Winged Symbols

Overview

In today’s reading-comprehension discussion, we will explore what the front cover of Farther might symbolise. We will use evidence from the cover image and our own ideas to infer relationships, feelings, and possible story events.

Learning intentions

• WALT explore the symbolic meaning behind the front cover (wings, doves, poppies).
• WALT infer the relationship between the two characters using visual evidence.
• WALT predict what the symbols might suggest about the elder man’s fate and the narrative.
• WALT discuss how the title “Farther” (especially the ‘r’) may offer a hidden clue.

Success criteria

• I can describe what I notice on the front cover (wings, doves, poppies, two characters).
• I can make an inference (e.g., family link, feelings, possible death/war) and justify it with evidence from the cover.
• I can predict what might happen next and explain my reasoning.
• I can explain what the title “Farther” might mean and link it to the story’s closeness/distance.

Curriculum links

• Reading—comprehension: drawing inferences about characters’ feelings, thoughts and motives from actions/events suggested, and justifying inferences with evidence.
• Reading—comprehension: predicting what might happen from details stated and implied.
• Reading—comprehension: participate in discussion about books read and listen to others, taking turns.
• Reading—comprehension: developing positive attitudes to reading by making sense of themes and conventions in a book.

Lesson structure (30 minutes)

1. 0–5 min · Hook: cover quick look. Teacher shows the front cover and asks children to think silently, then share: “What do you notice first? What mood does it create?” Students give one observation each (no opinions yet), using sentence stems: “I can see…” / “It looks like…”

2. 5–10 min · Relationship inference. Teacher prompts: “How are the two characters positioned? What might their relationship be?” and “What makes you think that?” Students turn-and-talk, then contribute one inference with evidence (e.g., “They look close / like family because…”).

3. 10–15 min · Wings: symbol and story impact. Teacher asks: “Why does the elder man have wings?” and introduces key symbolic ideas to guide inference (wings can link to Christian angels, spirituality, freedom; sometimes messengers/guardians). Students complete a “I think…because…” statement: “I think the wings suggest…” and share in a class discussion, listening to others.

4. 15–20 min · Dove and poppy meaning. Teacher guides discussion: “What might a dove symbolise (peace/love/messenger of God)?” and “What might poppies suggest about remembrance and death (often linked to war)?” Students match a symbol to an idea on mini-cards (dove = peace/love/messenger; poppies = remembrance/death), then explain how these connect to the characters.

5. 20–25 min · Build a narrative prediction. Teacher brings the symbols together: “So what could the author/illustrator be implying about the elder man—alive or dead? How might he have died? What does that mean for the younger family member?” Students write or dictate one prediction using the frame: “I predict that… because the cover shows…”

6. 25–30 min · Title clue: Farther vs further. Teacher asks: “Why is the title ‘Farther’ with an extra ‘r’?” “Does it link to distance growing or closeness changing?” “What other word is it like?” Students share one interpretation and relate it to the story’s emotional distance using: “The title suggests…”

Resources

• Printed copy (or projected image) of the front cover of Farther
• Symbol cue cards: wings, dove, poppies (with simple prompts, teacher notes for meaning)
• “I think…because…” sentence strips
• Mini sorting cards for dove/poppy ideas
• Writing/dictation slips with prediction sentence frame
• Turn-taking speaking tokens (optional)

Assessment

• Teacher listens during discussions for clear inferences justified by cover evidence.
• Quick check-in at Step 3 and Step 5: students must use “because” to link symbol to idea.
• Optional fast exit ticket (30 seconds at the end): “One symbol and what it might mean is…”

Differentiation

• Support (low prior knowledge): provide sentence stems (“I can see…”, “I think…because…”, “This might mean…”) and allow oral/dictated responses before writing.
• Scaffold inference: use a 3-column class chart: “Symbol / What it might mean / Evidence from cover”.
• EAL/SEN: partner with a supportive peer; offer picture-based cue cards and allow first answers orally; accept simplified vocabulary (peace, love, war, remember).
• Dyslexia-friendly reading options: use a short teacher-read script of the cover-implied clues; provide larger font cue cards; allow students to track with a finger and use audio/teacher reading for any text.
• Advanced learners: ask them to consider multiple possibilities (e.g., wings as protection vs angelic messenger) and identify which evidence most strongly supports their chosen inference.

Extension (optional)

• Invite students to suggest one question the cover raises (e.g., “Why does he look winged?” “Where is the younger character?”) and vote on the top question for the next lesson.