Identity Signals

Overview

Students will explore the idea of neurodiversity through a short, age-appropriate video and class discussion. They will connect these perspectives to The London Eye Mystery, then practise reflecting on personal traits and reviewing how understanding differences can improve discussion and writing.

Learning intentions

• Students will understand the term “neurodiversity” as a respectful way to talk about differences in how people’s brains work.
• Students will discuss how understanding differences can support effective communication in groups and in texts.
• Students will reflect on personal traits (strengths, preferences, patterns) using clear, accurate sentences.
• Students will practise organising ideas logically for a short written reflection.

Success criteria

• I can explain neurodiversity in my own words using Standard English.
• I can give one example of how understanding differences could help in a discussion about a character’s behaviour.
• I can reflect on my own traits using at least three precise sentences.
• I can support my ideas with a relevant reference to The London Eye Mystery (a character moment, action, or pattern).

Curriculum links

• Writing: Students will write accurately, fluently, effectively and at length for information and reflection by organising ideas and supporting points with detail.
• Reading and writing: Students will develop conventions for discussion and debate and work collaboratively to discuss reading and writing.
• Reading and writing: Students will control speaking and writing consciously, and use Standard English.
• Reading and writing: Students will consolidate knowledge through targeted additional practice (sentence-level scaffolds and re-drafting).

Lesson structure (45 minutes)

1. 0–5 min · Hook (video prompt). Teacher shows the video clip on neurodiversity and pauses at one key moment to ask students: “What word or idea best sums up what you notice in the clip?” Students jot one word and one brief reason in silence, then share with a partner.

2. 5–15 min · Whole-class discussion (meaning-making). Teacher leads a discussion using talk rules: listen fully, respond to the idea, not the person, and use sentence starters to keep Standard English. Students contribute two turns each, answering: “What does neurodiversity help us understand that ‘labels’ might miss?”

3. 15–25 min · Text connection: The London Eye Mystery. Teacher displays a short excerpt or summary (teacher-prepared) of a character’s behaviour and decision-making (e.g., how someone thinks, communicates, or interprets clues). Students discuss in groups: “How might different thinking or communication styles affect what a character notices or how others misunderstand them?” Then they record one link (claim + example).

4. 25–35 min · Direct teach: reflecting with structure. Teacher models a 3-sentence reflection structure on the board:

• Sentence 1: “One trait of mine is…”
• Sentence 2: “This can look like…” (specific example)
• Sentence 3: “When people understand differences, it can help because…” Students complete a draft using the structure and their group’s insight about communication and misunderstanding.

5. 35–41 min · Editing for accuracy (quick re-draft). Teacher runs a focused accuracy check: punctuation for clarity, subject–verb agreement, and Standard English choices (no informal shorthand). Students swap drafts with a partner and use a checklist: “Is the claim clear? Is it supported with an example? Is Standard English used?”

6. 41–45 min · Exit ticket (understanding differences). Teacher asks a final prompt: “Write one sentence answering: What do you need from others to feel understood?” Students submit the exit ticket to show readiness for Lesson 2.

Resources

• Teacher-prepared short video on neurodiversity (age-appropriate)
• Printed or projected excerpt/summary linked to The London Eye Mystery (character moment)
• Reflection writing frame (3-sentence structure)
• Sentence starters for discussion (e.g., “I think…, because…”, “A different perspective is…”, “This connects to… when…”)
• Partner edit checklist (clarity, evidence, Standard English)
• Exit ticket slips or digital form

Assessment

• Teacher listens for accurate, respectful use of vocabulary during discussion (neurodiversity, understand, differences).
• During text connection, teacher checks whether students make a claim and support it with a relevant example from the character.
• Exit ticket assesses students’ ability to articulate needs for understanding in clear, correct sentences.

Differentiation

• Support: Provide sentence starters and the writing frame; offer a word bank for traits (e.g., pattern-seeking, planning, sensory preference, noticing details, needing time).
• Support: Allow students to choose one of two character moments to connect to, reducing cognitive load.
• Extension: Challenge students to add a fourth sentence that explains how their idea would change their behaviour in a group discussion.
• SEN/EAL: Permit additional planning time with bullet points before drafting; accept alternative first-draft wording while expecting Standard English in the final version.
• Less fluent writers: Offer a shorter minimum target (e.g., 3 sentences with guided examples) and then re-drafting opportunities focused on accuracy.