was born in Masitala, a village
Biodata
in Malawi. His parents were farmers.

Name: William Kamkwamba
When William was young, a terrible Date of Birth: 5 August 1987
drought caused a famine in Malawi.
Place of Birth: Masitala, Malawi
Farmers suffered because their crops did
Nationality: Malawian
not grow. William’s family had no crops
to sell so they could not afford to pay Occupation: Inventor
school fees. William had to stop going
to school. But, he wanted to continue
studying so he went to the library and
educated himself.

One day in the library William found a science book that had a picture of
a windmill. He decided that he could also build a windmill. The windmill
would help bring renewable energy to his village.
He did not have a manual for making a windmill, so he invented his own.
He used bicycle parts, eucalyptus trees and materials he found in the
scrapyard to build his windmill. He built an electric windmill that was
five metres tall! He was able to use his windmill to convert wind into
electricity for his family’s home.
Then he built another windmill. He called the second windmill ‘The

Green Machine’. This windmill was used to pump water. With ‘The Green
Machine’ William’s family could irrigate their fields. William became
famous around the world for his windmills. Because of his work, William
received scholarships to continue his education. First he studied in
Malawi, then in South Africa and finally in the United States.
The original
windmill William
built from
materials he found
in a scrapyard.
TERM 3

Gulu
Kampala
Solomon King Benge is an innovator from Uganda. He works in Kampala and Gulu.
Chapter 2: Solomon and His Robots

Solomon King Benge is a young leader
in Uganda. He is bringing robotics to
Biodata
Ugandan children in Gulu and Kampala.

Name: Solomon Kinge Benge
He is passionate about technology and Age: 33 years old
development. After A levels, Solomon
became interested in computers and Organisation: Fundi Bots
technology and the way that people and Nationality: Ugandan
computers work together. He wanted to
share his interest with other people. Occupation: Innovator
In 2011, Solomon started Fundi Bots. Fundi Bots is an education

programme teaching robotics to children in-school and out-of-school.
Fundi Bots teaches children to be innovators. They want children to be
able to understand and use technology to solve problems.

In the 21st century, computers have become tools that people use to
solve problems. However, not everyone has access to computers.
Solomon believes that all children in Uganda should have access to
technology. Robotics is one type of technology.
Solomon is showing Uganda that building robots does not have to be

expensive. Fundi Bots is teaching children in northern Uganda to make
their own robots out of recycled materials.
Currently, 70% of robot sales happen in China, Japan, the United States,
South Korea and Germany. This means that these countries use the
most robotics. What if Uganda became a leader in robotics, too?
Building robots
can be done
with locally-
sourced recycled
materials.
The biggest
30% consumers of
robotics:
Other countries
1. China
2. Japan
3. USA
4. South Korea
70% 5. Germany
TERM 3
Source: International Federation of Robotics

THEME: Human Health
Deadly
Mosquitoes
Chapter 1: Malaria in Africa 314
Chapter 2: Preventing Malaria 316

TOPIC 2: Vectors and Diseases
Glossary
age (age): how old someone or something is (noun)
control (con-trol): to stop the spread or growth of something (verb)
cost-effective (cost ef-fec-tive): the best results for the lowest cost
(adjective)
deadly (dead-ly): something which can cause death (adjective)
diagnosis (di-ag-no-sis): taking steps to find out what type of illness a

person has (noun)
effective (ef-fec-tive): works well to make something happen (adjective)
eliminate (e-lim-in-ate): to remove something completely (verb)
infect (in-fect): to spread germs or diseases (verb)
insecticide (in-sec-ti-cide): a poison used to kill insects (noun)
pregnant (preg-nant): having a baby growing inside of the body (adjective)
prevent (pre-vent): to stop something from happening (verb)
risk (risk): a chance of getting hurt or losing something (noun)
territory (ter-ri-to-ry): area or region of land (noun)
treatment (treat-ment): giving medicine or other things to help someone who

is sick (noun)
vector (vec-tor): an insect that passes a disease from one thing to another (noun)
TERM 3

THEME: Human Health
Chapter 1: Malaria in Africa

Malaria is a deadly disease caused by Countries with
mosquitoes. People get malaria when
a mosquito infected by malaria bites
the Most Malaria
them. We call these malaria mosquitoes
vectors. These mosquitoes are
1. Nigeria
mosquitoes that carry malaria. Usually 2. Democratic Republic
they bite at night, after the sun sets, and of Congo (DRC)
in the early morning before the sun rises.
3. Mozambique
Malaria mosquitoes do not live 4. Burkina Faso
everywhere. They prefer warmer places.
They also need water to survive. Malaria 5. Sierra Leone
is worse during the rainy season. In
40% of malaria deaths in the world
2014, 97 countries and territories had
happen in Nigeria and DRC.
malaria. Malaria infections were the
worst in Nigeria and the Democratic Source: World Health Organization
Republic of Congo (DRC).

Malaria is a very serious problem in many African countries, like Uganda.

According to the World Health Organization (WHO), around 90% of
malaria deaths each year happen in Africa. Every year, hundreds of
thousands of people die because of malaria.
Some people are more at risk of getting malaria than others. Malaria is
very dangerous for pregnant women. It can hurt pregnant women and
their babies. Young children are also more at risk. A total of 71% of all
malaria deaths are children under 5 years of age. In Africa, a child dies
every minute from malaria!
In Uganda, malaria is also deadly. It is the biggest cause of death for

people in the country. 95% of the areas of Uganda are affected by
malaria. Malaria is worst in northern Uganda.
90% of malaria
deaths happen in Africa.
29% are adults
and children over
Uganda is in the top 5 years of age. 71% of malaria
ten malaria-infected countries deaths are
children under 5
in the world. In Uganda, years of age.
malaria is worst
in the north.
TERM 3
Source: World Health Organization

THEME: Human Health
Chapter 2: Preventing Malaria

The best way to stop people from dying Best Ways to Stop
of malaria is to stop malaria mosquitoes
from biting them. If there are less malaria Deaths from Malaria
mosquitoes, then there will be less malaria.
This is called vector control. vector control
Spraying insecticides kills malaria
mosquito nets
mosquitoes. Because malaria quick diagnosis
mosquitoes bite when people are asleep,
it is important to spray insecticide inside treatment
homes. Insecticide spray can be effective There are many different ways
for three to six months. to lower deaths caused by
malaria.
Sleeping under a mosquito net
is the most cost-effective way
to prevent malaria. Mosquito nets cover
beds when people are sleeping and stop
malaria mosquitoes from biting them.
punghi / Shutterstock.com
Mosquito nets sprayed with insecticide
In many places mosquito nets
are the most effective. They can be used
are the best way to prevent
for three to five years.
malaria.
316 TERM 3 | Weeks

TERM
5 - 3
8 | Transition Text 2
It is important to find out quickly if someone has malaria. Early

diagnosis can prevent malaria deaths. Now, health clinics have
simple tests that can tell if you have malaria. They are called
rapid tests.
Positive | Negative | Invalid

Early diagnosis can stop malaria deaths.
If you get malaria you must get treatment. The best treatment
for malaria is medicine. The medicine eliminates the malaria
from our bodies. Today, malaria treatment is not expensive.
Many places give people malaria treatment for free. They do not have
to pay for it. This helps make sure that people can afford to treat
themselves for malaria.
If we work together we can control malaria and save lives!

TERM 3

tdqwerchjmalopsv
Reptiles
Mammals
World
of Living Insects
Things
Birds Fish
Chapter 1: Animal Classification 320
Chapter 2: Comparing Different Classes of Animals 321
Chapter 3: Looking at Different Classes of Animals 322
Q E U I O X P A D L F V B N OQ
318 TERM 3 | Weeks 9-11 | Transition Text 3
TOPIC 2: Animal Life
tdqwerchjmalopsv
Glossary
adapt (a-dapt): to change to fit a situation or environment (verb)
characteristic (char-ac-ter-is-tic): something that makes a person or thing

similar to or different from another (noun)
classification (clas-si-fi-ca-tion): organising animals and plants into groups

because of different characteristics (noun)
cold-blooded (cold blood-ed): having a body temperature that changes if

the outside temperature changes (adjective)
fin (fin): a thin, flat part of a fish or other animal that lives in the water, used
for swimming (noun)
fur (fur): the type of hair that covers some animals (noun)
gill (gill): the body part that water animals use to breathe, like lungs for
animals who live on land (noun)
hatch (hatch): to come out of an egg; be born from an egg (verb)
invertebrate (in-ver-te-brate): an animal that does not have a backbone

(noun)
predator (pred-a-tor): an animal that hunts other animals for food (noun)
scales (scales): small, hard, thin plates that act like a ‘skin’ covering fish,
reptiles and some other animals (noun)
temperature (tem-per-a-ture): how hot or cold a thing is (noun)
vertebrate (ver-te-brate): an animal that has a backbone (noun)
warm-blooded (warm blood-ed): having a body temperature that does not

change even if the outside temperature changes (adjective)
QEUIOXPADLFVBNO
TERM 3
TERM 3 | Weeks 9-11 | Transition Text 3 319

Animals: Vertebrates
Warm-Blooded Cold-Blooded
Mammals Birds Fish Reptiles Amphibians
Chapter 1: Animal Classification

All animals in the world are grouped into classes, or groups. This is
called animal classification. Grouping animals into different classes
makes it easy to study them. To classify animals, you group them by
their characteristics. This means the animals in each group are alike in
important ways.
Animals are grouped into two main types:

vertebrates and invertebrates. Vertebrates are
animals that have a backbone. Invertebrates are
animals that do not have a backbone. Insects,
snails and worms are invertebrates. The
types of vertebrates are: mammals, birds,
fish, reptiles and amphibians.
Classification of Vertebrates
Mammals
Birds
Fish
Reptiles
Amphibians Q
Chapter 2: Comparing Different

Classes of Animals
There are two different types of vertebrates. Warm-blooded vertebrates
are animals that create their own body heat. This means that they can
control their body temperature. Their body temperature does not
change even if it is very hot outside. Cold-blooded vertebrates are
different—their body temperature changes. If it is cold outside, they
become very cold. If it is hot outside, they become very hot.
Mammals Birds Fish Reptiles Amphibians
have have have have have

backbones backbones backbones backbones backbones
warm-blooded warm-blooded cold-blooded cold-blooded cold-blooded
have gills, have gills and
scales and tails to live in
have scales
have hair on have feathers fins on their water then
on their
their bodies on their bodies bodies and develop legs
bodies
live in the and lungs to
water live on land
live birth from born in eggs born in eggs born in eggs born in eggs
mother on land in the water on land in the water
QEUIOXPADLFVBNO
TERM 3
TERM 3 | Weeks 9-11 | Transition Text 3 321

Chapter 3: Looking at Different

Classes of Animals
All vertebrates have backbones, but they
look different. Warm-blooded animals have
hair and feathers to help keep them warm.
Mammals have hair or fur on their bodies.
Birds have feathers.
Cold-blooded animals do not have hair or

feathers. Fish have scales, fins and gills.
They need these to live in the water. They use
Did you know…? gills to breathe underwater. They use their fins
to swim. Reptiles have scales, too. Scales
The African
protect reptiles from predators. They also
elephant is the help them adapt to the temperature where
biggest mammal in they live.
Uganda.They grow
to be 4 metres tall! Feathers
Hair Fur
Fur, hair and feathers help warm-blooded mammals stay warm.

Animals live in different places. Most

warm-blooded animals live on the land. Some
live in the water, like whales and dolphins.
All fish live in the

Did you know…? water. Reptiles
and amphibians
There are more
spend a lot of time
than 90 different in the water. But,
types of fish in they need air to
Uganda! Did you know…?
breathe.
The African python
All animals have babies. Mammals give
is the biggest snake
birth to live babies. Birds, fish, reptiles and
in the world.They
amphibians lay eggs that hatch. Animal
can grow up to 6
classification shows us how animals are
metres long! Female
similar and different!
pythons can lay up
to 100 eggs.
Gills
Fins
Gills help animals
breathe underwater. Scales
Scales protect animals
from predators.
TERM 3
TERM 3 | Weeks 9-11 323

324
Primary 4
Pupil Book
Appendix
325
Text Structures
Text Structure What Is It?
Description or List A topic, idea, person or thing is explained

a) by saying how it looks, acts, tastes, feels or
b) sounds. Examples are listed.
c)
d)
Cause and Causes are reasons why something happens.

Effect Effects are what happen.
Compare and Contrast When you compare two things you show how
(also used for Categorising) they are alike. When you contrast two things you
show how they are different.
Sequence A sequence shows the steps in something or

the order of events. Examples are: directions,
instructions, stories and timelines.
Problem and Solution Problems are challenges that people have.

Solutions are the ways that people solve
these challenges.
326 Appendix | Text Str uctures

Signal Words Signal Questions
• such as • near • What person, thing, place or idea is

• for example • an example of being described?
• most important • looks like, acts • How is it being described (what
• in front like, smells does it look like, how does it work,
• beside like, tastes like, what does it do)?
sounds like • What is important to remember
about it?
• so • this led to • What happened?
• because • reason why • Why did it happen?
• since • as a result • What caused it to happen?
• therefore • effect of • What was the result of it
• if…then • for this reason happening?
• like • both • What is being compared?
• unlike • also • In what ways are they alike?
• but • too • In what ways are they different?
• in contrast • as well as
• on the other • same as
hand • different from
• however
• first, second, • at the same • What items, events or steps
third… time are listed?
• before • finally • Do they have to happen in
• on (date) • then this order?
• not long after • following • Do they always happen in
• after that • now this order?
• next • soon
• question is • What is the problem?
• to solve this • Why is this a problem?
• one answer is • Is anything being done to
• one reason for the problem is try and solve the problem?
• What can be done to solve
the problem?
TERM 3
Appendix | Text Str uctures 327

Reading Comprehension
Strategies
Strategy What Is It? Questions Good Readers Ask
Making Good readers Text-to-Self Connections
Connections connect, or relate, • Does this remind me of something
what they know or someone?
with what they are • Has this ever happened to me?
reading to help • Am I like this character? Have I ever
them understand. felt this way?
The three types
are: text-to-self Text-to-Self Connections
connections, • Does this text remind me of
text-to-text something else I have read?
connections and • How is this text similar to other
text-to-world things I have read?
connections. • How is this text different than other
things I have read?
Text-to-World Connections
• What does this remind me of in the
real world?
• How are the events in the story
similar to things that happen in the
real world?
• How are the events in the story
different than things that happen in
the real world?
Predicting Good readers think • What do I think will happen next?

about what is going • Since ____ happened, I think ____
to happen and will happen.
make predictions • I predict that…
based on what they • I guess this will be about…
know and what • This title/heading/picture makes me
they have read.
think…
• I think that…
328 Appendix | Reading Comprehension Strategies

Strategy What Is It? Questions Good Readers Ask
Questioning Good readers • What details in the text helped me
ask and answer know that?
questions as they • How does this text make me feel?
read to check if Why?
they understand • What does this text remind me of?
the text. This Why?
helps them think
• What did the writer mean by…?
about the text so
• What questions do I have before,
they understand it
better. during and after reading?
Monitoring Good readers stop • Do I understand this?

to think about • What is happening here?
their reading. They • What have I learnt?
reflect on what • Do I need to reread?
they read and ask • What does this word mean?
questions about • What text clues will help me
the text when they
understand this information?
do not understand.
Summarising Good readers • What is the main idea? How do I

identify and note know?
the most important • What are the supporting ideas and
ideas from a text details?
and restate them in • If I had to tell someone about the
their own words. text, what would I say?
• How does the main idea relate to
things I have learnt?
• What will help me summarise (list,
notes, chart)?
Visualising Good readers • What are the pictures/scenes in my

picture what is mind?
happening while • What do I see, hear, taste, smell or
they read. They feel?
make a mental • What do the characters, setting and
image using their events look like in my mind?
senses – seeing,
• What words from the text help me
touching, smelling,
visualise?
hearing and tasting.
• How will this picture help me
remember facts and details from the
text?
TERM 3
Appendix | Reading Comprehension Strategies 329

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Table of Contents

Term 1 1 Week 9 174

Week 1 2 Week 10 182

Week 2 10 Week 11 190

Week 3 18 Transition Text Week 1 - 4 198

Week 11 82 Week 4 242

Transition Text Week 1 - 4 90 Week 5 250

Transition Text Week 5 - 8 96 Week 6 258

Transition Text Week 9 - 11 102 Week 7 266

Before Reading Activities

short thin smart kind

2 TERM 1 | Week 1 | Reading Lesson 1

During Reading Activities

After Reading Activities

TERM 1 | Week 1 | Reading Lesson 1 3

Rebecca and Lukiya’s Games

Before Reading Activities

seek safe environment play

4 TERM 1 | Week 1 | Reading Lesson 2

During Reading Activities

After Reading Activities

TERM 1 | Week 1 | Reading Lesson 2 5

Write the name of

Feels Someone I know like this

6 TERM 1 | Week 1 | Wr iting Lesson 1

The Writing Process

TERM 1 | Week 1 | Wr iting Lesson 2 7

Word Families: -dge

badge bridge budge

Grammar: Present Tense

1. How are bananas similar 2. How are bananas different

8 TERM 1 | Week 1 | Wr iting Lesson 3

Organisational Text Features

Context clue Sentence where I found the word

Word Part of speech

A picture that reminds me of what this word means

TERM 1 | Week 1 | Transition Lesson 9

Before Reading Activities

siblings tall beautiful handsome

10 TERM 1 | Week 2 | Reading Lesson 1

During Reading Activities

My friends have differences. Dora is a tall, dark girl. Isaac is

After Reading Activities

TERM 1 | Week 2 | Reading Lesson 1 11

Isaac and Dora’s Likes and

Before Reading Activities

12 TERM 1 | Week 2 | Reading Lesson 2

During Reading Activities

After Reading Activities

TERM 1 | Week 2 | Reading Lesson 2 13

What are you What are you

14 TERM 1 | Week 2 | Wr iting Lesson 1

Planning is the ‘getting ready to write’ part of the writing process. It

Type of Writing: Real Life Story

Writing Organiser: Real Life Story

TERM 1 | Week 2 | Wr iting Lesson 2 15

Word Families: -ge

cage stage wage

1. The ___ girl walked to 2. The ___ teacher told his

1. Susan is bigger than 2. Mary is the smallest of

1. The _ girl walked to 2. The _ teacher told his

1. Juma is _ than James. 2. Sarah works _ in class.

1. That school is the _. 2. The red ball is the _.