Context

• Age: Year 3 (7-8 years old)
• Class size: 28 students
• Duration: 45 minutes
• Curriculum: Curriculum for Excellence (Scotland)
• Experiences and Outcomes (Es & Os) targeted:
  • LIT 1-07a: I can show my understanding of what I listen to or watch by responding to and asking different kinds of questions and by participating in discussions.
  • SOC 1-02a: I understand that there are similarities and differences between people and show respect for others.
  • EXA 1-02a: I can share my thoughts and feelings about my learning through talking, writing, and other ways to help make my learning better.

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WALT (We Are Learning To)

• Recognise similarities and differences between people and ideas.
• Use evidence from a text and images to discuss diversity and commonality.
• Express ideas respectfully during group discussions.

Success Criteria

• I can talk about what makes people similar and different using examples from a story and pictures.
• I can listen carefully and ask questions about the story read aloud.
• I can share my thoughts confidently during circle time using ‘we are similar’ or ‘we are different’ cards.
• I show respect to classmates during discussions.

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Resources Needed

• Book: Brenda’s Boring Egg by Janet and Allan Ahlberg (dyslexia-friendly version with larger font and clear spacing)
• Two contrasting images of people (e.g., children from different backgrounds or with different interests) printed large enough for all to see
• ‘We are similar’ and ‘We are different’ laminated cards (one per student)
• Visual vocabulary cards for key words (similar, different, inside, outside, respect)
• Whiteboard and markers
• Circle seating arrangement, or sitting on the carpet in a circle

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Lesson Outline

Introduction (5 minutes)

• Greet the class and introduce WALT.
• Briefly explain the idea that even if people or things look different on the outside, they can be the same on the inside.
• Display visual vocabulary cards and discuss meanings.

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Reading & Questioning (15 minutes)

• Teacher reads Brenda’s Boring Egg aloud using dyslexia-friendly techniques: clear, expressive voice, pausing for comprehension, showing pictures.
• Pause after key events to ask open-ended questions, e.g.,
  • "What do you notice about the eggs in the story?"
  • "How are they different on the outside?"
  • "What is the same about them inside?"
• Encourage pairs to discuss briefly to support verbal articulation and peer interaction.
• Use a questioning scaffold: recall, infer, and reflect types of questions.

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Visual Comparison Activity (10 minutes)

• Show two different images of people to the class.
• Ask pairs to list similarities and differences they notice aloud. Write some examples on the board to visually map ideas.
• Highlight that although appearances differ, many internal qualities or feelings can be the same (e.g., kindness, happiness).
• Include some vocabulary reinforcement using the visual word cards.

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Circle Time Discussion (12 minutes)

• Arrange students in a circle, each holding a ‘We are similar’ or ‘We are different’ card.
• Explain instructions: each pupil will pass their card to another pupil and say either how they are similar or different to that person and why.
• Model first with a volunteer to show respectful sharing and attentive listening.
• Encourage use of full sentences and kind language, e.g., “We are similar because we both like playing football,” or, “We are different because I like dogs and they like cats.”
• Teacher circulates to support those who may struggle to formulate ideas, providing sentence starters as needed.

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Plenary (3 minutes)

• Recap WALT and invite 2-3 pupils to share what they learned about similarities and differences.
• Affirm respectful listening and encourage ongoing mindfulness about diversity in school life.

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Differentiation Strategies

Learner Need	Differentiation Approach
EAL / Language Support	Use visuals and gestures to support vocabulary; pair with buddy for discussion; sentence starters on cards.
Additional Support Needs	Provide one-to-one aide or peer support during circle time; use simplified vocabulary; ensure dyslexia-friendly text.
Higher Achievers	Encourage deeper reflection by asking for examples of emotions or personality traits that may be similar despite different appearances; opportunity to role-play scenarios illustrating similarities/differences.

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Extension Activities

• Creative Writing: Write a short story or poem about two characters who look very different but share a special friendship because of what’s inside.
• Art Project: Draw self-portraits showing “outside” (appearance) and another drawing showing “inside” (feelings, hobbies, family).

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Assessment & Evidence

• Observe verbal participation during questioning and circle time using a simple checklist for: ability to identify similarities/differences, respectful communication, engagement.
• Collect drawings or written sentences from the extension task as evidence of understanding (optional).
• Use reflective feedback from pupils on what they found interesting or new about friends and classmates.

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Teacher Reflection (Post-Lesson)

• Did the story prompt effective discussion?
• Were pupils able to comfortably identify and express similarities and differences?
• How successful was the use of ‘We are similar/different’ cards in promoting inclusivity and respectful dialogue?
• What adaptations may be needed next time to better support specific learners?

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This plan puts the Curriculum for Excellence's emphasis on literacy, social understanding, and respectful interaction at its heart, fostering compassionate learners who celebrate diversity thoughtfully and respectfully.