Creating Plant Labels

Overview

This is lesson 6 of 10 in Planting Our Garden Stories. Students examine how words, colour, symbols and images communicate meaning, then design a clear, attractive label for a plant in their garden story. They apply narrative vocabulary and practise writing a short description that tells readers what the plant is and where it belongs.

Learning intentions

• WALT identify the important information a plant label needs.
• WALT choose words, colours, symbols and images that communicate meaning.
• WALT write a short plant label using clear sentences and correct punctuation.
• WALT create a label that connects to the setting and events in our garden story.

Success criteria

• I can name my plant and describe where it grows.
• I can write one or two clear sentences about my plant.
• I can use a picture, symbol or colour to help communicate meaning.
• I can check my capital letters, full stops and spelling of familiar words.

Curriculum links

• Reading — identifying and discussing the structure and basic features of poems, stories and non-fiction texts.
• Reading — explaining how an author’s choice of words, symbols and images communicates intended meaning.
• Writing — creating a short narrative with sequenced events, details about what happened and where, and a sense of closure.
• Writing — understanding that a narrative describes connected events, whether true or made up.

Lesson structure (60 minutes)

1. 0–7 min · Hook and recall. Display a photograph of a garden with several unlabeled plants and open the hook and recall slides. Ask, “How would a visitor know what each plant is and why it matters in our story?” Students turn and talk, then recall the setting, characters and plants from their developing garden stories.

2. 7–17 min · Explore label features. Show two sample labels through the sample label slides: one with only a plant name and one with a name, picture, location and interesting detail. Model noticing the heading, short information, illustration, symbol and colour choices. Students identify which features help a reader understand the plant quickly and explain one word or image choice.

3. 17–27 min · Teacher modelling. Create a label for a plant called The Silver Pumpkin. Think aloud: “My plant grows beside the old shed, so I will include that detail because it connects to my story.” Model writing: “The Silver Pumpkin grows beside the old shed. Its shiny leaves help Mira find her way home.” Demonstrate a simple drawing and a symbol for “shiny”. Students help check the model against the success criteria and suggest a stronger describing word.

4. 27–32 min · Plan and choose. Distribute the plant label planning sheet. Students choose a plant from their story, or invent one that fits its setting. They sketch the plant, record its name and location, and orally rehearse one interesting detail with a partner before writing.

5. 32–50 min · Create labels. Students complete a plant label on the worksheet or teacher-provided card, writing one or two sentences and adding a purposeful illustration, symbol and colour. Circulate and ask, “What will your reader learn?” and “How does this image or colour add meaning?” Students reread their work quietly, checking the success criteria before adding final details.

6. 50–57 min · Share and respond. In groups of four, students present their labels as if welcoming visitors to the garden. Each listener names one clear feature and one word, symbol or image that helped communicate meaning. Students make one small improvement after feedback.

7. 57–60 min · Plenary and exit check. Return to the plenary and reflection slide. Students complete the sentence, “My label helps a reader understand…” and hold up their label. Select two or three examples to discuss, highlighting how text and visual features work together.

Resources

• the plant-label teaching and reflection slide deck
• the plant label planning sheet
• Blank label cards or A4 paper
• Pencils, erasers, coloured pencils and felt pens
• Example plant labels for teacher modelling
• Class garden-story drafts or setting notes
• Word wall with plant, garden and location vocabulary
• Visual timer

Assessment

• During discussion, listen for students identifying label features and explaining how words, symbols, images or colours communicate meaning.
• Confer during planning and writing: check that each student has a plant name, location, connected detail and an understandable sentence.
• Use the final share and reflection to assess whether students can explain how their label supports a reader’s understanding. Collect labels for a quick check of punctuation and connection to the garden story.

Differentiation

• Provide oral rehearsal, picture choices, a word wall and sentence starters such as “My plant is…” and “It grows…” for students needing writing or language support.
• Scribe a student’s dictated sentence, offer a larger writing space or allow speech-to-text where appropriate. Pair EAL learners with a supportive partner and use gestures or real plant images to clarify meaning.
• Encourage students with fine-motor needs to use thick pens, pre-cut cards or collage materials, and assess the communicated idea as well as handwriting.
• Extend advanced learners by writing a short warning, instruction or clue for the garden visitor, using two connected sentences and carefully choosing a symbol or colour whose meaning they can explain.