The Flower - Learning Sequence

The 'Flower' learning sequence is a comprehensive unit overview designed to be taught in conjunction with guided reading sessions. Over the course of six weeks, students delve into the text, beginning with the use of a word detective grid to decipher unfamiliar vocabulary. Initially, they explore the opening pages, discussing the protagonist Brigg and the city he inhabits. Through various interactive activities such as freeze frames, thought tracking, and synonym wheels, students deepen their understanding of the setting and characters. They are encouraged to record their responses and develop their descriptive language skills by crafting expanded noun phrases and experimenting with descriptive sentences. The sequence progresses with discussions on Brigg's job at the library and the concept of 'dangerous books', leading to a broader conversation about banned literature and the act of smuggling.

As the weeks unfold, students engage with the narrative, predicting outcomes, exploring themes, and developing emotional literacy by charting Brigg's feelings. They are tasked with writing personal opinions, role-playing conversations, and crafting descriptions using sensory details. The unit also includes scientific exploration, where students set up an investigation into plant growth conditions, observing and recording their findings. This hands-on experience complements the literary analysis, as they later draft sections about the life cycle of plants, incorporating technical vocabulary and sequential language. In the final weeks, the focus shifts to comparing 'The Flower' with other texts, discussing common themes of hope and resilience. Students also delve into poetry, examining Christina Rossetti's 'What is Pink?', generating their own creative lines, and ultimately performing their compositions. Throughout the unit, students are consistently encouraged to evaluate and proofread their work, ensuring a reflective and iterative learning process.