> Wrong Flowers Resource

notes for teachers 1-2 preparing for the film 3 viewing the film 4-5 after viewing

6-9 themes 10-11 time to go 12 poetry workshop KS2 worksheets

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notes for teachers

Wrong Flowers Key Stage 2 Learning Materials for teachers

This section is designed for teachers of Key Stage 2, and provides a series of lessons that you can follow in the classroom to introduce students to the short film genre, develop understanding of the language of film, and to enable discussion of the issues raised in the film, The Wrong Flowers.

You are invited to work on creative responses to the film with your students and to send their work to be published online as part of this resource. We aim to provide a constantly growing and developing resource to help inspire and encourage others.

To see other students’ poems and visual art, and for details of how your school can participate, go to the Over to you! section.

Brenda Cook and Lucy Hayman-Hart in ‘The Wrong Flowers.’

Aims:

• to provide a project which will inspire and stimulate.
• to motivate children and increase their capacity for learning.
• to take an innovative approach to curriculum delivery.
• to give children the tools with which to become active viewers of screen texts and to promote Cineliteracy.
• to give children the opportunity and confidence to articulate what they already know about how film works.
• to enable the children to reflect about themselves and their lives
• to provide opportunities for learning which is active and interactive
• to use a variety of teaching and learning styles reinforced by group work and discussion.

National Literacy Strategy text level objectives

Main objectives covered by materials:

Year 6 term 3:

3. to describe and evaluate the style of an individual poet;

4. to comment critically on the overall impact of a poem, showing how language and themes have been developed;

13. to write a sequence of poems linked by theme or form, e.g. a haiku calendar;

The materials also reinforce:

Year 6 term 1:

• 10. to write own poems experimenting with active verbs and personification; produce revised poems for reading aloud individually;

Year 6 term 2:

• to understand aspects of narrative structure, e.g.:
• how chapters in a book (or paragraphs in a short story or chapter or scenes within a film) are linked together;
• how authors handle time, e.g. flashbacks, stories within stories, dreams;
• how the passing of time is conveyed to the reader/viewer;
• to write own story using, e.g. flashbacks or a story within a story to convey the passing of time;

Classroom management: These materials make use of CSP techniques such as carousel. It would be helpful to have the children in teams for the project.

At a later stage you will need an individual photograph of every child in the class.

The session lengths are not defined. This is because many include drama, art and discussion.

The resources list includes specific resources. Access to pencils, pencil crayons, felt tips is assumed.

Studying a film:

If the class have not previously done any work on reading a film text, the teacher is encouraged to discuss at least one other short film with the class prior to starting this work. You might like to discuss with the children the types of shot; close up, long shot, mid shot; the effect of the use of colour in the film; the impact of the sound track.

Recommended learning materials:

Watershed’s work on Ornaments
Email the learning team or call Laura Gardner on 0117 927 6444.

British Film Institute Education project Story Shorts.

See Links section for free online resources relating to film study in school

See Further study section for classroom materials you can buy online

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