India I - Grade 3

INDIA & I
Grade 3
Introduction
The children of India are growing up in a rapidly changing and increasingly complex
world. Beneath that volatility, we recognize, is the immense potential and spirit that
each child holds. Never before has the need to develop future citizens of India –
people who are working to build a better India - been more important. We need young
people who are growing up with a desire and a commitment to ensure that India is a
country that flourishes and works for every one of its people.
At the heart of that development are, we believe, are the four ideals of our
Constitution – liberty, justice, equality and fraternity - and one value – love. Why
love? Because the ideals enshrined in our Constitution – liberty, justice, equality and
fraternity – will only be the privilege of all Indians when we learn to treat others the
way we wish to be treated – with love. To us, love is an all-encompassing value. If we
learn to love ourselves, each other, our work, our country, our world then we will do
whatever it takes to care for and improve things around us for all of us.
India & I is an effort to build future citizens today – through a curriculum that
Disclaimer develops key 21st century skills and encourages action towards change.
The content in this Deshbhakti Curriculum has been
WELCOME
developed by Teach For India for the purpose of this
pilot programme. Department of Education, GNCTD Role of the Teacher
bears no responsibility for the same.
Through this curriculum, teachers have the chance to shape our country and our
world – while growing in their own humanity.
This curriculum will be unlike most others. Here, teachers will discover India with your
learners. Here there will be no right answers, only listening deeply and learning from
each other. Here, teachers will challenge and evolve their own ideas and thoughts
about India as their learners do as well. Here, along with their learners, teachers will
raise your voice against things they want to change and engage in shaping a better
world. Here teachers will engage in fun learning with their learners, learning new
teacher skills and practices. And most importantly, here we will take steps to living the
ideals of equality, justice, liberty and fraternity enshrined in our Constitution.
It is our great hope that our teachers love this journey, and that their learners grow
in their understanding of India and their commitment to create an even stronger
country.
Structure of this handbook Through each unit, learners will encounter a running theme that spans India’s
constitutional values. Within each unit – and through the big ideas – learners will
explore seemingly abstract concepts of liberty, justice, equality, and fraternity. They’ll
discover what it means – for every citizen of India – to fully live up to those values. And
they’ll ultimately unpack what a nation that holds those values, together, can do to
Through the curriculum, the learners will explore five thematic units that collectively
build a better India.
span every domain of life:
Self Family Community Country World

To help learners further unpack the ideals of India, they’ll learn how to wrestle with
three big ideas.
Equality Justice
Fraternity Liberty
First, they’ll venture on a Second, they’ll explore Finally, learners will

year-long exploration of their present and future grapple with what it The generative questions that come next are limitless: How can I play a role in building
their identities. To make relationship with their means to drive change a better India? What’s my evolving identity within my family, school and community?
sense of India, learners surroundings – starting and to embody Gandhi’s How does that identity inform the relationships I hold? And how can I leverage those
must begin with a clear within their family but ultimate adage: we are relationships to fulfill my role of service and sacrifice for a better tomorrow? These are
and grounded sense of ultimately ending with the change we wish to but some of the questions learners will grapple with in the year to come.
self. their world. see. Our hope is that teachers and learners, together, discover what we could achieve by
living in a better India. And that process of discovery, we hope, leads to an India and
world that is filled with citizens committed to its betterment and prosperity.
21st Century Skills Ms. Critical Thinking
Ms. Critical Thinking teaches us problem-
To be equipped as citizens who shape a better India, learners will build key values, solving – how to identify and seek solutions
competencies and behaviors that enable them to participate effectively in a culture for local and global problems. She tells us
of democracy and live peacefully with others in culturally diverse societies for an to practice and promote the constitutional
equitable and just society. Eight characters – fondly known as the 8C’s – will guide their values of Democracy, Liberty, Equality,
journey to this destination. Fraternity, Justice and Secularism enshrined
in the Preamble of the Constitution
subsequent to a critical understanding of
the same.
Mr. Consciousness
He builds an awareness of self, other
and India. He helps learners identify
their strengths, gain confidence in
their abilities and skills, and strive
towards excellence in their chosen
fields of study and work. He reminds
us that acting ethically is of utmost
importance. Mr. Compassion
Mr. Compassion teaches us empathy
and love for ourselves, others and
India. He teaches us the importance
of living in harmony with the
environment and the role reminds
Ms. Collaboration
us of our common humanity and the
need to protect the world we share.
She enables us to value pluralism and

diversity, learning the importance of
co-existence and working collectively
for a better India. She teaches us the
values of fraternity and secularism as
enshrined in our Constitution. With
her, we learn negotiation, team-work
and leadership.
Ms. Courage Learning Standards and
Ms. Courage reminds us that we learn
Methodology
through challenges and that seeing and
changing things requires us to face and
overcome our fears. She teaches us
resilience in the face of challenges. An objective which your students should master.
21st century skill

that this lesson
will help develop.
Mr. Curiosity
Constitutional Materials that will be
Value in focus. required for teaching
Mr. Curiosity helps us discover the the lesson.
many dimensions of India and our role
as citizens of India.
Pre work that the
Resources that the
learners need to
teachers can use for
complete before
Ms. Communication
the class.
the class.
Ms. Communication teaches us to raise our

voice, to stand up for what we believe in.
She deepens our understanding of liberty as
enshrined in our Constitution.
Reﬂect
Mr. Creativity
Mr. Creativity fuels our imagination,
asking us to imagine and work Spark Learn After Class Challenge
towards a better India.
Facilitation Strategies
This curriculum is broken into blended learning lesson plans which can be used by
teachers in both the in-person and virtual teaching models.
Each plan has 3 parts:
z An asynchronous plan which is sent before the online/ in-person session to

learners where they work independently, coming into class prepared.
z A synchronous plan where the teachers and learners are together either virtually
or in-person and use a ready PowerPoint presentation to guide the lesson. If you Think Pair Share Fist to Five
wish to make changes to this presentation, please make a copy Group Sharing Learners think about Learners show the
an answer, then teacher a number of
z A lesson plan template for the teachers’ reference that includes both the async Learners discuss and
share their answer fingers (one finger means
and synch lesson in detail. debate in groups,
with a partner. This I have not understood at
learning communication
The Asynchronous plan is a 20-30 minute independent activity that is sent to builds consciousness, all, five fingers means I
skills of deep listening,
Learners by Whatsapp or email ahead of the class. It enables them to engage with the critical thinking and have)
empathy and respect for
lesson objective before coming to class. communication.
diverse perspectives.
The Synchronous plan is a 30-45 minute session, held online on a platform like
a zoom or in-person. It has an objective which your learners should master. The
lesson is divided into three parts. The first part is a “spark” – this is meant to engage
Learners in the objective, make them curious and get them excited about learning.
This is the introduction to the lesson. The second part is the “learn.” Here you will Reflection Storytelling /
find a range of age-appropriate activities that enable learners to master the objective. Learners are asked to Narrative Poems
The final part is the “reflect.” This is where learners make meaning of their learning, make meaning of what Learners engage with
thinking deeply about what they have mastered. This section also builds Learner voice Meditation/ they have been taught, stories, songs and
and agency as we ask learners for their opinion on the lesson and what they learned. Conscious learning to form opinions poetry, both learning
about things and to raise
This may feel new and different for some of you but keep in mind that there is no
Breathing their voice. Reflections
from existing stories and
better way to equip learners to change India than to start by asking them what needs poems and using their
Learners close their can build written and/or
to change in their classroom. Some lessons have an “after class challenge.” These creativity to write their
eyes and focus on their verbal communication.
challenges are activities to be done after school to help learners apply their learning. own.
breath to build the critical
Each class is designed as a 45-minute block, with suggested timings given within the
thinking skills of focus
lesson.
and concentration.
Of course, you know your class the best so feel free to adjust these as needed. If you
are teaching in-person, feel free to use the asynchronous work as home-work/ pre-
work for the lesson. Lessons are also written in a friendly, informal tone – almost as
if we are speaking to you and through you, to your learners. Feel free to make the 3-4 Corners Skit/ Role Play
language your own.
Spectrum Learners choose a Learners learn through
Lessons will use a range of engaging methodologies that can be applied beyond this Activity corner to stand in theater games and
curriculum across your school day. Here is a quick guide to the methodology. Learners stand on a that is linked with a activities, having fun and
spectrum from agree to statement to understand building communication
disagree to take a stand different opinions and and thinking skills.
on where they are on an perspectives.
issue.
The India & I Diary
Throughout this curriculum, learners shall dedicate one notebook, which they will
decorate with the C’s as their ‘India & I’ Diary. This will be a space for reflections and
Independent Mind Map Community Map written/visual work and will be a record of their learning.
Work Time/ Learners stretch their Learners create
Practice minds through mind simple maps to better
maps where they connect understand their
Learners have time
different ideas. communities.
to really practice their
learning independently.
The India
&I
Diary
Case Study Activity Based Poster Making
Learners build their Learning Learners grow in their
reading and analysis Learners engage actively communication skills as
skills through real-life with learning in a range they make posters.
case studies. of different games and
activities.
Presentations Stand/Sit or Video

Learners are asked to Thumbs Up/ Learners will be exposed
present their learning
Thumbs Down to a range of concept
through short speeches, through video.
Learners express their
role-plays, posters and
opinions in a way that the
other methods, learning
teacher can quickly see
communication and
where every learner is.
creativity.
SCOPE AND SEQUENCE
The India &I Curriculum is carefully structured in units that move from self to the
world. Each Unit is broken down into objectives.
For the purpose of this learning path, a few objectives have been picked up from the
complete curriculum and are put together here to form this handbook.
UNIT OBJECTIVE NO. OF PAGE

LESSONS NO.
Introduction India and I and Characters 2
Introduction to India and I Curriculum 1 14
Introduction to 21st century characters:

Compassion and Courage 1 17

Critical Thinking and Communication 1 21

Creativity and Consciousness 1 27

Curiosity and Collaboration 1 32
“Learning TaDa: Students will be able to understand

that in the India &I Curriculum, having different
opinions and making mistakes is a good thing“ 1 37
Self I can introduce myself including personal details and

some of my character traits and values 2 40
I can share my likes and dislikes 1 49
Family I can create a map to show the relationships in my family. 1 53
I can describe the roles and responsibilities of each

member of my family towards one another 1 58
I can create a list of things I like about my family and

share the same with them. 1 62
Community I can illustrate the, people, places and activities that

make up my community 3 66
Nation I can explain how things can be different and still equal 1 78
I can describe and express and appreciation for

India’s diversity (states, languages, religions etc) 2 82
World I can describe values like kindness that are

important to people everywhere 1 93
I know what the term “citizen of the world” means 2 101

OBJECTIVE
Through this lesson, learners will get
excited about the India & I Curriculum
and understand its objectives. They will
meet the characters Liberty, Equality,
Fraternity, and Justice.
Cs IN FOCUS
Mr. Curiosity
CONSTITUTIONAL VALUES MATERIALS

Liberty, Equality, Fraternity, Justice Liberty, Equality, Fraternity and
Justice Poster worksheets, crayons
A new notebook/ diary
Spark
Hi learners! Welcome to a special new class. This is

not language. This is not Math. It is not EVS. It is not
PT. What do you think this class can be?
Invite learners to guess Yes! That is the first word in this new
Subject!
Good guess - let me give you a clue!
Let’s guess what this new subject may Write “INDIA” in capital letters on the
look like. blackboard
Show a map of India or draw the outline But this class isn’t just called India. It’s
India on the board called India and ___?
What is this? Write the AND on the board too.
Correct Answer: India If you had to guess the blank that
Introduction to India and I
Go to Index
comes after “INDIA AND” what would Invite learners to guess. Remember you don’t all have to do the notebook. As we proceed, we will do a
you guess? same thing or draw the flag or peacock lot of fun activities and reflections. Let’s
It is called India and I because in this
- you can draw anything at all that you use this diary to put down our thoughts
Invite learners to guess. Then ask for any subject we’ll learn about India, we’ll
feel represents India! and document our learnings.
volunteers and ask them to stand next learn about ourselves and the role we
to the board and have them point to play as citizens of India This will be your India and I diary/
themselves.
I! The subject is called India and I! Why

do you think it’s called India and I?
Reflect
Learn
In this class we’ll share our thoughts Ask: What do you think these pictures
very freely - we call that using our mean?
voice! Let’s practice from today. Share
your page with the person next to you Take 2-3 responses.
Let me tell you a little bit about this Write ‘nation’ in a slightly larger circle
subject! around school and community on the and why you chose to illustrate it the
Share the names for each of them.
board. way that you did. Tell them what India
We will first start with lessons about Put each one behind your back, ask
means to you!
SELF. This means we’ll look at who we And lastly, we’ll learn about the WORLD! learners to close their eyes and then
are! And how we fit into the ideas of Ask 2-3 learners to share in the large
We’ll start seeing ourselves as citizens quickly flash one for them and ask them to
India! group.
not just of India, but of the world! guess.
Great, last but not the least, let’s
Write ‘self’ in a small circle on the board.
meet four characters that will help us These are the four constitutional
After learning about ourselves, we’ll understand the idea of India better. values of India and are crucial for us to
move on to our FAMILY and SCHOOL. understand India. We will study more
Show learners the four characters -
We’ll start looking at our family and about all of them in upcoming lessons
Liberty, Equality, Fraternity and Justice that we will engage with in this subject.
school and the role we play here!
Write family and school in a slightly larger

circle around self on the board.
After learning about our family, we’ll

move on to our COMMUNITY. We’ll start
looking at our community and the role
Equality Justice
we can play here!
Write community in a slightly larger circle

around ‘family’ on the board.
In your notebooks, let’s draw and
Next, coloring we learn about NATION, illustrate these circles! Remember to
about our Country! We’ll think about big Fraternity Liberty
write Inda & I on the cover of your
ideas that make up our country - and notebook and illustrate it creatively
our role. with anything that India means to you.
Introduction to India and I Introduction to India and I
Go to Index Go to Index
Can you guess who these characters are?
OBJECTIVE
Hmmm, I’m not going to tell you yet! But
Through this lesson, learners will get excited about you’ll get to know them soon. Today we’ll
developing important 21st-century skills through meet two of them: Ms. Courage and Mr.
the India & I curriculum. They will meet 2 of the 8 Compassion.
characters: compassion and courage.
Cs IN FOCUS
Learn
Mr. Compassion
Ms. Courage Let’s meet Ms. Courage first. Ms.
Courage is a little like Superman, or any
superhero that you know. She is very,
very brave. Give me a thumbs up if you
agree with the statement I’ll tell you and
a thumbs down if you don’t.
Respect Ms. Courage and Mr. Compassion
worksheets, crayons, cut out paper Do you think Ms. Courage is afraid of
hearts for each learner, character the dark?
poster Answer: no, she is brave
Spark
Do you think Ms. Courage likes snakes?
Yes, she is not scared of snakes and thinks

they are her friends
Hi learners! Before we launch into our India & I
curriculum, we’re going to learn about 8 very, very Do you think Ms. Courage answers
important little people! They are going to guide us questions in class even when she is shy
through the whole curriculum. We’re going to have or unsure about the answer?
fun with them! Are you ready? Yes, Ms. Courage likes to try, even when it
is hard.
Please hold up the 8 characters poster. Now let’s meet Mr. Compassion. Mr.
Great! So you’ve met Ms. Courage. I’m Compassion has brought something to
going to give you a colouring sheet now school today especially for you! Close
and you can see Ms. Courage! your eyes very tightly and don’t open
them until I ask you to, ok?
Put cut out hearts on their desks.
Awesome! Open your eyes now! Mr.
Introduction to the 21st Century Characters Introduction to the 21st Century Characters
Compassion loves all of you! He has really quietly and meet as many people
given all of you hearts so that you can
remember to pass on love to all those
as you can and give them a high five!
He’s going to ask you to say one thing
After class challenge:
around you! you like about them, or a wish you have
for them. Try to meet at least 3 people
Ask learners to stick the Ms. Courage Here is your very own Mr. Compassion!
in 3 minutes.
worksheets and the hearts in their Please color him at home tomorrow and
notebooks. bring him back to class and we’ll stick him
in your notebook tomorrow!
Mr. Compassion is going to ask you to
do one more thing. He’s going to give
you three minutes to walk around class
Reflect
Let’s share our beautiful work with a
partner. Share what you learned in class
today with them.
Closing
Let’s think about what we did in class today:
Today, which characters did we meet?
Which one did you identify with more, and why?
Are you excited to meet two more tomorrow?
Learn
OBJECTIVE
Through this lesson, learners will get excited
about developing important 21st century skills
through the India & I curriculum. They will meet Let’s meet Ms. Critical Thinking first. Great! You’ve met Ms. Critical
the 2 of the 8 characters: Critical Thinking tells us that we all have Thinking. Now let’s talk about Ms.
critical thinking the ability to brainstorm, to think very Communication.
and communication. deeply and that our thoughts really
Take your pretend microphone out
matter. She helps us to evaluate choices
and pretend to make an important
and to make good decisions. She helps
Cs IN FOCUS announcement, or sing a song!
us make connections between things.
Ms. Critical Thinking Ms. Critical Thinking is a little bit like a What am I doing?
Ms. Communication detective, she always looks for evidence
before she believes something. Possible answers: you are using a
microphone to announce something, to
Let’s see what Ms. Critical Thinking sing a song
would do in these situations.
1. Someone tells you the whole world I am pretending to be Ms.
Liberty Ms. Critical Thinking and Ms.
is on fire! Communication! Ms. Communication
Communication worksheets, loves to talk, talk, talk, talk talk!
crayons, empty small plastic bottle Possible answer: you don’t believe them
(to role play a microphone) right away but ask questions to gather Show the Ms. Communication colouring
information sheet.
Spark 2. You only have one hour of play time

and three of your friends invite you
Can you see her standing on a stage
using a microphone here? Well, she
to different places to play loves to talk. She loves to share her
Possible answer: you think about which thoughts. She knows that she has a lot
Hi learners! Which characters did you meet
friend you most want to play with and to share. She loves to listen, too.
yesterday? Can you identify them in the 8
characters poster? why, and also about how your friends may
feel. Perhaps you split the hour and play
with each one for 20 minutes each. Or
perhaps you tell two of them you will play
with them another time.
Please hold up the 8 characters poster.
3. You have a homework assignment
Answer: Mr. Compassion and Ms. Courage on volcanoes but know nothing
about them.
Today we’ll meet two more characters:
Ms. Critical Thinking and Ms. Possible answer: you ask someone about
Communication. volcanoes or google to find out
Closing
Let’s play a fun game to remember the Divide learners into groups of 4 or 5.
two most important things that Ms.
Communication does - listen and talk! You are going to close your eyes and
I am going to drop something on the
When I say, “teacher says” you will tap ground. If you hear it, you will raise your Let’s zoom out like an airplane and think about
your head. When I just say something hand up. You will need to listen very, what we have been learning.
without using the words ``teacher very carefully to hear it. Ready?
says” you will stay very still. If you tap
your head, you will be out! And all of Drop different things on the ground like What is the name of this subject?
these statements are things that Ms. a duster, a pencil, including some that
What is this subject really about?
Communication believes in. make very little noise like a crushed piece
of paper. Encourage pin drop silence so Which characters have we met so far?
Are you ready? everyone is listening very carefully. Who is your favorite character and why?
1. Teacher says write your thoughts
down. learners tap their heads Great! Ms. Communication has a secret
to tell you. Whisper. Listening is hard
2. Teacher says don’t be shy to share
work! And it is only when we really listen
your thoughts. learners tap their
to each other that we learn.
heads
3. Speak up! Everyone can’t hear you! After class challenge:
learners stay still
4. Teacher says everyone’s voice
Give learners Ms. Critical Thinking and Ms. Communication colouring sheets.
matters. learners tap their heads
5. Listen carefully - it is by listening
that you learn. learners stay still
Now we’re going to practice listening

and talking. Are you ready?
Reflect
Now in your groups we’re going to Give learners topics that they will find fun.
practice talking! I’m going to give you You may choose topics like spicy food,
fun topics and each of you will say one a dream place I would like to visit, an
thing about the topic. Please encourage animal I would like to be, a person I would
each other so that everyone shares. love to meet.
We’ll do this really fast so that it’s fun.
I’m going to give you these beautiful sheets. Please color and decorate them at home
and also show them to at least one person in your family and tell them who they are.
Ask learners to sit with their eyes closed learning - that when we listen we learn,
OBJECTIVE
for a minute and to breathe in and out, Mr. Consciousness is going to tell you
Through this lesson, learners will get just observing what they are feeling. a secret, too. Whisper. Silence is a very
excited about developing important important thing. It helps us understand
21st century skills through the India & I Great job! Like Ms. Communication told ourselves better. And it is hard to do!
curriculum. They will meet the 2 of the 8 you a secret about the importance of
characters: creativity and consciousness.
Learn
Cs IN FOCUS
Mr. Creativity
Today’s activity is going to involve both matter and your dreams are special.
Mr. Consciousness
our new characters - Mr. Creativity and You have just 10 minutes.
Mr. Consciousness. We are going to
Give learners 10 minutes to draw their
make something called a mandala. A
dream and colour it.
mandala is a very special circle. It is the
CONSTITUTIONAL VALUES MATERIALS whole world. It connects all of us. We Now let’s all arrange our dreams into
Responsibility Rough/recycled paper for each are going to be really creative as we do a giant circle on the floor. This is our
student, crayons this - like Mr. Creativity. And then we are mandala! It is a universe of all of our
going to reflect on our activity - like Mr.
Spark
dreams. Let’s arrange it with a lot of
Consciousness. Are you ready? love - after all, these are our precious
First, take a sheet of paper and draw dreams!
your dream on it! Don’t think too much
Please collect the learner’s dream
- just any dream that you have - big
Who are the characters we’ve worksheets and keep them carefully as
or small. Your dream could be getting
met so far? you’ll need them in the next lesson.
a new toy, or your dream could be
becoming an engineer. All dreams
Answer: Ms. Courage, Ms. Communication, Mr. Consciousness loves silence. So let’s Reflect
Ms. Critical Thinking, Mr. Compassion start by doing what he loves - sitting
quietly in meditation and breathing Let’s use Ms. Communication to talk And now - let’s use Mr. Consciousness
We’ve half way through! Today we are deeply. Mr. Consciousness knows about our dreams. now to think about these questions:
going to meet Mr. Creativity and Mr. that when we are aware of everything
Consciousness. around us and everything beautiful Encourage learners to share their dreams y How did it feel to draw your dream?
inside us, our lives become more with each other. y How does it feel now that you are
meaningful. seeing all of them together?
Are you ready?
Closing
Let’s review all of the characters we have met so
far. I will tell you an action and I’d like you to guess
which character this represents. Ready?
y This character loves to think, think, think!
Answer: Ms. Critical thinking
y This character loves to work in groups! Answer:
Ms. Collaboration
y This character loves to close their eyes and
meditate. Answer: Mr. Consciousness
y This character is very brave, and reminds us we
are all superheroes! Answer: Ms. Courage
y If this character were in class today he would
say, “I love you all!” and give you a big hug!
Answer: Mr. Compassion
y This character’s reminds us that we all have
a voice and should share and listen to others
Answer: Ms. Communication
After class challenge:

Give learners worksheets of Mr. Consciousness and Mr. Creativity and ask them to color
them and stick them into their notebooks.
Introduction to the 21st Century Characters
Go to Index
OBJECTIVE
Through this lesson, learners will get excited
about developing important 21st century skills
through the India and I curriculum. They will
meet the last two characters:
collaboration and curiosity.
Cs IN FOCUS
Ms. Collaboration
Mr. Curiosity

Ms. Collaboration and Mr. Curiosity
worksheets, crayons, dream sheets
from yesterday.
Spark
Do you remember what a mandala is?
A mandala is a circle that represents the Mr. Curiosity asks lots and lots of
whole universe and reminds us that we questions. Let’s all pretend we are
are all connected. Mr. Curiosity and come up with 20
questions together in just
Today, we are going to learn about our two minutes. Do you think
last two characters, Ms. Collaboration we can do it? Any questions
and Mr. Curiosity. are fine. For example, why
is a gola so yummy? What
color do we get when we
mix red and green? What is
the most important thing in
the world?
Introduction to the 21st Century Characters
Go to Index
Reflect
Time learners and see if they can come up Invite learners to guess. Possible answer:
with as many questions as they can - at because that is how we learn, because
least 20 - in two minutes. questions help us explore new things,
because when we know why we are doing
Do you know why Mr. Curiosity asks something it becomes more meaningful
questions? Invite learners to sit around the mandala.
Learn
Closing
Now we’re going to do something all our scraps of paper and make them
really interesting. Do you remember into an even more beautiful mandala on
Let’s use Mr. Consciousness now.
the sheets we did in the last lesson the ground.
with our beautiful dreams on them? y How did we feel when we first drew our own
Well, I’m going to hand them out to you dream?
randomly. You are then going to tear y How did we feel when we were asked to tear
the dream sheet up into small pieces. up our dream?
Ask how learners feel being asked to do y How did we feel when we worked together,
this. Possible reactions: no, I don’t want to. like Ms. Collaboration, to rebuild our dream?
It isn’t fair to tear someone’s dream etc.
Give Learners 10 minutes to do this. If
Please trust the process, learners. We you can, play soothing, instrumental
are trying to learn something new. So music during this time.
even if this feels difficult to do, go ahead
Wow!
and tear..
Once everyone has torn up the papers,

move on.
We are now going to use our final After class challenge:

character, Ms. Collaboration, to rebuild
our dreams. But this time we are going
to make one collective dream. We’ll take Today, take home the last two thing until you are all set to start the
colouring sheets, Mr. Curiosity and Deshbhakti lessons!
Ms. Collaboration. By tomorrow you’ll
have all 8 characters in your book! And
you’ll learn just one more important
Watch as I play this game. falling, again and again, until he learns
OBJECTIVE
to walk.
Learners will be able to understand that in the With a learner, demonstrate the game,
India & I Curriculum, having different opinions starting with 1,2, 3 (rock, paper, scissors) So this time, when we play, if you get
out you are going to throw your arms
and making mistakes is a good thing Now here is the fun part. Usually, if
up, smile widely and say “TA-DA!” Ta-da
I were playing and I won, I would be
is our way of saying that mistakes are
happy. And if I lost, or made a mistake,
fine.
I would be upset, right? Well in this
game, and overall in the India and I Throughout the curriculum when
Curriculum, that isn’t the case! When we learners are unsure, or make a mistake,
Cs IN FOCUS
make a mistake we are happy because or when you make a mistake, just say
Ms. Communication
we know that mistakes are the way we Ta-da!
Ms. Critical Thinking
learn!
For example, look at a little toddler

who is learning to walk. He gets up and
CONSTITUTIONAL VALUES MATERIALS what happens? Invite answers Yes, he
Respect, Diversity N/A falls! He falls again and again. Do we
tell him, “silly child, why are you making
mistakes?” No! We encourage him
because we know that he must keep
Spark
Learn
Today, we’re going to play a game called
Ta-da! Are you ready? How many of you
have played the game rock, paper and First, let’s play rock paper scissors with
scissors? Well, let me show you how. our partner.
Keep reminding learners to say Ta-da

joyfully when they get out!
Now let’s play as a whole class! Stand

up and play with the person next to
When I hold two of my fingers in a y Paper can cover rock. Call another you. If you get out, say Ta-da and move
v-shape, it is a scissor. Can you do that learner up and have him be paper to the left wall of the classroom. From
with me? and you be the rock to demonstrate. there, keep cheering others on! Within 3
y Scissors can cut paper. Call one minutes we should have one winner but
Now here are the rules.
learner up and have him be paper really all of us will be winners!
y Rock can crush scissors. Call
and you be scissors to demonstrate.
one learner up and have him be
a rock and you be a scissor to
demonstrate.
Learning Ta-da! Learning Ta-da!
Reflect
Think about class today:
y What did you like the most?
y Which of our characters do you think we used today?
Closing
y What is ta-da?
y Why does it matter?
Possible answer - ta-da is our way of remembering

that mistakes are good! It matters because it is the
way for us to know that we learn from trying, making
mistakes and trying again.
Learning Ta-da!
Go to Index
OBJECTIVE
I can introduce myself including personal details

and some of my character traits and values.
Cs IN FOCUS
Mr. Creativity
Mr. Consciousness
Ms. Communication
Ms. Courage

Go through the autobiography link
to provide examples to learners.
SUMMARY OF PRE-WORK
Learners will write their basic introduction
(including personal details and things of
their interest) in any form they would like to
represent themselves. (This may be drawing,
paragraphs, or simple sentences).
Guiding question:
Who am I? What is my name? Where do I live?
Where do I study? What are my hobbies? What
do I like to do (activity)? What are my values?
RESOURCES FOR THE TEACHER:

Synchronous Presentation Asynchronous Pre-work Document
Go to Index
Spark (10 minutes) Learn (15 minutes)
When you wrote your introduction or learners are not able to write, you can do
Hi learners. Today we will start with our shared about yourselves, what things this orally, talking them through each part
first unit of the curriculum i.e Self. did you choose to include and why? and having them share in small groups.
Take 3-4 responses Let’s take 10 minutes to complete this

task. Remember Mr. Creativity while
Possible response: I shared my name, doing this.
Remember Ms. Courage and Ms. class, school. I also shared about my likes,
Communication while doing this. dislikes and interest areas.
Please read- Model one example for Amazing, thank you for your answers!
learners. Show pictures of the examples
Whenever we introduce ourselves, we
you choose to share. Pick an example
The Big Question that we will explore may choose to include:
learners can relate to.
today is “Who am I?” and we will do this y Personal details/facts (your name,
through today’s objective. For ex: I showed courage when I told where you live, family, birthday etc.)
Point to the objective- I can introduce my father about a lie I told my friend. I y Things we like ( subject, food,
myself including personal details and accepted my mistake. animal, book, songs, movies, etc)
some of my character traits and values. Let’s begin. y Our interests (sports, books,
You can ask 10-12 learners the activities we like to do, etc)
Can anyone share what this means?
opportunity to share about themselves y Our values (which value you
Take 3- 4 responses to the class. demonstrate)
Now we have learned something new y Our strength and weakness (what
Today we will learn how to introduce about some of our classmates. you are good at and what you want
ourselves.
Today, we will learn more about what to work on )
Before we start, let’s see how many things we choose to share, when we Here is a Graphic Organiser that will
of us have done our pre-work about introduce ourselves. help us to structure our thoughts and
writing our introduction? Can people
For an in-person classroom: You can ask remember these points better.
raise their hands/ give me a thumbs up
if they have completed the pre- work? learners to pick up ice-cream sticks kept Please explain the terms: interests, values,
on the table when they enter the class and strengths and weaknesses in simpler terms Encourage the learners and resolve their
Great, this will help us do our first
as an introduction, they need to share as if you need to. doubts if they have any. If time allows, ask
activity better.
many things about themselves as many the learners to share their introduction
Through this activity, we will learn about sticks they chose to pick.
Show the graphic organiser to the learners in groups with the help of their graphic
our classmates. We will use our pre-
and model how to fill it in. You may print it organiser.
work to share things about ourselves-
our personal details and interests. out and give it to them as a worksheet, or
draw it on the board/chart paper and let
learners replicate it in their books. If your
Lesson Plan 01 Lesson Plan 01
Reflect (5 minutes)
Explain the meaning of consciousness in simpler
terms, reminding learners about the time they
met Mr. Consciousness.
Mr. Consciousness tells us that it’s really
important to be aware - of what we feel, think, of
others and the world around us. We will use him
in all our lessons for us to make meaning of our
learnings.
Think about today’s lesson and share:
y What did you learn about yourself?
y What did you learn about your class?
y How did you feel today about introducing
yourself to the class?
IM FEELING...
1 2 3 4 5
After Class Challenge ( 5 minutes)

Make a phone call to one of your
classmates and share your introduction
with them using your graphic organiser.
You’ll need Ms. Courage to do this!
Lesson Plan 01
Go to Index
OBJECTIVE
I can introduce myself including personal details

and some of my character traits and values.
C IN FOCUS
Ms. Courage
Mr. Consciousness
Mr. Creativity

y Be ready with examples of where you
showed courage and communication
y Fill in the Graphic organizer to model
SUMMARY OF PRE-WORK
Learners will think and write about the following y What do you like doing?
questions:
y Who do you want to become in life?
y When was I born? Where was I born?
These questions will help them to create their
y Who is in your family? own posters.
y What gives you happiness?

Go to Index
Spark (10 minutes)
What did you think about this story?
when my sister stumbled over a
What do you think my friend kept in
stone. Interestingly, I remember
mind as he was introducing himself?
having a sudden urge to help her
out. From that day on, I always Invite learners to share responses.
Hello learners,
had the impulse to save and help
other people even if it was helping Great! Now would anyone like to try and
my grandparents cross the road share what the word autobiography
or helping my mother with buying means?
Will someone remind us of what we The title of his introduction is vegetables for cooking. At that time,
learned yesterday? “Autobiography of a SuperHero”. Possible response: An autobiography is
I didn’t know I was different, until I
the story of a person’s life as told by that
Possible response: We learned about Can anyone share with us what the started school.
person. For example- In the story we read
introducing ourselves. meaning of the word autobiography is?
my friend told about himself so it’s his
No problem, after reading the story autobiography.
Now can someone tell us what kinds of we will try to guess what the word
things might we share while introducing autobiography means!
Explain the meaning of the word
ourselves?
Please read the story with expressions, ‘autobiography’ to learners by giving
Possible response: When we introduce the right tone and pitch. Feel free to use various examples. Use this link to quote
ourselves we may share: Our personal another autobiography that is more examples.
details, our interests, our values and relevant to your learners’ context. Ask
strengths and weaknesses. relevant questions at regular intervals to
gauge whether learners are understanding
Who used Ms. Courage and made a call the story or not. For example: What did
yesterday to their classmate to share the superhero just do? Why do you think
about themselves? Amazing, would any he did it?
of you like to share how that felt and
what you shared?
Learn (15 minutes)
AUTOBIOGRAPHY OF A
SUPERHERO
Now that we have learned about what y Use our graphic organisers from the
On September 10th 1998, I was
autobiography means, we will design a last lesson and the responses from
born into a warm and loving
poster that will be our autobiography. our pre-work questions.
family. My father, Farhad Khan was
This poster will help us share our y Write our name at the top
an auto rickshaw driver and my
personal story.
Today we will continue to explore our mother, Shazia Khan was a home- y Draw our sketch in the middle of the
maker. We were poor in those Before we start, how many of us have sheet.
first big question: “Who am I?” and
days. My father worked really long done our pre-work about thinking and
continue to explore ways to share about You can choose to stick photographs of
hours and my mother looked after writing responses to the questions that
ourselves. different learners on the sheet.
all of us so that we had an exciting were shared?
Before we start the lesson, we will read
childhood. I remember one time. To design our posters for You can choose to stick photographs of
a story about one of my friends and see
I was playing hide n seek with my autobiography, we will different learners on the sheet.
how he introduced himself.
younger sister, Asmat and our
friends from the neighbourhood,
Reflect (5 minutes)
Then around your sketch, you will
write your story by sharing the details
you want to share with others about
ourselves.
You can also use the following guiding It’s Mr. Consciousness time!
questions/points to share your story: Think about today’s lesson and share:
y Personal details/facts y What did you learn about yourself in class
y Who is in your family? today?
y What are your interests? y What was easy?
y What do you like? y What was not so easy?
y What have you achieved till now? On a scale of 1-5: How do you feel today about
introducing yourself to anyone?
y What are you famous for?
y What do you want to become in life?
You can write these details or draw
them. Feel free to express as you want.
IM FEELING...
Let’s get creative like Mr. Creativity!
You have 10 minutes to complete this

task
Encourage the learners and resolve

their doubts if they have any. If the time 1 2 3 4 5
allows, ask the learners to share their
Please show learners a few examples to autobiography in groups with the help of
After Class Challenge

help them think of how to design their their posters.
posters.
Make a call to one of your classmates and share your introduction with them using
your graphic organiser. (Remember to call someone else other than whom you called
yesterday.)
Spark (10 minutes)
OBJECTIVE
I can share my likes and dislikes

Hello learners, today morning when I was getting ready
for work, I heard the song __________ (please fill in a”Song
Name” that you like) and I was very happy while listening
to the song.
Cs IN FOCUS
Mr. Consciousness
Mr. Curiosity
Do you know why? Because this is one LIKES AND DISLIKES
of my favourite songs.
I like Parle-G with my tea,
Please turn to your partners and share
I like singing when I’m free,
your favorite song.
I like chocolate and ice cream,
Thank you, today we will discuss our But I don’t like when you scream!
likes and dislikes.
CONSTITUTIONAL VALUES MATERIALS I like milk and dal rice too,
Point to the objective: I can share my likes
Read the poem carefully - make notes on
and dislikes I like helping mum make food;
where to pause, ask questions and explain
I like apples, I like pears,
Listen to a favorite song on your way to work!
Do you know why this is important? But I don’t like falling down stairs!
Invite and encourage 3-4 responses I like travelling in the train,

I like dancing in the rain,
Remember, you are special and
I like pink and I like blue
SUMMARY OF PRE-WORK different from everyone else. Therefore
But I don’t like monsters – do you?
Learners will create a list of things they like and your likes and dislikes may be different.
dislike. They will call up one of their classmates
Before starting the lesson I will share a I like jumping in the air,
to interview them to understand their
classmates’ likes and dislikes. poem about what I like and what I don’t I like hugging my teddy bear,
like. Please listen to the poem carefully I like playing funny tricks
and then tell me what you think I like But I don’t like getting sick!
and don’t like.
I like playing mobile games,
Listen carefully!
I like things with funny names,
Please recite the poem with expression I’ve told you many things I like,
to the tune of the first verse of “twinkle, And now I’m off to ride my bike!
twinkle little star”. Pause after every stanza
RESOURCES FOR THE TEACHER: and ask learners what they think you like Thank you, I hope this gave you
Synchronous Presentation Asynchronous Pre-work Document or not. Share what you like and don’t examples of likes and dislikes.
like too. Make it fun by making noises or
saying wow from time to time.
Lesson Plan 03
Learn (15 minutes)
Now let us learn f what we like or dislike
about each other.
Please take out the list of our likes and
dislikes that you created in our pre-work
and share it with your classmates. Explain to learners that everyone has different likes and dislikes and this is what makes us
different, unique and interesting.
Please take responses from 3-4 learners.
Encourage learners who are quieter to
share.
For an in-person classroom, you can ask

Reflect (5 minutes)
learners to share in groups of 4. For an in-person classroom, you can
draw these pictures or cut them out from
Now let’s do a whole group activity to
newspaper/old magazines. Also, draw It’s Mr. Consciousness time!
understand our own, and each other’s
the tally mark table on the board so it is
likes and dislikes. When I display a Think about today’s lesson and share:
visible to all. Refer to the image below to
picture-
make a tally table. y What are the three things you like and dislike?
y Give me a thumbs up if you like the
y Do you and your classmates have the same
thing in the picture Now, using Mr. Curiosity and Ms. likes and dislikes?
y Give me a thumbs down if you don’t Critical Thinking, let’s think about these
y What would happen if everyone in the world
like the thing in the picture. questions:
had the same likes and dislikes?
While you show me a thumbs up or
y What did you learn today?
thumbs down, please also look around
so you can see what your friends like or
dislike, too!
Display six to ten pictures one by one to After Class Challenge

the learners. You can choose any other
pictures to display, or use objects around
you in the room. Based on learners’
When you go home, be Mr. Curiosity! Get to know the people around you even more
responses, draw a table to show a tally of
by asking them what they like and dislike. See what surprises you!
how many learners liked or disliked the y Is there an object or an activity that
object displayed. everyone in our class likes?
y Does everyone like everything?
y Is there any object that nobody in
the class likes? Why do you think
that is so?
OBJECTIVE
I can create a map to show the

Spark (3 minutes)
relationships in my family
Hi learners, who can share the big questions that
we’ve explored in this unit.
C IN FOCUS
Mr. Curiosity
Mr. Creativity
Mr. Consciousness Correct responses: What is a family? In Learners might ask more questions and
what ways do families differ from one might guess that the member is your
another? father, grandfather or uncle.
Great, thank you. Let’s do an activity. Thank you! I hope you had fun. This
I’m going to think of a family member brings us to our next big question of the
and share some description about this unit that is-
CONSTITUTIONAL VALUES MATERIALS person. I would love for you to guess What roles do people in my family
Fraternity Have a family tree ready with the following
points: who this person might be. If you think play?
y Names of family members
you’d want to know more about this And we will begin to explore this
person, feel free to take help from Mr. by talking about our family and
y Connections with each member
Curiosity and ask questions. relationships we have with each other.
y Fascinating facts about grandparents/
great grandparents Are you ready?
Point to the objective: I can create a map
to show the relationships in my family
Let’s look at a family tree together.
SUMMARY OF PRE-WORK
Put down the names of everyone in your family.
If you know the names of your grandparents,
get to know from someone about their parents’
names.
Please share with the learners about
any family member of yours. Feel free to
personalise this. For example: This person
works in a factory, has a moustache, is
married and has two children who are What do you see?
Synchronous Presentation Asynchronous Pre-work Document married too. Generally wears pants- shirt
Possible response: A tree of the different
but also likes wearing Dhoti-kurta. He
family members. It shows us how each
always asks me about my day and loves to
member is connected to each other.
drink tea.
Lesson Plan 22
Please explain that a family tree is a map Possible response: Learning about family trees below. It could be more than one
of different people and the roles they play history is important. It helps to keep person. Let’s ask for help from both Mr.
in the family. memories alive and allow each generation Curiosity and Mr.Consciousness to do
to have an idea of who they are and where this.
Why is it important to know our family they come from.
tree? Show the images of trees to the learners
Please clarify the rationale behind and ask the following question. You can
Take a few responses. Please appreciate model this on your family tree as well.
learning about family trees.
their responses.
1. Who is the oldest person in your
family?
Learn (20 minutes) 2. Who is the youngest person in your

family?
Today, we will be creating our own y Your family tree is now ready! 3. Who is the most helpful to
family trees. Are you ready? everyone?
y Once you are done, think about
Please follow these instructions and something special about each 4. Who tells the best stories?
take help from Mr. Creativity while you one of them. 5. Who cooks the best food?
do this. 6. Who do you think works really hard?
Model an example by using your own
y Draw a simple tree. family tree. Recap the names of your 7. Who helps you with school work?
y Put in the names of each of the family members, describe the connections 8. Who keeps the home looking
people according to their age: you share with them and follow the same beautiful?
y Draw your paternal grandfather, order as mentioned in the instructions.
9. Who do you go to when you are
grandmother, maternal Please add additional branches if you
feeling sad?
grandfather and grandmother live in a joint family or want to add about
great grandparents. Feel free to share a 10. Who is the most fun person to be
on the topmost branch of
few fascinating facts about each of your with?
the tree. If all four of your
grandparents are not alive, just family members. 11. Who needs the most help at home?
draw the ones you know. 12. Who knows you best?
You have 10 minutes to do this.
y Below that, draw a picture
of your mother and father. If
Can we all please hold our trees up in
you don’t have both parents,
the air so that we can see everyone’s
don’t worry - remember all our
family trees. Yay! They are all beautiful
families are different.
and full of hearts.
y And at the bottom, please draw
yourself and your siblings (if you
have siblings). Now as I read out the statements, think
y Now think, do you need more of who fits into it and put a little heart
branches in your family to show next to / below their name like in the
other family members. Put them
all in the tree
Reflect (10 minutes)
It’s Mr. Consciousness time!
Please turn to your partner, share your sheets
with each other and discuss:
y Who has the most hearts in your trees? Why?
y Are both your trees similar or different? How?
Invite 3-4 responses for both the questions in the

large group after the partner-sharing and synthesise
the responses.
Do you know what the hearts mean? It is all the

things we do for each other and value in each
other. It is the way we show our love and respect.
Different individuals might share different
relationships with their family members. For some
of us, we might share all our secrets with our
mothers, for some of us, this role might be played
by our fathers and for some of us, this role can be
played by our siblings. This might not make any of
them less important. Each of our family members
have a role to play and are special in their own
ways. This can help us foster the idea of Fraternity
in our own families.
After Class Challenge (15 minutes)

Imagine if we made this tree for our y Sharing food with others
class! Let’s make this tree and towards y Being kind
the end give little hearts to our
y Completing work
classmates for:
y Asking questions
y Coming to class on time
y Always bringing a tiffin
Lesson Plan 22
Go to Index
OBJECTIVE
I can describe the roles and

responsibilities of each member of
my family towards one another
Cs IN FOCUS
Mr. Consciousness
Mr. Creativity

Equality, Fraternity Drawing of your family members.
Sheets of paper
Link to responsibility song
SUMMARY OF PRE-WORK
Think of what role you play in your family. What
are you responsible for or what do people in
your family rely on you for? Make a list of these
things.

Go to Index
Spark (5 minutes)
Hello learners!
Once the learners finish their task, ask

them to do a quick walk around the
classroom/hold their picture up on zoom.
Ask learners if they remember Why do you think this matters? Now,
the responsibility song. Recap
Invite a few responses and share: y In the first box, put down all Now, let’s turn to our partners, look at
and begin the class by singing this song
the things this person does in each other’s drawing and discuss:
together.
Yesterday, we spoke about the your family. For example: My
y What are the two similarities you
relationship we share with our family brother looks after me, helps buy
Point to the objective on screen: can see?
members. Today we are going to share vegetables, keeps the house clean
I can describe the roles and and is always there to help my y What are the two differences you
more about the different roles and
responsibilities of each member of my mother in the kitchen. can see
responsibilities they have. Knowing
family towards one another
this would enable us to all share y Feel free to also draw elements Invite responses in the large group and
Can any one guess the relationship responsibilities at home. We can help that represent these roles and share that each of our family members
between the objective and the our family members and get help from responsibilities using Mr. Creativity. play different roles. Also, the same role
responsibility song? them. might be played by different family
y Do the same for all the family
members you have chosen. members in different families. For
Possible response: We are going to discuss example: In XYZ’s family, we saw that
responsibilities of family members. the elder brother buys all the groceries
whereas in ABC’s family, that role is played
by the mother.
Learn (17 minutes)

Let’s do an activity. Please follow these y Draw two big boxes on the right
instructions: side.
y Take a page and keep it horizontal/ y Do the same for any four members
sleeping. of your family on different sheets.
y Draw any one of your family Let’s take 5 minutes to do this.
members on the left side of the
Show learners the image for reference.
sheet. Write what you call them as
the title.
It’s Mr. Consciousness time.
Think and share:
y Why do different people have different roles?
y Who helps and supports you the most? How?
y Who do you help and support? How?
Invite a few responses in the large group and share

that each individual has a role to play so that
responsibilities are shared. We may want to consider
whether someone is doing a lot of work in the family
so that we may offer them help and support. Along
with that, it might be important for us to share
gratitude with people who do so much for us. This
may help us foster the constitutional values of
Equality as well as fraternity in our own families.
Close the class out by playing this video- The

Gratitude song and encourage learners to follow the
actions.

Think of three things you might want to say thank-you to this person for and share
those with your family members by doing the Gratitude action.
Lesson Plan 23
Go to Index
OBJECTIVE
I can create a list of things I like

about my family and share the
same with them.
Cs IN FOCUS
MMr. Consciousness
Mr. Compassion
Ms. Communication
Mr. Creativity

Fraternity Keep your artwork ready. Ensure it represents
your family.
SUMMARY OF PRE-WORK
Before we get started, we need Ms. Critical Give instructions:
Thinking here.
y Go over the many sheets / pages of your
work on the family. Just read through them
all.
y Once you read them all, make a list of 3
things that you absolutely love about your
family.
y List them out and keep them ready.

Go to Index
We will represent this today using an
Hello learners! art-work.
Share that art is a great way to
communicate how we feel about
something or someone. Refer to the
images they saw of families playing
together. Guide and encourage learners as they are
Let’s start by looking at these 3 pieces of Great, I am sure that there might be
Start by sharing the art you created on drawing.
art. some things you also do like to do
together as a family. Would you like to the subject of your family - explain why
What do you see? Can a few of you
share some of these? you drew this. Once the learners finish their task, ask
please describe the art?
Now that you’ve seen my art -work, I them to hold their picture up in the air.
Invite a few responses.
am curious to see what you all come up
with. Now, let’s turn to our partners, look at
Some of us might not have an activity/ each other’s pictures and share:
games over which our families get Please take the next 10 minutes to
follow these instructions. y What is similar in the way your
together but there might be things we
families look?
love about our family. For example: y Think of what family time looks like
Due to different family members having in your house- time when everyone y What is different in the way your
different schedules, it’s difficult to is together/ people do things for families look?
find time and do an activity. But I love each other/ common things you like. Invite responses in the large group and
how everyone cares for each other in
y Draw what they do and put in as share synthesise key points of similarities
different ways. For example: My sister
much detail as you can. and differences. Share that all our families
knows that I like to have coffee in the
y Now, write down 3 things that you may have different ways of enjoying,
evening so when she sees that I am
love about your family at the bottom loving and taking care of each other. We
busy with work, she makes it and brings
of your art. may also like very different things about
it for me near my work station. Similarly,
our families. It is these differences that
my father knows that all of us in the y Please take help from Mr. Creativity make all of our families special.
family love ice-creams so he will make and Mr. Compassion while you do
sure to bring it for us while returning this.
back from work. Feel free to personalise
these examples.
Today, we are all going to think deeply
about what we really like about our
Possible response: I see a family playing family.
ludo together, another family playing
Point to the objective:
carrom, in the third one they’re watching
I can create a list of things I like about my
tv, I see a family looking happy.
family and share the same with them
Reflect (7 minutes)
Think and share:
y How did you feel remembering fun times at
home?
y Are there times at home that are not fun? How
do you feel then?
y How can you make something better at home,
and be a change-maker like Alexandra Scott?

Make sure that you have completed Ms. Communication loves it when you
your art. speak up :)
Outline it, colour it.
Show it to everyone at home - tell them
what you have drawn and why.
Tell them what you think makes your
family so special.
Lesson Plan 25
Go to Index
OBJECTIVE
I can illustrate the people that

make up my community.
Cs IN FOCUS
Ms. Collaboration
Mr. Creativity
Ms.Communication
Mr. Consciousness

Fraternity Bring in any simple props from home that a
community worker might use – a teacher’s
glasses, a toy ladder for a fireman, a toy car or
picture of one for a driver, a plant or picture of
one for a gardener, some seeds for a farmer,
broom for a person who sweeps the roads etc.
SUMMARY OF PRE-WORK
Watch this video.
List out the community helpers you

are hearing about for the first time.
Talk to your family and identify who the
community helpers in your family are.

Go to Index
Let’s play a game to learn about our Community helpers list:
Hello learners! objective. How many of you have played
1. Plumber
or heard about dumb charades?
2. Fire fighter
Invite a few learners to share.
3. Doctors and nurses
We are going to play this game in class 4. Police
After learning about self and family, What do you think is common between today. Let’s quickly recap the rules. 5. Watchmen
we will start the third unit of the all of these people?
curriculum, Community. The first big y Some of you will be assigned the 6. Garbage collectors
Possible responses: They all help us, they names of one community helper
question we will explore in this unit is 7. Sweepers
are community helpers. each.
‘What is a community?’
8. Teachers
Let’s begin with a fun game- ‘Who am I?’ y You will then act out the community
Are you excited to learn more about 9. Electricians
helper. Remember you can not
I am going to share statements and all these people who take care of our
speak or do any lip movements. 10. Farmers
some hints and you will have to guess community?
which person I am talking about. Are y Others will have to guess who this
Point to and explain the objective: I can Generate enthusiasm through the activity.
you ready? community helper is in less than 45
illustrate the people that make up my The purpose is for learners to have fun
seconds.
community. while learning about what different
Please show/wear your props as you ask Let’s begin the game. Remember to community helpers do and are called.
each question to make it really fun for take help from Ms. Collaboration, Mr.
Let’s also quickly revise our four
the learners. Please feel free to change Creativity and Ms. Communication while
constitutional values. Thank you! I hope you all had fun.
the questions according to the props you doing the activity.
manage to find. Now that we have explored who our
Show the illustrations of the four
different community helpers are, let’s
constitutional values. Ask 1-2 learners to
I am the person who plants seeds that turn to our partners and discuss the
share what the 4 values mean to them.
grow into vegetables (show seeds). Who following questions for the next 10
This unit onwards, constitutional values
am I? minutes:
will be talked about in much more detail/
I am the person who helps children at the end of every lesson. Please debrief y What is a community?
learn (show a pencil or point to a them wherever you feel necessary. y What does it mean to be a helper?
blackboard). Who am I?
y Who is a community helper?
I am a person who steers a car (pretends
to steer a car). Who am I? Possible responses:
I am a person who plants things like this

plant. Who am I? Community: a group of people living in
Equality Justice Liberty You can either let learners pick up chit
the same place or having a particular
I am a person who sells these (show from the bowl or assign a chit to them.
characteristic in common.
vegetables). Who am I?
Virtually, a name can be sent on a
After the activity, please ask:
personal chat/ whatsapp.
Fraternity
Community helpers make communities Feel free to add an anecdote from your
cleaner, safer, and more pleasant for life. For example: During Corona, my
other people. They do many different mother fell sick and we were very worried.
things to help us every day. So the community doctor was kind and
helped her feel better. I suppose she takes
Please invite 2 responses each for all care of many people in the community
the questions in the large group and when they feel sick.
synthesise what learners share that we as
a community need to be grateful to all the
people that help us live a better and safer
life.

Think and share:
y What would happen if there were no
community helpers? Eg: police, doctors etc?
y Which constitutional value can you make a
connection to?
Invite responses in the large group and debrief the

constitutional values.

Look out for all the community helpers you see at home. Say hi to three of them and
thank you! We’ll share how that felt tomorrow!
Lesson Plan 29
Go to Index
OBJECTIVE
I can illustrate the places that make up

my community.
C IN FOCUS
Mr. Consciousness
Mr. Creativity

Fraternity Prepare a map of your own community
Add pictures of any submissions of learners’
pre-work
SUMMARY OF PRE-WORK
Watch the video-
Create a map of your room with the help of the

video.

Go to Index
Spark (10 minutes)
You have next 6 minutes to do this y Is there a vegetable market?
individually. y Is there a hospital?
Once learners are done with the activity, y Is it close or far from your house?
ask them to hold their sheets up in the air y Did you remember to put in traffic
Hi learners, so that everyone can see. Appreciate their lights?
efforts and point out key highlights while
y Do you have places of worship in
you see their maps.
your community?
I am going to share a few statements. Pause after each statement and invite
Did you say hi to 3 community workers? Point to the objective: I can illustrate the
Put your hands up if you have these different learners to share the importance
Who did you see? How did it feel to places that make up my community
on your map. You may ask learners to of these places.
thank them?
show it to their partners in an in-person
Do you know what a map is and why it
Invite 3- 4 responses. class.
helps us? Think about what you did in
your pre-work and try to make a guess.
Thank you for taking help from Ms.
Courage and doing this. Yesterday we
talked about who community helpers
Invite 3-4 responses and share that a
map is a way of getting from one place Reflect (12 minutes)
are. Today, we will think about where to another. Show them an example of a
these community helpers were when map. You can show the map of your own
you met and said hi to them. community or the one made by learners in
their pre-work. Please close your eyes. We’re going to think about
Our community has so many interesting all the people who help us in our community. Let’s
places and we are going to learn about picture all the policemen and the firemen who
some of them today. help us. Picture all the doctors and nurses. Say
thank you to them silently. Picture all the people
Learn (20 minutes) who sell us the things we need – food, water,
clothes. Say thank you to them too. Picture people
you know who are community helpers. Say a big
thank you to them too.
Today, we are going to make a simple the end of the road is another road and at
map of our community. Before you do the end of that is a police station. On the As we come to the end of this class, think and
that, let me share with you how I drew other side of my house is the school etc. share:
mine. y What did you learn about your community?
Now it’s your turn. Please Follow the y Which constitutional value can you make a
Before learners follow the instruction, following instructions and remember to
demonstrating how you drew your connection to?
take help from Ms. Critical Thinking and
community map. Please make your Mr. Creativity while doing this. Invite responses in the large group and debrief the
thinking visible so that it becomes easier constitutional values
for learners to follow. For example: Here is
my home. Next to me lives my neighbour
Mr. Farooqui. There is a big street in front
of my house and a shop right opposite. At
Today when you go home, go for a community tour with your friends. Search for even
more community helpers. See if you need to correct your maps or add anything to it.
Bring them back tomorrow so we can see them all and put them up in class.
Lesson Plan 30
Go to Index
OBJECTIVE
I can illustrate the activities that

people do in my community.
Cs IN FOCUS
Mr. Consciousness
Ms. Critical thinking
Mr. Creativity

Fraternity Prepare a drawing of the different activities
people do in your community.
SUMMARY OF PRE-WORK
Ask 3 people around you about:
1. What did they do throughout the day?
2. What are the things they enjoy doing?
3. What are their favorite festivals? How do
they celebrate them?
For the class: Get your art supplies

Go to Index
Great, till now, we have discussed community. These are certain things that
Hello learners! different activities that are a part of are common to all despite our differences
different communities. and hence, we may celebrate it by
Let’s guess what are the activities that practicing Fraternity.
are common to all communities.
Now we are going to think about our
I am going to show you some pictures communities and all the activities that
Now that we have learnt what people
and you will have to guess what it is. happen there. Let me share a little
and places make a community, let’s look
Are you ready? Let’s use Ms. Critical about my community first.
at different activities they do.
Thinking to do this.
Do you know that different communities You can model a drawing by showing
are known for different activities? Let’s examples of activities in your community.
guess what these communities do. You can illustrate activities people
do for living, activities people do for
Please show the pictures and at each slide,
entertainment, activities that people
ask:
like to do together. For example- Run a
Invite responses and explain that they are shop, play hide n seek, go for Namaz in
Do you know what this community
a fishing community, potters community the evening, make a queue to fill water
does?
and a farming community respectively. buckets in the morning etc.
Share that most people in these Show the illustrations and ask the
communities are fishermen, potters and learners to guess. Now, it’s your turn. Follow these
farmers respectively. instructions and remember to take
help from Ms. Critical thinking and Mr.
I am sure that people in your Creativity :
community also do different activities.
It might also be the case that some
activities are done by a lot of people in
your community.
Would any of you like to shout out what
these activities are?
Invite responses from different learners.

y Picture your own community
Today, we are going to talk about all y Think of as many individuals as you
these activities. can.
After the learners have shared, ask them
Point to the objective: I can illustrate the if all of them and their neighbours do it y Make a note of things they do. They
activities that make up my community and explain that we might cook different can be similar or different.
food, sleep at different times, play y Use colours to draw or represent
different games and pray in different ways these activities. Label it as well.
but these activities are a part of every
You have 6 minutes to do this. that XYZ has drawn a cricket match – can
you share more about it? Do people play
After learners are done, ask them to hold
a lot of cricket in your community?. I see
up their drawing so that everyone can see.
that ABC has drawn Eid celebrations –
While observing different drawings, I keep
would you like to tell us a little about how
highlighting some things that stand out to
Eid is celebrated in your community?
you and invite different learners to explain
what they have drawn. For example, I see
Reflect (5 minutes)
Think and share:
y What activities are common between your
communities?
y What activities are different?
y What makes your community special?
y What did you learn about your and other
communities today?
y Which constitutional values can you make
connections to?
Invite responses in the large group and debrief the

constitutional values

Ask learners to look out for different activities people do in their community.
Lesson Plan 31
Go to Index
OBJECTIVE
I can explain how things can be different

and still equal.
C IN FOCUS
Mr. Compassion
Mr. Consciousness

Equality , Justice Bring in 5 objects that you love. For example:
Harry Potter book, your phone, picture of your
mother, your diary etc.
3 Bandaids
SUMMARY OF PRE-WORK
List down names of 5 body parts and write down
the different tasks that they help them to do.
For example, hands- drinking water, eating,
playing cricket legs- walking, running, dancing,
sitting

Go to Index
Spark (5 minutes)
What do you think the person with the be able to share what is in our minds
headache needs? openly.
What do you think the person with the
broken leg needs?
Hello learners!
What does the person with the bruised
knee need?
Invite responses and pretend to give the

I hope you are very excited to start the What is justice and Equality? treatment to the three volunteers again.
fourth unit of the curriculum i.e India. Are people born equal?
Today, we will engage with this idea in
After exploring so much about Let’s begin with an activity. detail.
ourselves, our families and our
Can I have three volunteers?
communities, it’s time to learn about Point to the objective: I can explain how
India. One of you has a broken leg, one has a things can be different and still equal
headache and one has a bruised knee.
We all know about the four
Being different is something to
constitutional values of India, can Can all of you act in the same manner?
celebrate! (learner’s name) has a
someone quickly share what they are? I am a doctor who believes in Equality! beautiful singing voice, (learner’s name)
Show the illustrations of the four values. I’m going to give a bandaid to each one is tall, (learner’s name) loves math – all
Ask 1-2 learners to share what the 4 values of them. of us are different and special. But we
mean to them. are also equal. We all need good health
You may invite three learners to be a part care when we are sick. We all need to
of the activity. Get learners to act out their come to school to learn. We all should
ailments for fun. Now give all of them a
bandaid. Then ask everyone-
Was what I did equal? Learn (20 minutes)

Equality Justice Liberty Is my bandaid going to help all of them?
We are now going to do a small activity Remember to take help from Mr.
Invite 3-4 responses in the large group and
about things we love. Compassion while doing this.
share-
Please share with the learners the five
There are some things that we need things that are important to you. You can
Fraternity to do equally, for example: respecting bring these to the class or get photos of
These four values are an integral part everyone! them.
of India, therefore, it’s important for us And there are some things where being
to deeply understand them as we begin fair is actually giving people what they Now, it’s your turn. Take next five
to understand the idea of India and our need - even when it isn’t the same. minutes and make a note of:
relationship with it. Now, let’s turn to our partners and
Now let’s replay our role play. This time y 5 things you love
share our responses to both the
Therefore, the first two big question we I’m gonna focus on giving each child y 5 places that you love visiting questions. Also take ten minutes to
will explore in this unit are: what they need.
y 5 people you can’t live without share:
y Why do you love all these All the things can be different but still
things,people or places? very special to us. Different things play
y Do you like all of the things for the different roles in our lives and that’s
same reasons or different reasons? what makes them important. Think
about your pre-work, each of our body
parts have a specific role to play and
Invite 5-6 responses in the large group and they are not the same but are all equally
share- important.
Reflect (x minutes)
Think and share:
y Two things that make you different from your
partner.
y Two things that make you equal to your
partner.

Talk to your parents and siblings. Identify different ways all of you are different but
equal.
Lesson Plan 42
Go to Index
OBJECTIVE
I can describe, express and appreciate

India’s diversity (states, languages,
religions etc) .
C IN FOCUS
Mr. Curiosity
Mr. Consciousness

Fraternity Images of different states, languages, dance
forms and food.
Prepare for different stations.
Song- Just like you
SUMMARY OF PRE-WORK
Write the name of different dance forms and

write the states that they are associated with.

Go to Index
Spark (10 minutes)
After 10 minute, ask everyone to come
back and doodle anything that stood out
to them from their stations.
Hi travellers! Invite learners to hold their drawings up

South India in the air for everyone to see and ask if
everyone has drawn the same things.
Invite responses.
Can someone guess why I called you so? y At each station you will see several
pictures that will tell you more They are different because India is full
Invite response. of very different things! This is what
about that part of India.
makes India so interesting. We will be
We are going to do something super y Look at the pictures carefully and
spending some time learning about
super fun today. We are going to take a find one thing you really like and
these differences.
trip around India! one thing you don’t know about.
Can anyone share, how many Indian You have 10 minutes to do this. Let’s
I can describe, express and appreciate
states are there? really take help from Mr. Curiosity while
India’s diversity (states, languages,
doing this.
Correct response: 28 states East India religions etc.
And since India is such a big country,

we cannot walk around it. We need
something that can help us travel!
Before we set out on this trip, let’s all
fold or draw on our craft paper the
Create 4 stations in class, with pictures
mode of transport we want to travel in:
from North India, South India, Western
a car, a plane, an elephant, a boat or
India and Eastern India. They can
any other!
represent states too such as Punjab,
Give learners two minutes to make their Karnataka, Maharashtra and West
West India
mode of transport, by either folding or Bengal. Gather pictures of the clothes,
drawing it on their paper. food, festivals, agriculture, languages. In
a virtual classroom, this can be done in
As we travel to different parts of India breakout rooms.
today, we will learn about the different
languages, religions, festivals and North India:
clothes of each part of India.
Let’s follow these instructions:
We will break into 4 groups.
y Each group will visit one part of
India - North, South, East or West.
Learn (20 minutes)
Great! Let’s talk about food. Can you
share the names of some of the famous
regional dishes?
Invite learners to share. You may also
In your pre-work, you have found out ask them if they have had these. If yes,
what different dance forms are called where and what does it taste like? Show
Assamese (Assam)
and which states do they belong to. the images of different food items. Feel
I will be showing you some pictures and free to add more images as per the
would like for you all to share the dance context of your learners.
Garba (Gujarat)
form and the state. Now, I will show you the pictures of
We have seen how different states have
foods/cuisines. You will have to share
different dance forms. Now, we will
Gujarat (Gujarati) which state they are native to.
explore other things about different
states.
Please share the pictures one by one and

Bhangra (Punjab) invite different learners to share. You may
also ask if any of them or their relatives/
friends have practiced these. Feel free to
add more dance forms as per the context
Bhojpuri (Bihar)
of your learners. If any of your learners Dal baati churma (Rajasthan)
know these dances, you may want to
Bharatnatyam(Tamil Nadu) encourage them to do a few steps!
We also know that languages add to

our differences. Would any of you like Ladhaki (Ladakh)
to guess the names of different Indian
languages?
Fish Curry (Goa)
Kathak (UP) Invite different learners to share. You
may ask if they or anyone they know
Bengali (West Bengal, Tripura)
speaks these languages. You may also
ask learners to share anything in these
languages in case they know any or can
speak in a language yourself if you are
familiar with them.
Marathi (Maharashtra)
Kathakali (Kerala)
Thank you. Let’s see some of these
Display the name or text of different
languages. I will be sharing the names
languages and invite different learners
of the languages and would love for
to share the names of the states they are
all of you to think about the state this
spoken in. Feel free to add more languages Jadoh (Meghalaya)
language is spoken in.
as per the context of your learners.
Manipuri (Manipur)
Reflect (5 minutes)
Is there anything else that adds to our
differences?
Invite responses
y What are the two new things you
We just learned about different learned today?
languages that are spoken in India, the
y What are you learning about India’s
different kinds of dance forms that are
diversity and its importance?
practiced and the variety of food that’s
Bajre ki khichdi (Haryana) eaten. India has such diversity that even Let us close out by singing this beautiful
with small changes in location, a lot of song - Just Like You, together that
things change. celebrates the diversity of the states in
India.
Can you think of any more differences
that we have? It’s Mr. Consciousness time!
Think about today’s lesson and share:
Invite learners to share or encourage them
to look at more of these differences after y What are the two things you knew
the class. about India already?
Momos (Sikkim)

Find out differences other than dance, language and food across different states/
regions of India.
Chole Bhature (Punjab/ North India)
Spark (10 minutes)
OBJECTIVE
I can describe and express and

appreciate India’s diversity (states,
languages, religions etc) . Hello learners!
Cs IN FOCUS
Mr. Consciousness
Mr. Curiosity
Mr. Creativity
I am really curious to know your Shows the video to the learners. You may
findings about the other types of pause at multiple intervals and ask if they
differences that exist across states and know which state/ region is the particular
regions of India. clip from.
Would any of you like to share?
What stood out to you about the video?
Invite different learners to share their Is there anything that you loved? You
Fraternity Watch the video to understand the essence of
diversity findings and encourage them to use Mr. may refer to your pre-work as well and
Curiosity. share your reasons for loving India.
Invite responses from the learners.
Thank you for sharing! We will continue

to engage with India’s diversity- so many
SUMMARY OF PRE-WORK differences that we have in one country.
y Create a list of 10 things you think makes Point to the objective:
India special or you love about India. Let’s watch a video about India’s I can describe and express and appreciate
y Ask your parents about your hometown/ diversity and see what makes India India’s diversity (states, languages,
state your hometown belongs to. Put down
beautiful: religions etc) .
as many facts as you can about this state.

Lesson Plan 49
Learn (20 minutes)
Can we all collect these sheets? I would
love to make a collage out of it as it
would represent our class’s diversity.
We have learned a little about the by sharing that we all come from such You may collect the sheets, put them in
diversity of India. Let us learn about the different places and how that adds to the form of a collage and stick it in the
diversity of our class. the beauty of the class. In case, there class. In a virtual classroom, you may ask
We can see a sheet with an outline of isn’t much diversity in terms of states learners to share a photo of their sheets
your learners belong to, acknowledge it Ask learners to show their sheets up in the
India’s map. I would love for all of you to with you for you to put them together in
by sharing how we might come from the air once they are done. Appreciate how
think about the state you belong to and the form of a collage.
same region but can still be diverse in so colorful and diverse everyone’s sheets are.
mark it on the map using colours.
many ways. In case, there wasn’t much diversity in
Please get a big chart paper with India’s terms of states, ask learners if they can see
outline. In a virtual classroom, you may Let’s now create a diversity chart of our diversity now. Invite them to share.
present the outline of India’s map on classroom. Let us independently draw
screen and ask learners to annotate the an outline of India’s map on a sheet of
state they belong to. Ask the learners
to think about their hometown and the
paper.
Reflect (5 minutes)
For an in-person classroom, you may also
states their hometowns belong to. You can
choose to give sheets with an outline of
explain by sharing an example: I live in It’s Mr. Consciousness time!
India’s map.
Delhi now but I was born in a town called
Think and share:
Rampur in Uttar Pradesh. So the state I
In this outline, spend next 6 minutes to y What are the two new things you learned
would mark is Uttar Pradesh.
put down your: today?
y Name y What are you learning about India’s diversity?
y Home-town or the state you belong y What is one thing you are curious to learn
to more about?
y Religion
y Local language
y Local food
y Regional clothes After Class Challenge
y Favorite/ famous thing about this
state
Find how you can introduce yourself in two Indian languages - other than your native
You may choose to draw pictures
language by either reaching out to a friend from a different state or taking the help of
and decorate your maps the way you
google.
wish to. Please remember to refer to
Now let’s look at the map and share your pre-work and if you don’t know Record your introduction in these languages and share it with your partner.
how diverse our classroom is. anything, leave it for now and find
out about it. Do take help from Mr.
Invite responses. In case, there is a lot
Creativity while doing this.
of diversity in the class, acknowledge it
OBJECTIVE
I can describe values like kindness Spark (5 minutes)

that are important to people
everywhere.
Hello learners!
Cs IN FOCUS
Mr. Compassion
Mr. Consciousness
Ms. Courage Possible response: Kind, Loving, Mr.
Compassion

Fraternity y Please download the
Song Nimo’s- Being
Kind and get the
lyrics printed. We’ll start today’s class by listening to a
Pratima Devi is one of the many people
story. This is the story of Pratima Devi.
For Printables, check last page who believe in kindness. Today we are
Pratima Devi lives on the street in Delhi.
y Images of people being kind around the going to talk in detail about this value
world, image of Pratima Devi She is a rag picker who lives with 120
and see how everyone around the world
dogs and feeds 400 stray dogs daily.
needs it.
Pratima Devi is also known as the ‘Dog
lady of India’. Point to the objective: I can describe values
If you had to describe Pratima Devi, like kindness that are important to people
what words would you use and why? everywhere.
SUMMARY OF PRE-WORK Which Cs do you think Pratima Devi
With this, we will also begin to explore:
You might have identified leaders from your Is there anyone else who you feel acts a lot like uses?
community. How have they shown love and Mr. Compassion? Who is this person and why do What does it mean to be a citizen of
kindness? you think so? Invite 2-3 learners to respond the world?

Lesson Plan 59
and Ms. Critical Thinking in these some of her classmates. They made a
Learn (20 minutes) pictures as well. list of all the people in their community
who needed help by visiting every
home.
Let us look at some pictures now
Let’s listen to another story of Devilka

who is a student from Chennai. She has
a beautiful project on acts of kindness.
PC: ABC news Every day, she does a different form
Let’s turn to your partners and discuss of kindness. One day is “be kind to
PC: Pinterest ants day” where she observes carefully They then connected those families to
for next 7 minutes:
that she doesn’t stand on any ants by ration shops close by or to NGOs who
y Who do you see in these pictures?
mistake! One day is “save water day” were providing food. They helped a total
Are they India? Are they all from the
where she tries to use less water. One of 55 families!
same country?
day is “kind words day” where she tells
y What are they doing? people how they are special and what
y Why do you think they are doing so? she appreciates about them.
y What are some common words- Devika is a kindness superhero - and
values or Cs that come to your mind she is still in school!
when you see these pictures? Just like Devika, even Priyanka who is
y What are these pictures telling you? an 8th grader from Hyderabad showed
PC: Pinterest
an act of kindness by using a lot of Mr.
After the partner sharing, invite 5-6 Compassion and Ms. Courage during
learners to share their responses in the the pandemic.
large group.
Possible response: People around the

world are trying to help someone. There
are challenges but people are trying to
solve them. They are all acts of kindness
and love.
PC: crs.org
She observed that a lot of families in her
Thank you so much for sharing! I hope
community were running out of food
you saw people use Mr. Compassion
to eat due to lack of money during the
lockdown. She took up the challenge
of helping them. She brought together
When I’m kind to you, you pay-it-forward, (Chorus 2)
Reflect (5 minutes) this is how we build trust Oohhh ...
All we can leave behind,
Never had faith, but now I’m seeing you For you and I kindness is all we can leave
He says have faith, young man, we are fine eye to eye behind
The world is kind, one small act at a time Wanna gift you my life, wanna spread love All we can leave behind
before I die, For you and I kindness is all we can leave
Small acts we do together Thank you God ... for finally letting me behind
Even though may be alone realize Ohhh ... Behind, Behind, When all is said
Changes the world for the better When I serve man, I’m really serving you in and done,
So we can call it home disguise Kindness is all we can leave behind
And this is life as know Smiles everywhere, cuz now everybody’s Think and share:
It’s Mr. Consciousness time! When our hearts are aligned got the bug y What are some acts of kindness you
The magic that unfolds Ain’t no life, without the love, if it is, it ain’t saw in the song and the video?
Let’s listen to a song together. Please
One small act at a time no fun,
share the print-outs of the lyrics or y What does kindness mean to you? Is
What we gonna do now, just grab a friend
share these with your learners. it the same for everyone?
(Chorus 1) give a hug
Throw your hearts up Spread it out real wide, so everyone can be y Which constitution value can the
Let it fly high touched value of kindness help us foster and
Let your love for all the world spread in the world?
Well my heart starts sinkin’ Spread Through the skies
And I’m thinkin what’s the reason Let it drop down
Why we holding back from being kind Let it all go
What’s the disease, but then I sense Spreading kindness to every
We are fine, it’ll all happen

Single Living soul
One small step at a time Can you see your love ... for me shining
through
Ask parents, siblings, friends etc about what kindness means to them.
When the world is full of violence Cuz what you see in me, I can see in you
And it needs a little kindness And soon enough, you and me ... we’ll be Perform any 5 acts of kindness in the next 24 hours.
I just sit in pray in silence outta time
And God shows me the signs And kindness ... will be all we can leave
behind
Open my eyes, realize,
We are fine, one small act at a time (Verse 2)
Feeling grateful today, Never thought this
Last night I’m walking home day would come
And a homeless man says ‘hello’ Where I would feel it and say, That each
With a smile to let me know and everyone one of us,
That he’s gotta lotta hope Has paved the way doing good and now
we’re all just moving up
Printables
When I serve man, I’m really serving you (Chorus 2)
in disguise
Oohhh ...
All we can leave behind,
Well my heart starts sinkin’ (Chorus 1) Smiles everywhere, cuz now everybody’s
For you and I kindness is all we can
And I’m thinkin what’s the reason got the bug
Throw your hearts up leave behind
Why we holding back from being kind Ain’t no life, without the love, if it is, it
Let it fly high All we can leave behind
ain’t no fun,
What’s the disease, but then I sense Let your love for all the world For you and I kindness is all we can
What we gonna do now, just grab a
Spread Through the skies leave behind
friend give a hug
We are fine, it’ll all happen Let it drop down Ohhh ... Behind, Behind, When all is said
Spread it out real wide, so everyone can
One small step at a time and done,
Let it all go be touched
Kindness is all we can leave behind
Spreading kindness to every
When the world is full of violence Single Living soul
And it needs a little kindness
I just sit in pray in silence Can you see your love ... for me shining
And God shows me the signs through
Cuz what you see in me, I can see in you
Open my eyes, realize, And soon enough, you and me ... we’ll
We are fine, one small act at a time be outta time
And kindness ... will be all we can leave
Last night I’m walking home behind
And a homeless man says ‘hello’
With a smile to let me know (Verse 2)
That he’s gotta lotta hope Feeling grateful today, Never thought
this day would come
Where I would feel it and say, That each
He says have faith, young man, we are
and everyone one of us,
fine
Has paved the way doing good and now
The world is kind, one small act at a
we’re all just moving up
time
When I’m kind to you, you pay-it-
forward, this is how we build trust
Small acts we do together
Even though may be alone
Never had faith, but now I’m seeing you
Changes the world for the better
eye to eye
So we can call it home
Wanna gift you my life, wanna spread
And this is life as know love before I die,
When our hearts are aligned Thank you God ... for finally letting me
The magic that unfolds realize
One small act at a time
OBJECTIVE
I know what the term “citizen of the

Spark (10 minutes)
world” means.
Hi learners,
C IN FOCUS
Mr. Consciousness Till now we have learned about the Please use the school’s, community’s, city’s,
Ms. Collaboration relationship between India and the state’s and country;s names while sharing
Mr. Creativity
world. Today, we will begin to explore the above statements. Pause after each
the relationship between you and the statement and allow learners to respond.
world. You may ask some of them to share their
reasons for some of these prompts.
I know what the term “citizen of the world”
means. Please demonstrate this using circles. Add
a layer of circle according to the change in
Liberty, Equality, Fraternity, Justice N/A
To begin with, let’s do a fun activity. I am statement.Please refer to the image below-
going to ask you some questions.
Give me a thumbs up if your answer to
that question is yes.
Are you ready?
y Are you a member of your family?
y Are you a part of your classroom?
SUMMARY OF PRE-WORK
Go over your learnings from the previous units y Two things you may do to show love/
y Is your classroom a part of your
of Self, family, community and nation. respect towards your classroom/ school?
classmates/ school.
Think and write your responses to the following: y Are your family and school part of
y Two things you may do to show love and
y Two things you may do to show love/ your community?
respect to your community. Hint: How
respect towards yourself. Hint: How can
can you respect the diversity in your y Is your community a part of your So do you agree that we are a part of so
you be your own champion? Two things you
should do to show love/ respect towards
community?
city? many different circles?
your family. Hint: What are the roles you y Two things you may do to show love and
y Is your city a part of your state? Invite a few learners to share their
play in your family? respect to your country.
responses.
y Is your state a part of your country?
Great! Now let us also see the different
RESOURCES FOR THE TEACHER: y Is your country a part of the world?
roles we play in these circles.
Synchronous Presentation Asynchronous Pre-work Document y Are you a part of the world?
Lesson Plan 60
Learn (25 minutes)
y How do you think they showed Invite a few learners to share. Responses
love and respect towards people in may vary from getting to know people
different circles? outside India to working together with
them.
Invite a few learners to share their
Let us now take help from Mr. Enable learners to observe how their
responses and debrief the key points. It is doing all of this that may make
Consciousness, Ms. Collaboration and responsibilities increased with a different
Ms. Critical Thinking to do this. You will circle. them citizens of the world.
have 10 minutes to do this. Possible response:
Now, can you think of a few things that
As individuals, we only have to take you may do to show love and respect
care of one person that is ourselves. Self- identified and followed their passion towards the people of the world?
But as we move to different circles, for poetry, expressed their feelings, raised
our responsibilities and duties keep their voice. As learners share words/ actions/ phrases,
expanding. keep adding them to the outermost circle.
Debrief by sharing-
Let’s listen to the story of Muskan and School and community: identified the
Get into the groups of four and with the Jyoti. challenge of unequal opportunities and
As you move from one circle to the
help of your pre-work, discuss: They were just 15 year old when they problem-solved.
other, your actions begin to affect so
Two things you may do to show love/ realised that not everyone has access many people. Therefore, a citizen of
respect towards yourself. Hint: How can to the same opportunities as them India: Expanded their reach by leveraging the world is one who shows love and
you be your own champion? Two things and decided to do something about resources. respect to people beyond their country
you should do to show love/ respect this. They both live in Delhi and are and tries to bring a positive change, not
towards your family. Hint: What are the very passionate about poetry. Through Muskan and Jyoti, as aware individuals, just within themselves, their school,
roles you play in your family? poetry, they found a way to express tried to expand their scope of their community or their country but
their feelings and raise their voice to responsibility to their class, community the entire world. Citizens of the world
y Two things you may do to show
bring change. They realised that while in Delhi and India. are people who try to solve a problem
love/ respect towards your
they got the opportunity to express that affects people in countries around
classroom/ classmates/ school. Invite a few learners to share their
themselves, a lot of children did not the world.
y Two things you may do to show love responses.
get the same. They started the project
and respect to your community. We will learn more about this tomorrow.
‘Gurukul’ to work with young children
Hint: How can you respect the Let us take help from Mr. Creativity to
in their community to enable them
diversity in your community? think about - How may Jyoti and Muskan
to explore their feelings and express
also show love and respect to the
y Two things you may do to show love themselves in a creative manner
people in their outermost circle- world?
and respect to your country. through learning various art forms.
During the pandemic, they also tried
Invite learners from each group to share
to make their project accessible to
one thing at least. Please collect at least
learners outside of their community and
five words/ actions/ phrases for each
tried to reach children across India by
for self, family /school, community and
leveraging digital platforms.
nation, and keep adding these to the
respective circles. y Which Cs do you think both Muskan
and Jyoti took help from?
Reflect (5 minutes)
Think and share:
y Can you think of a leader whose actions
impacted the world?
y What values did they show?
y Think of one thing that we can do to become
good citizens of the world.

Please take help from Mr. Curiosity and Can you find anything common
find out stories of people who have between the stories of these people?
impacted the world and can be called You can use this link to find the stories
the ‘citizens of the world’. as well.
Put down their names and their work?
Lesson Plan 60
Go to Index
OBJECTIVE
I know what the term “citizen of the

world” means.
Cs IN FOCUS
Mr. Consciousness

Liberty, Equality, Fraternity, Justice Watch the video and get the lyrics of
the song printed -
Video:
Lyrics:
Watch Yolanda’s video here:
SUMMARY OF PRE-WORK
Listen to the song
Make note of your favorite line

Try to learn the actions.

Go to Index
Spark (10 minutes)
After 10 minutes, invite one learner from
each group to share responses for all of
these questions. Synthesise by sharing-
‘We are the world’. All of us together-

Hi citizens of the world!
(Take names of few learners in the
class)- X, Y, Z, You, me, our friends
y Why do you think the song suggests in the next class, our families, our
for the world to come together as neighbours- All of us together make this
one? world and therefore, it is our collective
All of you heard a beautiful song as a Africa in 1984 and to support them,
y How can we do it? responsibility to make it a cleaner,
part of your pre-work. different singers in the USA who
brighter and peaceful place. We all have
themselves come from different parts y Who can make a better and a
Can you turn to your partners and share to start thinking about others when we
of the country sang this song to raise brighter day?
your favorite line from the song? think about ourselves.
money for Africa. It speaks how all y How can we do it? What will we have
Invite a few learners to share these lines in of us together make the world and if to stop doing?
the large group. someone somewhere is suffering, we
y How can we create a change?
need to do something about it. I feel
Thank you for sharing! they behaved as true ‘citizens of the

The song talks about doing the little world’.
things for everyone around us. It can be Do you think that’s true?
done by respecting others, helping our
Which Cs do you think all of them
friends, following the laws or solving
operated with? 9 year old Yolanda, who is the great-
challenges.
Invite a few learners to share their granddaughter of Martin Luther King,
This song was created by supergroup
thoughts. Encourage learners to share why stood up in front of thousands of
USA for Africa. A major famine had hit
they feel a certain way. people and said:
Learn (20 minutes)

“My grandfather had a dream that his
Let’s listen to the song once again. While I hope you enjoyed singing along. four little children will not be judged by
It’s Mr. Consciousness time! the color of the skin, but the content of
we listen to the song, let’s sing along Let us now get into the groups of 4 and
with the actions. Think and share: their character,” said Yolanda, standing
discuss the following questions for the alongside Parkland shooting survivor
next ten minutes. You may take help What got added to your understanding
Play the song and repeat actions for Jaclyn Corin. “I have a dream that
from Ms. Critical Thinking and can refer of the phrase “citizen of the world”?
learners. You may also share the lyrics enough is enough. And that this should
with the learners separately. to the lyrics of the song. Invite a few responses be a gun-free world, period.”
As we close out, I want to share a story Like young Yolanda, all of you have the
of a 9 year old Yolanda with you. power to solve problems and change
When violence broke out at a school things in the world so that it becomes
in America and students were shot, a better place. Can we take a minute to
think about what problem - big or small Invite a few learners to share.
do you want to solve? How do you want
to become an active and a good citizen
of the world?

Watch the video of Yolanda’s speech y Which C did he operate with?
here. As you watch/hear this,think y Which constitutional values can you
about: relate this to?
y What challenge does Yolanda wish y Do you think they are the citizens of
to solve? the world? How?
y Which C is she operating with?
y What challenge did Martin Luther
King want to solve?
Lesson Plan 61
Go to Index

India I - Grade 3

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INDIA & I

The content in this Deshbhakti Curriculum has been

Self Family Community Country World

First, they’ll venture on a Second, they’ll explore Finally, learners will

She enables us to value pluralism and

21st century skill

Ms. Communication teaches us to raise our

Each plan has 3 parts:

z An asynchronous plan which is sent before the online/ in-person session to

Presentations Stand/Sit or Video

UNIT OBJECTIVE NO. OF PAGE

Introduction India and I and Characters 2

Introduction to India and I Curriculum 1 14

Introduction to 21st century characters:

Introduction to 21st century characters:

Introduction to 21st century characters:

Introduction to 21st century characters:

“Learning TaDa: Students will be able to understand

Self I can introduce myself including personal details and

I can share my likes and dislikes 1 49

Family I can create a map to show the relationships in my family. 1 53

I can describe the roles and responsibilities of each

I can create a list of things I like about my family and

Community I can illustrate the, people, places and activities that

I can describe and express and appreciation for

World I can describe values like kindness that are

I know what the term “citizen of the world” means 2 101

CONSTITUTIONAL VALUES MATERIALS

Hi learners! Welcome to a special new class. This is

What is this? Write the AND on the board too.

Correct Answer: India If you had to guess the blank that

Introduction to India and I

I! The subject is called India and I! Why

Write family and school in a slightly larger

After learning about our family, we’ll

Write community in a slightly larger circle

Introduction to India and I Introduction to India and I

Yes, she is not scared of snakes and thinks

Put cut out hearts on their desks.

Awesome! Open your eyes now! Mr.

Today, which characters did we meet?

Which one did you identify with more, and why?

Are you excited to meet two more tomorrow?

Spark 2. You only have one hour of play time

Now we’re going to practice listening

After class challenge:

CONSTITUTIONAL VALUES MATERIALS

Introduction to the 21st Century Characters

Once everyone has torn up the papers,

We are now going to use our final After class challenge:

For example, look at a little toddler

Keep reminding learners to say Ta-da

Now let’s play as a whole class! Stand

Possible answer - ta-da is our way of remembering

I can introduce myself including personal details

CONSTITUTIONAL VALUES MATERIALS

RESOURCES FOR THE TEACHER:

Take 3-4 responses Let’s take 10 minutes to complete this

After Class Challenge ( 5 minutes)