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?