The Boy Who Grew Dragons - Learning Sequence

The learning sequence for "The Boy Who Grew Dragons" is a comprehensive unit overview that spans six weeks, aiming to immerse Year 6 students in the literary journey of the book. In the first week, students dive into the prologue to discern the narrative perspective and the author's intent, followed by reading the initial chapter and exploring character impressions, particularly of Grandad. They engage in creative writing by scripting dialogue and making predictions about the unfolding story. As they proceed to chapters two and three, students delve into the protagonist Tomas's thoughts and emotions through thought bubbles and feeling hearts, especially at the moment he discovers a dragon. Chapter four introduces descriptive language and shape poems, allowing students to craft their own poetic representations of dragons, honing their editing and redrafting skills in the process.

Weeks four to six build on the established foundation, encouraging deeper analysis and creative expression. Students speculate on the reactions of Tomas's friends to his dragon, Flicker, and explore the use of language in the text to convey excitement and disappointment. They write descriptions, considering body language and facial expressions, and predict future plot developments. As the story progresses, students are tasked with describing the enchanted garden at night and the exhilaration of seeing dragons take flight. They create their own dragons and describe them, further developing their understanding of language through sentence building activities. The unit culminates with students summarising key events, recounting a pivotal sleepover scene, and reflecting on the book as a whole, identifying their favourite parts and the book's genre. This educational journey not only enhances students' comprehension and writing skills but also fosters a deep appreciation for storytelling and creative expression.