This document outlines a curriculum for developing English skills through discussion of community issues. It focuses on critical thinking over rote memorization. Key points include making the classroom a safe space where students feel comfortable sharing without punishment, engaging all students, and using children's books that represent local culture and address social topics. Activities include book reports using empathy maps and drama, with a goal of presenting confidently in English. Design thinking is also incorporated to have students solve real problems through prototyping solutions.

1. Curriculum Outline and Guide for Instructor
Including Design Thinking Resources
Goal:
This curriculum is designed for students to develop English speaking and reading skills while providing a place to
talk about issues facing them and their communities. Current primary education is too often focused on students
having corrects answers to questions, but this curriculum aims to get kids to think for themselves, recognize that
many questions have no clear answer, and vocalize those thoughts in English.
Points to Remember:
● Do not punish kids for any topics they bring up or questions they have, even if they are taboo.
● If you are not sure how to answer a difficult question, it is ok to tell the child that you are unsure. Not
knowing is important lesson for children, and you can provide them with an example.
● Never strike or raise your voice to children who misbehave.
● Make the kids feel like the classroom is an open, safe space by telling them that they are safe, and
encourage them to speak up.
● Ask kids how they feel (there is ​no​ right or wrong way to feel).
● Don’t only focus on the kids who tend to usually have the right answers. Be sure to engage each child,
ensuring they all have an understanding of what is being taught.
What to Look For in Children’s Books:
● Characters who express their feelings.
● Characters who address social issues, talk about social injustices (poor education, poor treatment of girls
and women, poverty, etc.).
● Female characters working outside the home, having dialogue with other women.
● Indian culture in books is important for the kids to understand their own spaces. Try to find Indian
children’s books, preferably ​not​ with religious themes to be conscious of differences.
● The moral of the story, the lesson they can take away from the story they have read.
● Picture books that explain science concepts in simpler terms.
Design Thinking Toolkit:
There are five steps to the design thinking process: empathize, define, ideate, prototype, test. The Stanford K12 Lab
has excellent open source resources on teaching design thinking concepts, with a link below. Here is a walk through
of the purpose of each step, and the skills students should be learning.
Step 1 ­ Empathize: Students understand that other people experience things differently and discover deeper
human­centered insights. Focus on emotions, thoughts and feelings. This can be done through an empathy map, as
shown below in Module 1.
Step 2 ­ Define: At a beginner level, pick one issue or problem to focus on. Higher level students can focus on
multiple insights and develop understandings of several problems.
Step 3 ­ Ideate: Brainstorm ideas on solutions to the defined problems. Think of the strengths and weaknesses of
each solution. Choose a few of the strongest ideas.

2. Step 4 ­ Prototype: Create a representation of the idea that other people can understand. Students can use arts and
crafts, drama, storytelling, or other creative methods.
Step 5 ­ Test: Try your prototype in real life to see how well it works. Get feedback, fix issues, and repeat.
An example of a design thinking project would to ask students to redesign and reorganize the community center.
They would first empathize with the users of the space (including themselves) to define what their needs are. What
do they want the center to look like? What would benefit their learning most? They would define any problems with
the current set up, brainstorm solutions, and eventually test those solutions by reorganizing.
For a variety of project ideas, reference
<https://dschool.stanford.edu/groups/k12/wiki/332ff/Curriculum_Home_Page.html>
Alphabet Vocab Warm­Up:
Have a set of flashcards on which a different letter of the alphabet is written, both in the uppercase and lowercase
form. Have the children sit in a circle, and pull a random card from the pile. Have the children shout out a word that
begins with that letter. Try to make this as fast­paced as possible. This will get the kids excited, create friendly
competition as they try to be the first to come up with a word, and bring their focus to the lesson.
Optional: Include “challenge cards”, with “Sh” or “Ph” or “Ch”, so that children can learn the sounds these letter
combinations make in English.
Optional: Each week, have a set of new vocabulary that the children will have to learn and use for the Alphabet
Vocab Warm­Up. It will prevent the repetition of the same words and expand the vocabulary of the children.
Music Activity:
Utilize the given English Song Examples (or other known Hindi/English songs appropriate for children) to engage
students in a fun, creative way. Teach the kids each song by slowly going through each phrase (with optional
explanation in Hindi if English song). After every few phrases learned, try going through it from the beginning of
the song to what you’ve learned.
Optional: Once the students have sung a song frequently and have mastered it, allow them to change some of the
lyrics to whatever silly words they want to use.
Optional: Let the kids free­dance to the songs.
Rhythm Repeat Music Activity:
Sit in a circle. Clap a three or four beat rhythm, then instruct the kids to repeat it and clap it back. Slowly build the
rhythm by adding one or two beats to the rhythm each round, and having them repeat the full rhythm.
Optional: Go around the circle each round and allow each kid to add their own beats to the rhythm, adding to the
original few beats as you go around the circle.

3. Module 1: Visual Book Report
Children will read a book that matches their English skill level.
Children will read the book themselves, or out loud to the instructor is
they cannot yet read silently. Books should be short and simple for
students that must read aloud. Students will then provide an oral or
written summary of the story. Encourage children to write their
summaries, but if they cannot, have them tell you their summaries.
Next, children will find the lesson or “moral of the story” in the book
they have read. They will complete an empathy map for the main
character:
The purpose of this exercise is for the child to understand the main
character’s perspective, practicing seeing the world from someone
else’s view. In each area of the empathy map, the child will write what
the character sees, hears, thinks/feels, and says/does.​ ​After completing the empathy map, children will find partners.
One child will draw the part of the book they think is most important, and the other child will explain the drawing in
a presentation to the class. At least a portion of this explanation should be in English. Help the child when they are
having difficulty with on of the steps, but do not complete the work for them at any level.
Purpose​: This module is for children with the lowest English speaking ability. Children may advance to the next
module when they have presented a visual book report entirely in spoken English. This module is meant to introduce
creativity to children, get them thinking critically about the things they read, and increase confidence and
cooperation by presenting with a partner.
Remember​: What the child feels about the characters and story cannot be wrong, nor can it be right. The child
should be encouraged to share ​why ​they think and feel the way they do, but they should not be put on the defensive.
Each visual book report should include empathy with the main character (what the character thinks/feels, says/does,
hears, and sees), explanation of the basic plot points in the story, and the message (lesson/ “moral of the story”).
Module 2: Drama Performance Book Report
Children will read a book that corresponds to their English skill level. For this module, the book may be a
higher­level children’s book, or a short chapter book. The children will provide a written/oral summary of the book.
As in Module 1, the children will complete an empathy map and look for the central message. Once they have
identified the central message, the children will ask a critical question about the book. A critical question is a
question that “digs deeper” into the meaning of the story. It may ask moral or ethical questions about the character’s
actions or motivations. Example: Why does the character do what they do? What caused ______ in the story? Was it
right for the character to do this thing? The children will then team up in groups of 3 to 5 and write a short play
based on the book. The children should type up scripts on the computer to practice typing skills. The children will
then perform the play in front of the instructor and their peers. All children in the group must play a role in the
performance, and all must speak, but they do not all have to be characters. Example: A child may be a narrator, or if
the play takes place on a warm day, one child may be the hot sun shining on the other characters.
Optional: Organize presentations for the community. This activity will not only enhance the confidence and english
speaking skills of the children, but it will also attract more children from the community that could be interested in
joining the center.

4.
Purpose​: Drama combines creativity, empowerment, and English speaking education. Performing makes many
students nervous, so the instructor will help shy students overcome their fears and become confident in their
performance. Some students who enjoy drama may emerge in groups as natural leaders. This is not a bad thing, but
the instructor must be watchful of the groups to make sure one child is not dominating the play writing.
Remember​: The play should include plenty of dialogue so that the children are speaking as much English as
possible in the module, but they should also be encouraged to be expressive with their bodies in order to show
characters’ emotions and set the scene of the play. This module is flexible to the needs and resources of children,
and the instructor may help them write plays and provide them with English speaking assistance in writing lines.
Kinesthetic learning (learning with movement) is not something children get very often in school, but is very
important for engaging young learners. Kinesthetic learning can add an element of play to lesson plans, and can also
help children better remember what they have learned.
*When introducing the second module, it may be helpful to guide a group of children through the process of
creating a play. Many children are not used to creativity and play in the classroom, so it may take some time to get
comfortable using their imaginations and thinking outside the box to portray the story.
Module 3: Social Issue Playwriting
This module is for children with a reasonable level of conversational English skills. They will most likely be older
students. In this module, student will take a newspaper or magazine article that discusses a social issue, and they will
write a play about that social issue. Scripts should be typed on the computer, if possible, so the child may practice
their typing skills. The playwright may perform in the play, or they may direct actors of different English speaking
ability in the play that they wrote. Every play written for this module must have male and female characters.
Encourage students to play characters whose gender does not match with their own (boys may play housewives,
girls may play Prime Minister Modi). If possible, students should perform these plays publicly in the street or at
community events. Students should use materials readily available in Dharavi for sets and props. Example: plastic
bottles can represent microphones if a child is playing someone giving a speech to a large crowd, and a large plastic
box may be the podium. Plays should propose solutions to to problems they address.
Corresponding Activity: Media Roundtable
Children should gather in a circle discuss the many media messages they are receiving from the print and online
media outlets they are exposed to. Many of the messages they are taking in are confusing, and the goal of this
activity is to start a dialogue about what they are told and what they believe. This may take place before or after the

5. social issue play. Each roundtable will have a subject, and children will talk about the things they have heard or have
been told about that subject (women being allowed in all parts of Hindu temples, poor quality of government
schools, exploitation of ragpickers by those who buy their recyclables).
Purpose​: Children are introduced to increased levels of media every year. Children who live in cities, even children
who live in slums, are subject to even more media. Children need a space to make sense of the world around them,
ask questions about what they are being told/have been taught, and voice their anger about the things that upset
them.
Remember​: Children should never be shamed for the questions they ask. Curiosity must be rewarded. Many
children live in homes that are not safe spaces to talk about taboo subjects or ideas that challenge traditional values
and beliefs. For very controversial issues, ​the instructor must evaluate the safety of the children in performing
their plays publicly​ (in the case of street plays). Conservative parents who are upset by their child publicly talking
about sensitive topics may prevent their child from coming to future lessons. Girls are specifically in danger in some
public spaces. If the instructor decides that the risk is too high to perform a play in public, they should explain to the
children why it would be unsafe for them to perform outside, but encourage them to share their play and ideas in
other ways.
Typing Skills
This module allows the teacher to project one image of a keyboard in order to show the kids its basic functions. The
teacher will project the image of a keyboard in the below link, as well as distribute a print­out of the image. Then,
the teacher will explain (via the colors displayed on the picture) which fingers are used to press which keys. After
explaining which fingers are used, then explaining how to utilize the top characters on the number keys and
punctuation keys by simultaneously pressing the shift button in conjunction with the key. For example, if they would
like to type an exclamation point (!), they should press the shift button with the “1” button at the same time.
Additionally, the teacher will explain some of the other key functions.
Key Functions Include:
● The “tab” key is used to indent a new paragraph
● The “enter” key is used to start a new line of writing below the current line of writing
● The “enter” key is also used to actually enter something, example is a weblink may only load if you press
“enter” after inserting the weblink name
● “Caps lock” makes all of the letters you use capital
● The “shift” key pressed simultaneously with any letter will create a capital letter

6. Image Link: https://s­media­cache­ak0.pinimg.com/736x/49/58/53/495853712b486e626d8fe1ecde0284d7.jpg
Purpose:​ Basic computer skills allows these students to access some jobs outside of the slums. Additionally, basic
computer skills can give them access to internet resources that may expand their knowledge. Students are not
receiving these skills in their regular schools.
Remember:​ Go slowly with the information when presenting to the class as a whole. Stop at each point to ensure
that all students are comprehending the material. Allowing them to practice these skills on the printout will give
them muscle­memory of what they are learning. If students are unsure about the computer’s basic functions, they
will be unable to move into the bigger benefits that come from accessing the computer.

7. English Songs to Use in the Classroom
Song Title: The More We Get Together
Link: https://www.youtube.com/watch?v=lldmkrJXQ­E
The more we get together
Together, together
The more we get together
The happier we'll be
Cause your friends are my friends
And my friends are your friends
The more we get together
The happier we'll be
The more we play together
Together, together
The more we play together
The happier we'll be
Cause your friends are my friends
And my friends are your friends
The more we play together
The happier we'll be
The more we dance together
Together, together
The more we dance together
The happier we'll be
Cause your friends are my friends
And my friends are your friends
The more we dance together
The happier we'll be
The more we get together
Together, together
The more we get together
The happier we'll be
Cause your friends are my friends
And my friends are your friends
The more we get together
The happier we'll be
The more we get together
The happier we'll be
The more we get together
The hap­pi­er we'll be

8. Song Title: Mr. Sun
Link:https://www.youtube.com/watch?v=FwOomEMSxC0&list=PLk­wa9foaC4ckZw4Z6Ny4UOaNV7Q62MBE
Oh Mister Sun, sun, sun, Mister golden sun, please shine down on me.
Oh mister sun, sun, mister golden sun, hiding behind the trees.
These little children are asking you, to please come out so we can play with you.
Oh mister sun, sun, mister golden sun, please shine down on me.
Song Title: Shake My Sillies Out
Link:https://www.youtube.com/watch?v=xZde3­0RjrM&list=PLk­wa9foaC4ckZw4Z6Ny4UOaNV7Q62MBE&inde
x=13
I've gotta shake, shake, shake my sillies out
Shake, shake, shake my sillies out
Shake, shake, shake my sillies out
And wiggle my waggles away
I've gotta clap, clap, clap my crazies out
Clap, clap, clap my crazies out
Clap, clap, clap my crazies out
And wiggle my waggles away
I've gotta jump, jump, jump my jiggles out
Jump, jump, jump my jiggles out
Jump, jump, jump my jiggles out
And wiggle my waggles away
I've gotta yawn, yawn, yawn my sleepies out
Yawn, yawn, yawn my sleepies out
Yawn, yawn, yawn my sleepies out
And wiggle my waggles away
Song Title: Baby Beluga
Link: https://www.youtube.com/watch?v=CDx9zqDpSik
Baby Beluga in the deep blue sea
Swim so wild and swim so free
The heaven above and the sea below
See the little white whale on the go
Oh baby Beluga, oh baby Beluga, is the water warm?
Is your mama home with you so happy?
Way down under where the dolphins play
Where you swim and splash all day
Waves roll in and the waves roll out
See the water squirting out of your spout
Baby Beluga, oh, baby Beluga, sing your little song
Sing for all your friends, we'll like to hear you
When it's dark you're home and fed
Curl up snug in your water bed
Moon is shining and the stars are out
Good night, little whale, goodnight

9. Baby Beluga, oh, baby Beluga, with tomorrow's sun
Another day's begun, you'll soon be waking
Baby Beluga in the deep blue sea
Swim so wild and swim so free
The heaven above and the sea below
And a little white whale on the go
You're just a little white whale on the go
Song Title: Hakuna Matata
Link: https://www.youtube.com/watch?v=xB5ceAruYrI
Hakuna Matata, what a wonderful phrase
Hakuna Matata, ain't no passing craze
It means no worries for the rest of your days
It's our problem free philosophy, Hakuna Matata
Why, when he was a young warthog
When I was a young warthog
Very nice, thanks
He found his aroma lacked a certain appeal
He could clear the Savannah after every meal
I'm a sensitive soul, though I seem thick­skinned
And it hurt that my friends never stood downwind
And oh, the shame, he was ashamed
Thoughta changin' my name, oh, what's in a name?
And I got downhearted, how did you feel? Every time that I
Pumbaa, not in front of the kids, oh sorry​1
Hakuna Matata, what a wonderful phrase
Hakuna Matata, ain't no passing craze
It means no worries for the rest of your days, yeah, sing it, kid
It's our problem­free philosophy, Hakuna Matata
Hakuna Matata
Hakuna Matata
Hakuna Matata
Hakuna Matata
It means no worries for the rest of your days
It's our problem free philosophy, Hakuna Matata
Hakuna Matata
Hakuna Matata
Hakuna Matata
Song Title: The Duck Song
Link: ​https://www.youtube.com/watch?v=MtN1YnoL46Q
A duck walked up to a lemonade stand
and he said to the man running the stand
Hey. got any grapes?

10. The man said no we just sell lemonade. It’s cold and its fresh and it’s all home made. Can I sell you glass? The
duck said “I’ll pass”.
Then he waddled away. Till the very next day.
When the duck walked up to the lemonade stand
And he said to the man that was running the stand
Hey. You got any grapes?
The man said no, like I said yesterday, we just sell lemonade okay?
Why not give it a try? The duck said Goodbye.
Then he waddled away. He waddled away. He waddled away
Till the very next day.
When the duck walked up to the lemonade stand
And he said to the man that was running the stand
Hey. You got any grapes?
The man said look, this is getting old. Lemonade’s all we’ve ever sold. Why not give it a go? The duck said “No.”
Then he waddled away. He waddled away. He waddled away
Till the very next day.
When the duck walked up to the lemonade stand
And he said to the man that was running the stand
Hey. You got any grapes?
The man said THAT’S IT!! If you don’t stay away,duck, I’ll glue you to a tree and leave you there all day, stuck.
So don’t get to close! The duck said Adios.
Then he waddled away. He waddled away. He waddled away
Till the very next day.
When the duck walked up to the lemonade stand
And he said to the man that was running the stand
Hey. You got any glue?
What?
You got any glue?
No, why would I– Oh!
Then one more question for you:
Got any grapes?
And the man just stopped. Then he started to smile. Then he started to laugh. He laughed for a while.
Then he said, “Come on duck, let’s walk to the store. I’ll buy you some grapes so you won’t have to ask anymore.”
So they walked to the store and the man bought some grapes. He offered one to the duck and the duck said “No
thanks”.
“But you know what sounds good? It would make my day.
Do you think this store, do you think this store, do you think this store… has any… lemonade?”
Then he waddled away. He waddled away. He waddled away.

11. Song Title: Baby Bumblebee
Link: ​https://www.youtube.com/watch?v=iPN7DdCadow
I'm bringing home my baby bumble bee
Won't my Mommy be so proud of me
I'm bringing home my baby bumble bee ­
OUCH!! It stung me!!
I'm squishin' up my baby bumble bee
Won't my Mommy be so proud of me
I'm squishin' up my baby bumble bee ­
EW!! What a mess!!
I'm lickin' up my baby bumble bee
Won't my Mommy be so proud of me
I'm lickin' up my baby bumble bee ­
ICK!! I feel sick!!
I'm throwin' up my baby bumble bee
Won't my Mommy be so proud of me
I'm throwin' up my baby bumble bee ­
OH!! What a mess!!
I'm wipin' up my baby bumble bee
Won't my Mommy be so proud of me
I'm wipin' up my baby bumble bee ­
OOPS!! Mommy's new towel!!
I'm wringin' out my baby bumble bee
Won't my Mommy be so proud of me
I'm wringing out my baby bumble bee ­
Bye­Bye baby bumble bee!!