Text: Are you a boy or are you a girl?
By Sarah Savage and Fox Fisher
lesson plan by Andrew Moffat www.equalitiesprimary.com
|
Resources: questions for groups (see below)
|
SEAL Outcomes: Getting on and falling out: I try to
recognise when I or other people are prejudging people and I make an effort
to overcome my assumptions/ I know how it can feel to be excluded or treated
badly because of being different
|
LI To
consider how we use pronouns
|
Starter: Ask children in
partners to prepare a description of a police officer, a footballer, a
teacher, a doctor, a ballet dancer. Children should describe what the people
are wearing, their appearance and location. (when you are explaining this
task, use the pronoun ‘they’, although don’t highlight this to the class; the
aim is to see if they use he/she pronouns instead)
Ask
some children to feed-back and ask another child to secretly make a tally for
the number of times children use pronouns he or she in their descriptions.
Ask the children who are giving their descriptions whether they are
describing male or female people, as you didn’t specify. Ask why children
have chosen to use pronouns to describe each person.
|
Main : Check understanding of pronouns-
what is a pronoun? When is it used? Do we always need to use pronouns? Are
there times we don’t need to use pronouns? Does every story need pronouns?
What would a story be like if there were no pronouns?
Read
“Are you a boy or are you a girl?” At the end put children in to small groups
and discuss: what is the message in the story, are pronouns used in this
story? Are pronouns needed? Describe Tiny.
Children
feedback
Look
at the page where a boy shouts, “Tiny, what a silly name. I can’t tell if
it’s a boy or a girl” Tiny doesn’t answer- why not?
Are
we given a gender for Tiny? Does that matter? How has Tiny chosen to live
life?
Put
word Transgender on board – what does this mean? Give definition as “When a
person is born they are assigned a gender. For a transgender person the
gender they have been assigned does not match how they feel inside. So
someone who is told they are a boy feels like they are a girl, or someone who
is told they are a girl, feels like they are a boy”
What
does Tiny feel like? In the story Tiny does not identify as either a boy or a
girl. We must respect Tiny’s wishes to be referred to neither as a boy or
girl because that is how Tiny feels; it is not our job to assign a gender to
Tiny!
|
Student led activity: whole class: If Tiny joined our
class we would need to reconsider how we use pronouns. We use them every day
without thinking, but we also say at our school, “There are no outsiders” so
we need to change our behaviour and our language to make sure Tiny does not
feel like an outsider. In small groups give children a list of questions to
ask about the story. The children answer and discuss without using the
pronouns he or she:
Why
has Tiny moved to a new house? What is the name of Tiny’s little sister? What
do Tiny and Fiona like to pretend to do? Fiona is dressed as a cowboy, what
is Tiny dressed as? What is Dad doing when Tiny and Fiona get back? What does
Mum give Tiny to wear for school? What does the boy at school say to Tiny
about her name? Why does Tiny show Mia there is a lady driving the fire
engine? Why does Buster say girls can’t play football? How does Charlie
answer Buster? What does Buster call Tiny and how does Teacher respond? What
does Tiny dress up as to rescue Mia? When Mia asks if Tiny is a boy or a
girl, how does Tiny answer?
|
Activity: Ask children about
the Equality Act 2010
legislation. Explain the law is in place to ensure people do not face
discrimination (check understanding of discrimination). There are 9
“protected characteristics” in the law and it is against British law to
discriminate against a person because of them. They are: age, disability,
gender reassignment, marriage and civil partnership, pregnancy, race,
religion and belief, sex, sexual orientation. Children record definitions for
each protected characteristic.
|
Plenary: We say there are no outsiders at our school
and that everyone is welcome. Would Tiny feel welcome at our school? What can
we do to make our school a safe and welcoming place for everyone including
Tiny? British law says a person who is transgender cannot face
discrimination, but, for example, which toilets would Tiny use? If we make
Tiny use the boys or girls toilets are we discriminating against Tiny? How
can we change to make sure Tiny feels welcome? Is there anything else in our
school that only boys or only girls do? How can we make our school a place
where everyone feels welcome?
|
Suggested
AFL questions: Today I have learned… Transgender means…..
|
These plans and books can be used as additional resources to extend and develop the No Outsiders scheme of work. See, "No Outsiders In Our School: Teaching The Equality Act In Primary Schools" by Andrew Moffat for the original scheme.
Friday, 30 October 2015
Transgender Equality: Are You A Boy Or Are You A Girl? by Sarah Savage and Fox Fisher
Wednesday, 9 September 2015
Guided reading KS2 - Prince Henry by Olly Pike
www.equalitiesprimary.com
Guided
reading plan: Prince Henry by Olly Pike www.popnolly.com
This book can be ordered from
http://popnolly.com/shop/4589791860
Using Prince Henry in guided reading is a
great way to promote equalities education through a cross curriculum.
I use this book in year 3 and 4. Below are examples of
activities for children to complete in guided reading sessions when using
Prince Henry as a text.
LI To consider language used in the text
These
questions are in order as you read the book.
Find
the word which shows that Prince Henry did not live near us. (faraway)
Find
the words that show Henry loved being a Prince. (awesome/ cool)
Find
the word which shows Prince Henry trusted Thomas. (Loyal)
Find
the words that describe the gifts Prince Henry gave to Thomas. (ridiculously
cool)
Find
the word that describes how the crowd outside the window looked. (impressive)
Find
the word that the King uses to describe something that has happened in the
same way for a long time. (tradition)
Find
the word Prince Henry uses to describe all people being worth the same.
(priceless/ equal)
Find
the word to describe how the King tore up the royal law. (ripped)
Find
the word in the poem at the end that describes love between the two men being
the same as any other love. (equal)
|
LI To order events
These
events have been mixed up. Can you put them in the correct order?
Some
years later Henry and Thomas get married.
The
King is angry and says Thomas is a servant so Henry cannot marry him.
Henry
asks Thomas to marry him but Thomas says they should wait.
A
large crowd waits outside Henry’s bedroom window.
Henry
tells the King he does not want to be a Prince anymore.
Thomas
helps Henry to get ready and go outside.
Prince
Henry tells the King he wants to marry Thomas.
The
King and Queen send out invitations to princes and princesses.
The
King listens to Henry and rips up the royal law.
The
King asks Henry to choose someone to marry.
|
LI To identify the main events in a text
In
five boxes outline and describe the main events in Prince Henry under the
following headings:
Introduction,
build up, problem, resolution, conclusion
|
LI To use adjectives to up-level sentences
Rewrite
these sentences, up-levelling them using another adjective
Prince
Henry lived in a big, _______________ castle with his parents.
Prince
Henry and Thomas liked to ride _______, fire breathing dragons.
Prince
Henry and Thomas enjoyed rescuing lots of __________, woodland animals.
Prince
Henry cared for his faithful, ____________ servant, Thomas.
Prince
Henry was woken by a ________ crowd outside his window.
Prince
Henry sleepily climbed out of his _____ bed and opened the _____ curtains.
The
____ King was surprised when Prince Henry said he wanted to marry Thomas.
Prince
Henry’s _______________ speech made the King feel very proud.
The
King ripped the law in to a hundred ______________ pieces.
The
___________ crowd of princes and princesses cheered.
|
LI To recognise and explain feelings
How
did the King and Queen feel when they sent out invitations?
How
did Henry feel when he was awoken by a huge buzz of noise beneath his bedroom
window?
How
did Henry feel when he saw the crowd of princes and princesses?
Why
did the crowd look puzzled when Henry asked why they were there?
How
did Henry feel when he told the King he wanted to marry Thomas?
How
did the King feel when Henry said he wanted to marry Thomas? Why?
How
did the King feel when Henry said he did not want to be a prince anymore?
How
did the King feel after Henry’s speech?
How
did the King feel as he ripped up the royal law?
How
did Thomas feel when Henry asked to marry him?
How
did the crowd feel when Thomas said he did not want to marry Henry?
How
do you think Henry and Thomas felt when they did get married some years
later?
|
LI To consider author viewpoint
What
is the story about?
Does
this story remind you of any other stories?
Why
did the author choose this setting?
What
is the moral of this story?
What
do you think the author believes? Justify your answer.
What
have you learnt from this story?
|
LI To identify key features of an
invitation
Look
at the invitation to the Princes and Princesses. What’s wrong with it, what
information is missing? What key features does an invite need?
Rewrite
an invitation including address, time, place, person it is from.
|
LI To use adverbs to up-level sentences
Rewrite
these sentences, up-levelling them by adding an adverb.
Henry
sleepily climbed out of his bed and _____________ opened the curtains.
Thomas
helped the Prince get ready _______.
“Er,
Hello everyone. Welcome to our Kingdom!” said Henry ______ to the excited
crowd.
Henry
replied __________, “Thank you father that was very thoughtful of you”.
The King
shouted ____________, “But you can’t marry Thomas! He is your servant!”
The
King hugged his son ___________ and his son hugged him back.
The
King ___________ ripped the royal law in to a hundred pieces.
The
crowd of princes and princesses cheered ___________ and everyone was very
happy.
Henry
took Thomas by the hand and asked ___________, “Will you marry me?”
|
LI To consider character motives
Why did
Henry love being a prince?
Why
did Henry buy Thomas ridiculously cool gifts?
Why
did the King and Queen want Henry to marry?
Why
are the crowd of princes and princesses all smiling at Henry?
Why did
Henry pause for a moment when the King says about the crowd, “They are here,
my son, so that you can choose one of them to marry and spend your life with”?
Why did
the King turn red when Henry said he wanted to marry Thomas?
Why did
Henry say he did not want to be a prince anymore?
Why
did Henry’s speech make the King feel proud?
Why
did the King keep sniffing as he asked Henry to forgive him?
Why
did Thomas want to wait for a while before getting married?
|
see also Prince Henry lesson plan
For 35 lesson plans based on picture books see "No Outsiders In Our School: Teaching the Equality Act in Primary Schools" by Andrew Moffat
For 35 lesson plans based on picture books see "No Outsiders In Our School: Teaching the Equality Act in Primary Schools" by Andrew Moffat
Thursday, 13 August 2015
Pupil Voice Year 5 and 6: Misery Moo by Jeanne Willis and Tony Ross
I always begin the academic year with Pupil Voice lesson plans. The aim is to lay the groundwork for the year of equalities education by promoting an ethos where all children are speaking up, joining in and making their voice heard
Text: Misery Moo- Jeanne Willis and Tony Ross
Lesson plan by Andrew Moffat / www.equalitiesprimary.com
|
Resources:-
|
LI: To be
aware of how my behaviour affects others
Success Criteria:
I can choose to see things in a
different way / I know how my behaviour affects others
|
Starter: Ask the children if they think we
are a school that smiles at people, or not. Send a child out to do a circuit
of the school and to count how many people smiled at them on the way. While
they are gone go round the class and ask children how many smiles they think
the child will count. Reveal the answer when the child returns- Who was
close?
|
Discussion: Read “Misery Moo”. Why
does lamb keep trying to cheer up cow? How does Cows mood affect Lamb? Why
does Lamb run home in tears? Do you think Cow realised how he was affecting
Lamb? What did he do to try and change at the end?
|
Role play: What would school be like if
everyone was glum all the time? Do we smile a lot in our school? Ask for a
volunteer to be cow and stand them in the middle of the circle. Cow’s job is
to remain glum; he approaches people in the circle and mains about something
– the carpet is dirty/ it’s rainy again/ I hate Tuesdays/ these chairs are
really uncomfortable etc. Each moan given by the cow must be met with a
positive turn-around by the child- it’s our job to smile and turn everything
Cow says in to a positive. Can we make Cow smile with our answer? Cow remains
in the circle as cow for as long as they remain glum. When they smile give
another child a turn at being moany cow.
|
Activity: Either ask children to
think of their own moans or give them a list. Children record the moan and a
positive retort. The aim is to encourage children to look on the bright side.
|
Plenary: How does our behaviour affect
those around us. If we all came in tomorrow morning and no one smiled, what
kind of class would we have? As we move up the school what
responsibility do we have for the younger children? Do the
younger children take notice of us? If they see us walking around looking
glum how will we affect them? What can
we do to make sure our school is a happy place? If you do feel sad, what can you
do about it?
|
Suggested
AFL questions: Today I have learned…. / My behaviour affects others because…/ If something is wrong I will...
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Pupil Voice year 5 and 6: The paper bag princess by Robert Munsch and Michael Martchenko
I always begin the academic year with Pupil Voice lesson plans. the aim is to lay the groundwork for the year of equalities education by promoting an ethos where all children in the school are speaking up, joining in and making their voice heard.
Text: The paper
bag princess- Robert Munsch and Michael Martchenko
Lesson plan by Andrew Moffat / www.equalitiesprimary.com
|
Resources: -
|
LI:
Challenge assumptions
|
Success
criteria: I can recognise a traditional role / I can choose to be different /
I can understand how stories can affect us
|
Starter: What is an
assumption? Children give examples.
What
fairy tales do we know? What are the key features of a traditional fairy
tale? Characters? Events? List on white board.
|
Main : Read “The paper bag princess” and
discuss the story. Ask the following questions:
-
How many strong male characters can you think of in
fairy tales?
-
How many strong female characters can you think of in
fairy tales?
-
If children always hear stories where boy are heroic
and girls are rescued, do you think it has any effect on them growing up?
|
Activity
1: Refer to the list of fairy tales you made in the starter and consider the
roles of male and female characters. For example in Cinderella the male
Prince character is upstanding, rich, handsome and rescues Cinderella who in
contrast is poor and down-trodden. Her sisters are ugly and cruel. All the
women want to marry the prince. Are there common features of male and female
roles in other traditional fairy tales?
Activity
2: Rewrite a fairy tale where the gender roles are swapped.
(Princess
Smartypants by Babette Cole is a good start)
|
Plenary: Are there many stories
where gender roles are challenged? Why does everyone know the story of
Cinderella? Does everyone know the story of the paper bag princess? Why not? How
many books in our library challenge gender stereotypes? What can we do about that in our school?
|
AFL
questions: What have we learned about today? / One way we can challenge
assumptions about gender roles is to…
|
Pupil Voice Year 5 and 6: Two of everything by Babette Cole
I always begin the academic year with Pupil Voice lessons. The aim is to lay the groundwork for the year of equalities education by promoting and ethos where children in the school are speaking up, joining in and making their voice heard.
Text: Two of everything- Babette Cole
Lesson plan by Andrew Moffat / www.equalitiesprimary.com
|
Resources: prepare a range
of examples of public meeting posters taken form google images.
|
LI:
To share problems
|
Success
criteria: I know what to do if I have a problem / I know who I can talk to
|
Starter: What are the
different roles that are needed to make a group work effectively?
What
is a marriage? Who can get married? If
people who are married keep arguing what are their options? Once you are
married do you have to stay together for ever?
|
Main : Read text and discuss the themes
in the book. What did Mum and dad argue about? Why do you think Paula and
Demetrius thought it was their fault? What did they do about their problem?
Role
play:
Show the title, “The trouble with adults”. In each group one person is the
chair person whose role it is to run the debate and tell people when they can
speak. One person speaks in favour of adults and one person speaks against
adults. The fourth person acts as a judge and may ask questions to each
speaker once they have delivered their points. The chairperson must encourage
the group to reach a conclusion by the end of the role play. Each group
should then feed back their main points to the class, summarising positive and
negative things about adults.
|
Activity: Prepare a poster
for the meeting on parents. Look at the poster made by Demetrius and Paula in
the book; how can it be improved? Does the poster give any information about
what the problem is? Do you think more children would have come to the
meeting if they knew more information about it? Look at examples of posters on
the internet; which are most effective? Why?
|
Plenary: Do you think
Paula and Demetri were right to hold a meeting to talk about their worries?
What else could they have done? Who else could they have talked to? Did they
ever try talking to their parents? If they hadn’t spoken up would anything
have changed? How do you think they felt when the realised they weren’t the
only ones feeling sad and confused about life at home?
|
AFL
questions: What have we learned about today? / If I am worried about
something I can…
|
Pupil Voice Year 3 and 4: Something else by Kathryn Cave and Chris Riddel
I always begin the academic year with Pupil Voice lessons. The aim is to lay the groundwork for the year of equalities education by promoting an ethos where all children in the school are speaking up, joining in and making their voice heard.
Text: Something else- Kathryn Cave and
Chris Riddle
Lesson plan by Andrew Moffat / www.equalitiesprimary.com
|
Resources: -
|
LO: to
speak up if someone feels like an outsider
|
Success
criteria: I know what bullying is / I know what to do if I see someone being
bullied/ I can speak up if I think something is wrong
|
Starter: Write “No Outsiders”
on the board, children come up with a definition. How do we make sure there
are no outsiders at our school?
|
Main : Read text. How
does Something else try to make friends? What is the impact of the words, “You’re
not like us, you don’t belong?” Why do you think Something Else turns away
the visitor at first? Who does the visitor remind Something else of? What do
you think is the message in this story?
Role
play:
Sit the class in a tight circle facing inwards. Ask for a volunteer to play
the part of Something Else; they should step outside the circle. The character
should approach different children and ask to be let in to the circle, but ask everyone to respond in the way the other animals in the book respond to
Something Else when he tries to make friends (recap the language they use).
Reinforce to the children that the purpose of this role play is to consider how
it feels to feel like an outsider; the language we are using in
this role play is language you would never normally hear at school, we are
going to have to be actors to do this.
After
four or five children have turned the outsider away, say you want the next
child who is asked to speak up for the character and let them in to the
circle, making room and welcoming them in. After the role play ask the
outsider how if felt to be turned away and ask ask children how they felt
turning the character away.
|
Activity: Write an acrostic
poem using either the name of your school and sentences that show everyone is
welcome, or using the term No Outsiders.
|
Plenary: Discuss the term
bystander. If you hear someone being told to go away or that they don’t belong,
what is a good thing to do? What does that person need? How can we make sure
there really are no outsiders at our school?
|
AFL
questions: What have we learned about today? / If I hear someone being told, “You
don’t belong here” I will say…
|
Pupil Voice year 3 - Year 4: The best cow in show by Andy Cutbill and Russel Ayto
I always begin the academic year with Pupil Voice lessons. The aim is to lay the groundwork for the year of equalities education by promoting an ethos where all children in the school are speaking up, joining in and making their voice heard.
Text: The best cow in show- Andy Cutbill
and Russell Ayo
Lesson plan by Andrew Moffat / www.equalitiesprimary.com
|
Resources: -
|
LI: Speak
up for others
|
Success
criteria: I know sometimes speaking up is hard to do / I can help someone to
feel confident
|
Starter: What is a family?
Do all families look the same? Children give different examples of a family
e.g. foster families, adoption, step families, same sex parents
|
Main : Read text. How does Marjorie feel
when the other cows talk about Daisy? Does Daisy have a voice? Who speaks up
for Daisy? What would happen to Marjorie if Daisy didn’t speak up for her?
Does Marjorie feel ashamed because Daisy is different? Does she ever tell off
Daisy for not being more like a cow? When everyone laughs at Daisy for eating
a worm, how does Marjorie feel? What does she say? What do you think of the
ending? What makes a Marjorie a perfect Mum?
Role
play:
Role play the part of the story where Daisy eats the worm on the woman’s hat.
Have Daisy eat the worm and everyone in the circle laugh (stop the laughter
at a signal from you) then have a child acting Marjorie being cross and
telling off Daisy for not being a proper cow. What things might Marjorie say
to Daisy to make her behave like other cows?
Then
repeat the role play and this time have Marjorie act like she does in the
book so that we reinforce a different way of responding to difference. Use
the text: “Daisy might not be like your babies but she’s mine and I love
her!”
|
Activity: Write dialogue
for the two role plays; show the difference between Marjorie supporting her
child and Marjorie trying to get her child to change.
|
Plenary: Do you think if
Marjorie keeps trying, Daisy will change? What should Marjorie be saying to
Daisy? If Marjorie continues to speak to Daisy as she did in the story, will
Daisy grow up to be proud or ashamed of herself?
|
AFL
questions: What have we learned about today? / If a child is different the
parent should….
|
Wednesday, 12 August 2015
Pupil Voice Year 3 and 4: Nanny Fox- Georgie Adams and Selina Young
I always begin each academic year with Pupil Voice lesson plans. The aim is to lay the groundwork for the year of equalities education by promoting an ethos where all children are speaking up, joining in and making their voice heard.
Text: Nanny Fox- Georgie Adams and
Selina Young
Lesson plan by Andrew Moffat / www.equalitiesprimiary.com
|
Resources: - three cards,
all blank except one which has a cross on it.
|
LI: To see things from another point of
view
|
Success
Criteria: I know it’s ok to be different / I can be honest about who I am / I
know how to speak up
|
Key
vocab: Conformity/ expectations/ assertive/ brave
|
Starter: Put up an image
of a fox on the board. In pairs write down five things you know about foxes
and their behaviour.
|
Main : Do you think Arnold finds life
hard being different? Are his family nasty to him? What do you think he feels
inside? Does he try to tell his family he is different? How do you think Ma
Fox feels when he leaves home? Do you think either Ma Fox or Arnold should
have done something different? We never find out what happens between Arnold
and his family; what do you think happens after the story? Should Arnold
change who he is for his family or should he continue being himself?
Role
play:
Interview for job of being nanny fox. Ask three children to come to the
front. All three are now foxes and have applied for the position of nanny fox
but two are lying about being caring and they really want the position to eat
the chicks. One fox is being honest. Ask the three interviewees to pick one
of three cards; two are blank but one has a cross on it; the child with the
cross is the honest fox. Class fire interview questions to the foxes who
answer as caring nanny fox would. After five minutes ask the class who is
being honest; the foxes show their cards. Three of the children who guessed
correctly are up next to be interviewed and repeat the process.
|
Activity: Give the children
a copy of the “wanted- nanny for chicks” poster. Children to write a letter
of application to Mrs Buff from the Fox asking for the job. Explain that you
are a fox but give reasons why you would be good at the job.
|
Plenary: Define key vocab
words: Conformity/ expectations/ assertive/ brave
what
expectations does Ma Fox have of Arnold. Is Arnold going to change? What
advice would you give Ma Fox?
|
AFL
questions: What have we learned about today? / When Arnold
grows up I think he will / will not change because…
I think Ma Fox should …
|
Pupil Voice KS1: Penguin - Polly Dunbar
I always begin the academic year with Pupil Voice lesson plans. The aim is to lay the groundwork for the coming year of equalities education by promoting an ethos where all children are speaking up. joining in and making their voice heard.
Text: Penguin – Polly Dunbar
Lesson
plan Andrew Moffat / www.equalitiesprimary.com
|
Resources: -
|
LI: To start a conversation
|
Success
criteria: I know why it’s sometimes hard to start a conversation / I know
ways to start a conversation
|
Starter: What is a
conversation and how does it begin? In pairs ask children to come up with
three ways to get to know someone and start a conversation.
|
Main : Tell the children this year you
want everyone to feel confident joining in class discussions and speaking up.
Read “Penguin”. Discuss story – what is Ben trying to get Penguin to do? What
strategies does he employ to make penguin speak? Why do you think it does not
work? What do you think penguin is saying at the end of the story?
Role
play: Identify someone to be Penguin; each child has to try and make Penguin
speak. Penguin moves around the circle and children follow guidance from the
book; “what shall we say?” / “Can’t you talk?”/ “Pulls a funny face” etc. When
the lion appears have a child in the circle play the part and have Ben crouch
behind the “lion”. Penguin then tweaks the lions nose and Ben jumps back out
shouting, “Ow!”
At
the end of the story, ask children to consider why Penguin never spoke up.
Children support Penguin by giving explanations to Ben; “Penguin just wanted
a friend / Penguin didn’t know who you were / you never said what your name
was” etc. Children identify different ways to begin a conversation to help
Ben next time.
|
Activity: Draw Penguin and
around the image write ways to begin a conversation.
|
Plenary: In the story what
are the first words Ben says to the penguin? Is this is a good way to meet
someone? What else could he have said? Do you ever feel like you can’t speak
in class? When was the last time you didn’t want speak; can you remember why that was? If you keep quiet all
the time, what happens? Why is it important to speak up? What happens if only
one person in our class speaks up all the time? How can we make sure that in our
class everyone has a voice?
|
AFL
questions: What have we learned today/ I should speak up in class because….
|
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