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

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