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?