Along came a different by Tom McLaughlin

Year 2 / 3 / 4 No Outsiders lesson plan 

Text: Along came a different by Tom McLaughlin lesson plan by Andrew Moffat equalitiesprimary.com

Learning intention: To help someone accept difference

Success criteria: I know we are different, I can tell you ways we are different, I know why some people are afraid of difference, I can help people to accept difference.

Starter: Look at the cover of the book; what do you see? Look at the language used and the images; what do you think this story is about? The title doesn’t make sense; what is missing from the title sentence? Why do you think the author has chosen this title?

Main: Read “Along came difference”. Discuss and feed-back: ·         Why do all the colours think their colour is the best? ·         Why do they start to separate and make rules? ·         Why doesn’t anyone say they don’t agree?

Role play: Give out cards to children, children have either red, yellow or blue cards. Ask children to move in to groups according to colour so that every group has their own space. Now put the following rules up on the board: ·         Each colour to stay in their own area ·         Blues can only talk to Blues, Reds can only talk to Reds, Yellows can only Talk to Yellows. ·         No talking to each other ·         No sharing ·         No being friends Ask the groups to discuss what they think of the rules and to feed back to the class. Say to the class you are the teacher so its your job to enforce the rules but of anyone disagrees then now is the time to say. Say children if children want to change the rules they need to explain why. Discuss the rules as a class and write new rules if children decide that is what is needed. Note: if children decide they want to keep the original rules, skip to the plenary and discuss. discuss what happened in the book when different colours and shapes joined the story. What did the colours learn? Look at the faces when the rules are up and contrast to faces at the end of the book – why are they all happy at the end of the book

Activity: Children work in pairs to cut out different colour shapes, stick them on to a poster with a title, “Being different is the best thing ever!”

Plenary: Discuss what happened in the book when different colours and shapes joined the story. How did life change for the colours? What did the colours learn? Look at the faces when the rules are up and contrast to faces at the end of the book – why are they all happy at the end of the book

Questions: At the start of the story, why did the colours think they couldn’t be friends? Why do the colours say at the end, “Being different is the best thing ever!”? How are we different in our class? What can we learn from this book? Why is this book about No Outsiders?

For 35 lesson plans and guidance on developing a "No Outsiders"ethos at school where children are taught everyone is welcome, see
No Outsiders in our school: teaching the equality act in primary schools by Andrew Moffat

For No Outsiders parent / child workshops see
Reclaiming radical ideas in schools: Preparing young children for life in modern Britain by Andrew Moffat

Mixed by Arree Chung

Year 3-4 No Outsiders lesson plan 

Text: Mixed by Arree Chung lesson plan by Andrew Moffat equalitiesprimary.com

Learning intention: To consider responses to racist behaviour

Success criteria: I understand what racism is / I can recognise racist behaviour / I know what to do if I hear or see someone being racist.

Starter: What is racism? Come up with a class definition. (racism is where someone is treated differently because of the colour of their skin or because of where they come from)

Main: Read “Mixed” stop at points in the story to discuss following questions and predict what comes next: -       The first time a Red shouts, “Reds are the best!” how do the other colours react? (Look at their faces) -       Look at the faces of the different colours when they divide the town; why are they looking so sad? -        “Life felt so vibrant!” what does this mean? -       Why were the other colours unhappy about Blue and Yellow being friends? -       Why was Blue and Yellow’s child the colour green? -       Why did the town tear down the walls? -       What did the colours learn at the end of the story?

Role play/ Art activity: When Red first shouts “Reds are best!”, compare the responses of the Blues and Yellows. Does either response change the situation? Why not? Role play with two volunteers the Red shout and the Yellow response; why doesn’t the yellow response change the situation? (the Yellow response is no better than the Red behaviour). With two different volunteers role play the Blue response; why doesn’t the Blue response change the situation? (ignoring the situation has no effect) Why does no one tell Red they disagree? When no one puts another point a view across, what happens to the town? How can we stop the colours putting up walls? What could Blues and Yellows do at this point in the story to stop the walls going up? (they could work together and persuade the reds to change their mind). We need to show the Reds that we can work together. Put the class in to groups of three and give each person a colour to work with (red, blue, green). Each group to create a poster to show the three colours work together successfully/ They can use words and images, but the aim is to show the three colours united.

Plenary: What is the word that describes Red’s behaviour? Red is being racist because he is judging a group of people by their skin colour. Red thinks he can only be with people who are the same colour. What does Red learn at the end of the story? If you hear someone behaving like Red, what can you do? If you don’t feel able to speak up at the time, who can you tell? Remember, not everyone understands about or agrees with No Outsiders, but anyone can change their mind. If you hear someone saying something like, “Reds are best,” what can you say? You need to tell them about No Outsiders. Tell them about our school / town and how we’re all different – different skin, different religion, different families, but we all get on and it works!

Afl questions: What is racism? What is discrimination? Why is this story about No Outsiders?

For more No Outsiders lesson plans and guidance for creating an ethos in schools where everyone is welcome see:

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

Reclaiming radical ideas in schools: Preparing young children for life in modern Britain by Andrew Moffat