The boy who loved everyone by Jane Porter and Maisie Paradise Shearring

I wrote this lesson plan to address social distancing as we return to school. We have to teach children to play differently to be safe. The aim of this lesson is to explore solutions.

Text: The boy who loved everyone by Jane Porter and Maisie Paradise Shearring                           lesson plan by Andrew Moffat www.no-outsiders.com

Learning Intention: To play safe games

Success Criteria: I know how to be a good friend / I know why we can’t play in the way we used to / I can think of safe games to play with my friends

Starter: Why is our playground and classroom different today? What has changed about the way we work together? How does it feel? What do you miss?

Main: Read “The boy who loved everyone” discuss: When Dimitri leaned on Liam and said, “I love you, Liam,” how do you think Liam felt? When Dimitri said, “I love you” to Sophie, Stella and Sue, they giggled and ran away, why? When Dimitri stands by himself in class, how is he feeling? Why do you think he is alone? Dimitri’s Mum is not embarrassed when he says, “I love you Mum,” why not? When Berthe smiles and gives Dimitri a big wave, how does it make them both feel?

Role play:  In the story, Dimitri learns to show friendship in different ways. In our class we also need to learn to show we are friends in different ways. We must think of games that are safe that we can all join in. Play “The cookie jar” rhyme: choose someone’s name in the room to start the rhyme (e.g. Mary) all children chant: Who stole the cookie from the cookie jar? Mary stole the cookie from the cookie jar! (Mary) who me? (Everyone) yes you! (Mary) Couldn’t be! (Everyone)  Then who? (Mary chooses a name e.g. Ahmed and she says,) “Ahmed stole the cookie from the cookie jar” (Ahmed) who me? ….  Continue with different children chosen each round. Are there any other rhymes we know?  Watch ‘a sailor went to see see see’ and practice together. What makes this a safe game for us? https://www.youtube.com/watch?v=28uNq8XQPK8

Activity: We need to show Dimitri how to be a safe friend. Dimitri wants to hug, but we know today there are other ways we can be friends. In four boxes draw a picture and write a sentence showing how we can be safe friends in our class (e.g. smiling and waving, talking while standing apart, cookie jar game and counting rhymes)

Plenary:  Look at the picture of Liam hugging Dimitri at the end of the story. How can Liam show he is friends without hugging? How can we help Dimitri to feel happy? How do we make sure Dimitri does not feel like an outsider? If working in upper KS2, the sevens clapping game is an activity children can do while sitting opposite each other socially distanced https://www.youtube.com/watch?v=3knQAUN1kcY

The diddle that dummed by Kes Gray

Text: The diddle that dummed by Kes Gray                          Y4 Y5 lesson plan

Lesson plan by Andrew Moffat www.no-outsiders.com

Learning Intention: To recognise situations that can affect mental health

Success Criteria: I know what mental health is / I know situations can affect mental health / I know it can be hard to be different / I can help someone who is different feel they belong

Starter: What is mental health? (ask what dental health is as a way in if children are unsure) How can feeling different from everyone else affect mental health?

Main: Read “The diddle that dummed” discuss: The cover of the book says, “dare to be different”. Why is it hard to be different sometimes? The first time we see Dum, Does Dum look embarrassed about being different? How do you think Dum feels? “Sorry, I’m not like other diddles.” Why does Dum apologise? Is Dum right to apologise? Who tries to find solutions to the situation? Who else could try to find a solution? “Maybe we should change the tune?” What do you think of that suggestion?

Role play:  In the story we see a moment when Dum loses confidence; “I’m not very good at this, am I?” Think about what Dum needs to hear; what advice would you give? Give everyone a post - it note and ask them to write a note to help Dum feel better, before folding it up and keeping it somewhere safe. Now explain we are going to have our own orchestra and you are going to be Mr Flinty Bo Diddle. Give cards to everyone with the word they will use in the orchestra, all cards have the word “Diddle” except one that has the word “Dum”. Explain to children they must not show anyone their card or tell anyone what their word is (you might want to plant the diddle card with a child you know will manage being the only different one). Now raise a baton and say you will conduct the orchestra. When you point the baton at a child, they stand, say / sing “Diddle” and show their diddle card. Continue around the class, and at some point a child will say. “Dum”, and show their different card. Gasp and stop the orchestra. “How dare you! You are spoiling my orchestra!” Now, has anyone got anything they want to say to Dum? (encourage children to read their positive notes to help the situation). As a class come up with a solution; how can we make sure Dum is not an outsider in our orchestra? Perhaps some of us could join in saying Dum too, or perhaps we could write a Dum bit in to the song. Rehearse different solutions.

Activity:. Think about how a violin is played and how most people play the violin. If you had one arm, could you play the violin? Manami Ito is from Japan and has been playing the violin since she was 6 years old. In 2004 she was in a car accident and lost her right arm. She says she didn’t leave the house for a year and she lost all hope of ever playing the violin again. But Manami did not give up; she saw that other people with disabilities were successful at sports and she was inspired. Manami developed a new way of playing her violin using a harness and cable controlled by her shoulder. Manami has also become a Paralympian swimmer. Watch this video of Manami on American show, James Corden’s “The world’s best” and answer the questions below https://www.youtube.com/watch?v=KncnB5bfMWo In the film we see lots of people crying. Why are they crying? Do you think Manami wants people to cry when they see her? What do you think Manami wants from people? After this performance, one of the judges, Ru Paul, said, “This is a lesson that every human alive needs to learn.” What does he mean? What do you think he wants people to learn?

Plenary:  Flinty says to Dum, “You’re a diddle, not a dum,” Is it Flinty’s job to tell Dum who they are? Is Flinty right to say this to Dum? Flinty is telling Dum who they are, but who has the right to say what / who Dum is? How should Dum reply? Why did this situation affect Dum’s mental health? Why is this about No Outsiders? What can we do in our class to make sure no one feels like Dum?

Egg by Sue Hendra and Paul Linnet

EYFS/ Y1 No Outsiders lesson plan

Text: Egg by Sue Hendra and Paul Linnet

Learning Intention: to accept difference

Success Criteria: I know some people look different, I know it’s ok to be different, I can be friends with different people

Starter: Look at the cover; what do you see? What do you notice about the shape of the book? Why do you think this book is a different shape to other books?

Main: Read “Egg”, What is different about the new egg in the story? Look at the picture where the eggs have the flip chart – what are they saying to the new egg? What is their solution? Why doesn’t it work? What does new egg do to teach the other eggs about being different? Look at the picture where they all hold hands, what have they learned? A new egg comes along at the end, what do you think will be the response from the eggs now? Why?

Role play: sit children in a circle and show the children two eggs. Place the eggs in egg cups in the middle of the circle, the same way up. Ask children what was different about the eggs in the story and then turn one of the eggs upside down. Draw eyes and a mouth on the eggs and say one of the eggs has just whispered something to you; “this egg says the other egg is the wrong way up!” hold a conversation with the first egg about the other looking wrong, not fitting in, not being a proper egg. Ask the children what to do; what can we say to ether egg to solve this situation (we want children to support the other egg in being different and tell the first this is ok). Then bring a third egg into the conversation who sits on their side; ask the children to welcome the third egg.

Activity: Ask children to draw/ decorate the three eggs showing they are different. Children could write a sentence saying it’s ok to be different.

Plenary: Go back to the picture at the end of the story where all the eggs are holding hands. When you first look at the eggs, they do look the same, but look closely; are there differences? Look at the way they are standing, feet, arms up and down, eyes level and eyes not level, mouths open, mouths closed; the eggs are all different, but they are all smiling and all together just like us in our class. No one is an outsider!

Keith among the pigeons by Katie Brosnan

Year 3 No Outsiders lesson plan 

Text: Keith among the pigeons by Katie Brosnan lesson plan by Andrew Moffat www.no-outsiders.com

Learning intention: To welcome different people

Success criteria: I don’t have to try to be someone else / I am proud to be me / I know how to make someone feel welcome

Starter: Ask children to describe the cover of the book; what do they see? Why do you think the cat is in the tree? What’s going to happen next? Look at the inside picture of the cat holding up a sign, “Give pigeons a chance” what do you think he means?

Main: Read “Keith among the pigeons” up to the point where he tries to be a proper cat; “But nothing about being a proper cat felt right.” Discuss the following questions: -       In what ways is Keith like other cats? -       In what ways is Keith different to other cats? -       Why do you think Nigel and Hilda are so cross with Keith? -       Why do the other pigeons keep flying away from Keith? -       When Keith puts feathers on, why do you think the pigeons accept him? -       Why do the pigeons change their mind and stop accepting Keith? -       What do you think is going to happen next? What advice would you give to Keith or the pigeons? Read the rest of the book -       Why have the pigeons changed their mind? -       What does Keith learn at the end of the story?

Role play: In the story we see Keith made to feel like an outsider time and time again; the pigeons don’t accept him till the very end of the story. How does this make Keith feel? How would a child feel in our class if they experienced that response every day? How do we make sure no one in our class feels like Keith? Stand the children in a circle, children face outwards. Ask for a volunteer to be Keith. Keith stands in the centre of the circle. Explain that in the book Keith is rejected but we are going to do the opposite; we are going to make Keith feel as welcome as we can. Ask Keith to approach someone in the circle (they will have their back to Keith) and tap them on the shoulder, saying “Can I join your game?” The job for that child is to turn around and make Keith feel as welcome as possible. Talk about possible responses, body language. Who can make Keith feel most welcome in the class?

Activity: The pigeons show at the end that they accept Keith even though he looks different. Draw a line of four or five pigeons with Keith in the middle. Draw a speech bubble for each pigeon and a comment from each showing they accept Keith and he doesn’t have to change.

Plenary: The last page says “I’m not a cat, I’m not a pigeon, I am Keith” what does this mean? What has Keith learned at the end of the story? The author could have chosen to say Keith was actually a pigeon inside, or that Keith was a cat who wanted to be a pigeon, but the author chose instead to say Keith was not a pigeon or a cat, just Keith. What is the author trying to show us about being different and fitting in? Is there a message in this book?

www.no-outsiders.com

No Outsiders in our school: Teaching the equality act in primary schools by Andrew Moffat

The little island by Smriti Prasadam-Hallis and Robert Starling

Y5-6 lesson plan

The little island- Smriti Prasadam-Hallis and Robert Starling

LI: To be competent in the art of speaking and listening and participate in debate Lesson plan by Andrew Moffat / No-outsiders.com

Starter: What is an island? What countries today are islands? Look at the cover; what do you think the story may be about. There is a leaflet on the floor, “Better together” what’s that about, do you think?

Main: Read ‘The Little Island’ up to the page where the foxes attack (“Save us!”) Discuss the following questions: ·         The first page says, “They worked hard and each was at liberty to live and work where they chose… it wasn’t perfect and they didn’t always agree, but they liked it.” What does this mean? Is this how society works today? Give examples. ·         How does the unrest begin? Why do you think the geese are grumbling? Who are they blaming for the way things are? (other animals) ·         Why don’t the other animals stop this happening? ·         When things go wrong, why do the geese keep saying, “At least we are happy!” ·         The foxes have come! What do you think will happen next? Predict the end of the story.

Role play: Once the footbridge is gone it is difficult to change the situation. If someone had presented an alternative view, do you think the geese would have changed their minds? Look at the arguments put forward in the meeting; write them up on the board: “Our island was once a green and pleasant land, the apples were much redder, the grass was much greener, the sun was much warmer, the food tasted better. Now it’s too busy. We should leave the rest of the farm and live on our own just as we please”  Ask children to consider these arguments and respond. The aim isn’t to agree or disagree, the aim is to consider how to effectively engage in a debate; how to listen to an argument and respond. You could set up ground rules before the debate, appoint a chair, put up hands etc. We never hear a response from the ducks; what do you think the ducks might have said?

Activity: Choose one of the arguments listed above and record a transcript of two sides of  the class debate demonstrating alternate views.

Plenary: Why is the bridge re-built at the end of the story? There is a sign placed on the island side of the bridge – what does it say, why? What did the geese learn in the story? Consider the meeting and the events that followed; there is no right or wrong answer to the question of the bridge but how can the animals make sure all voices are heard? What can we learn from this story? Why is this story about No Outsiders?

Hello Hello by Brendan Wenzel

Year EYFS / Y1 No Outsiders lesson plan 

Text: Hello Hello by Brendan Wenzel lesson plan by Andrew Moffat http://www.equalitiesprimary.com/

Learning intention: To make friends

Success criteria: I know in my class we are not all the same / I know we are different / I know I can make friends with different people / I know how to make friends.

Starter: Show the front cover of the book- what does it say? When do we use the word “Hello”? What does it mean? Why do we say “Hello”? Do you have to know who someone is first to say hello?

Main: Read “Hello Hello” and discuss: -       What do you notice about the animals in the book? (all different) -       Look at the page ‘hello colour, hello bright’ contrast the animals  -       Why do you think the animals are saying hello to each other? -       Many of the animals look happy – why do you think that is? -       “A world to see, a world to know” what does this mean? -       “Where to begin, hello hello” why is “hello” a good beginning?

Role play: use photo cards of children or name cards. Say you want to make sure this is the friendliest class in the school where everyone says hello to each other and we are going to practice. Ask a child to select a name card randomly; they approach the child selected and say, “hello!” before the child replies with a “hello!”. Are the children smiling? Why do you think they smile when they say hello? What signal does a smile give? Ask different children to randomly select a name and approach, smile and say hello. Is this a friendly game to play? How does it make us feel when someone approaches, smiles and says hello?

Activity: Children draw two of the animals in the book or two children in our class with the words “hello”.

Plenary: what other languages have a word for hello? Do we know any other ways of saying hello? Share with class, search on white board for more examples. Why do all languages have a word for hello? What does that show about different people around the world? Why is hello a great word to use when you don’t know someone? (because when you say hello people will usually say hello back) If you are meeting someone new and you say hello, what is a good thing to say next? Extension: the back of the book lists names for the animals used in the book and encourages children to find out more about the endangered species.

Afl questions: What is a good way to make friends with someone new? Why is this story about No Outsiders?

For a whole school curriculum of 'No Outsiders' lesson plans based on picture books, see "No Outsiders in our school: Teaching the Equality Act in Primary Schools" by Andrew Moffat

For 'No Outsiders' parent / child workshop plans based on picture books see "Reclaiming radical ideas in schools: Preparing young children for life in modern Britain" by Andrew Moffat