Kensuke’s Kingdomby Michael Morpurgo

Lesson 1Success Criteria

I can reflect on events

I can understand key characters by reading between the lines

I can derive meanings of new vocabulary

What is a reading journal?

• You are going to use pieces of A4 paper and create a booklet

• It should be beautifully presented –be creative

• You will be making character lists; key notes; creating thought bubbles for reflections; making predictions; drawing maps and images…

• Even better than ‘Boy in the Striped’

Creating a reading journal

What is a reading journal?

It is your reading journey! What you put in your journal will be part of your assessment for reading levels. Therefore you need to challenge yourself and give 100% at all times.

Chapter 1

• Read together…• While you are listening, use the first clean page to design a front cover for your journal – remember best presentation to show your high school teachers

• It needs the title: Kensuke’s Kingdom by Michael Morpugo – think about interesting lettering styles you can use/stencils

• Think about a suitable picture – maybe use the front cover for inspiration

We will create a bookmark like we did when we studied ‘The Boy in the

Striped Pyjamas.’

Remember write the title of the book at the top: Kensuke’s Kingdom

Then any words that come up that you do not know the meaning of,

write them down on there. This will be your own bookmark so some of

you may have more words than others.

Task: Character listCreate a character list detailing what we know about the

personalities of each character so far…

• Michael – age 11, loves football, best mate Eddie, quite likes school, has a paper round

• Eddie – best friend, loves football, moved down south

• Dad – optimist, spur of the moment• Mum –• Stella Artois -• Barnacle Bill -

I can use a dash to create a character profile

I can use commas in a list I can use capital letters for

proper nouns

L.O. To identify unfamiliar words and describe their meaning.

In Chapter 1 of Kensuke’s Kingdom the author, Michael Morpurgo, uses some challenging words. Using a dictionary look up the meaning of the following words and write them in a table like the one below. Then write a sentence using the word to show that you understand how to use it.

revelling

exhilarating

gibbered

savaged

redundant

lunacy

liability

Basking in, loving it

Like a ‘bull in a china

shop’, causes unnecessary problems

Exciting

speak rapidly and

unintelligibly, typically through fear or shock.

Wild and fierce

No longer needed

Madness, craziness

P4C: What would you do and

why?

Chapter 2

Water, water everywhere.

Lesson 2 – spag starter

I can use modal verbs: could, should,

would, might

• Using cursive handwriting, write 4

sentences using a modal verb. Link it to

the events of Chapter 1. E.g.

• If I could move anywhere, it would be…

Modal Verbs

Task: Answer these comprehension questions in your journal.

Remember to write in full sentences and use neat, joined up

handwriting.

1. Why has Michael decided now to tell his story?

2. What do the family do together on the weekends? Can you describe how it makes them feel?

3. Why do the family stop sailing?

4. What happened to Michael’s best friend?

5. What happens to Michael’s father and why?

6. Describe the father when they meet up again. What sort of mood is he in?

Task: How Life changed when the

letter arrived…

• When the letter arrived, Michael’s life changed.

• In your journal write a paragraph to explain what life was like before the redundancy letter arrived, and after. Think about each character and their reactions/behaviour

I can use capital letters, full stops,

question marks, exclamation marks

Dear Diary,

Mum and Dad have told me we’re sailing around the world! We’re selling the house and leaving in a few weeks. I can’t believe it, I feel…

I am looking forward to…

But what about…

Task: How would you feel?You are going to write a diary entry in

character as Michael. Imagine you have just

been told you’re going sailing around the

world…

Read Chapter 2

Add to your bookmark anymore words you

may not understanding the meaning of.

Whilst we are reading, make sure you are

listening but you can finish off your front

cover.

Sentence work - similes

Lesson 3 – spag starter

I can use commas in a list

If I was going travelling around the world, I would pack:

Ext> Use commas to detail 5 words to describe Mum/Dad/Michael:

L.O. To put myself in Michael’s position

Write each sentence in your book in neat, joined up handwriting. Item + justification. If I could only take 5 items on my sailing journey around the world they would be:

1. _________ because __________________________2. _________ so that ____________________________ 3. 4. 5.

Chapter 3

Ship’s Log

Session 2L.O. To write a balanced argument

on sailing around the world.

Success Criteria

I can consider pros and cons of a situation

I can give valid reasons for my opinions

I can link my ideas with appropriate connectives

Michael’s father decides that the family will sail around the world together. Do you think that it would be a good idea for your family to do something like this?

Remember, we have done things like this before during our mountain topic

L.O. To write a balanced argument on sailing around the world

Now you are going to turn your ideas into a mini balanced argument.

Remember to use addition and opposition connectives to link pros and cons-

like with tourism on the mountains..

SAILING AROUND THE WORLD

I am not sure that sailing around the world with my family would be a good thing because...

On the other hand...

However...

One good thing about it would be...

Nevertheless...

Another point of view is...

In conclusion... Remember to check your spelling and punctuation very carefully, and to write in neat joined up handwriting

Lesson 4

I can select vocabulary and grammatical structures that reflect

the level of formality required

As a class, draft a letter to Mrs Hellings from

your parents, explaining why they wish to

withdraw you from school for a year

Read to the end of Chapter 3. Now answer these questions in full sentences to show your

understanding. Use neat, joined up handwriting.

1. When Michael and his family first set sail, how many miles a day do they want to do?

2. How many miles a day do they actually do?

3. What game do Michael’s parents play?

4. What creatures do they see off the coast of Africa?

5. In November they went to Brazil. Where did they stop?

6. What did Michael do in Brazil?

7. What did they do on Christmas Day?

8. Describe, in your own words, the incident with Stella Artois.

Spag work - adjectives

P4C starter- Lesson 5

Session 2Lesson 5

To be aware of the author’s techniques

Success Criteria

I can find similes and metaphors and say how they are effective

I know how repetition can have an effect –and find examples of it

I can keep my reading journal up to date with my thoughts and reflections

L.O. To write a description using expressive languageL.O. To use fronted adverbials to create tension

Think about how Michael felt the night of the storm.

Write about a time in your life when you have been really frightened.

What were the circumstances, can you describe it so I can sense your fear?

See sentence starters/super sentences (3-ed) as ideas – see next slide

Michael felt ________ on the night of the storm because __________. In my own life I have felt scared when ___________. I felt this because __________.

Now using the next slide can you turn your

sentences into some that build tension.

Adverbials to build tension – cursive writing

Not knowing what was about to happen,

Turning at the sudden sound behind me,

Hardly daring to open my eyes, I

_________________________________________________________

__________________________________________________________

__________________________________________________________

Chapter 4

Gibbons and ghosts

L.O. To use evidence from the text effectively.

Task:

Draw the island outline (“shaped like a peanut”) using the map at the beginning of the book to help you.

We will now read Ch.4. To add to your island, p.49 – 53 will be of great importance.

Remember to add any words you do not know to your bookmark!

IDEAS:

Session 2Week 2 Lesson 1:

L.O. To empathise with characters

Success CriteriaI can put myself in someone else’s shoes

I can appeal for information

I can use the text for evidence

Chapter 4: Recap Questions

1. What two things is Michael desperate to find?

2. How does Stella’s companionship help Michael during his first two days on the island?

3. What are the gifts Michael and Stella Artois are given?

4. What message does he write on the rock?

5. Why does Michael want to start a fire? Read page 65 carefully and then give three reasons using evidence from the text.

6. What happens to the fire?

Task: Write the script for a TV interview with Michael’s parents as they appear on the news to appeal for informationAssessment: use question marks and colons

• Drama – can we follow your scripts to perform them from our desks?

Optional super challenge • Plan and write a

newspaper article about Michael’s disappearance

WAGOLL interview

• Journalist: Mr Jones, tell us about the last time you saw Michael.

• Dad: Well, it was at bedtime on…• Journalist: Does Michael have the necessary skills to survive?

• Mum: Oh yes, he was well-trained by…

** Can you include any Y5/6 spelling words?

Lesson 2

• Design a missing persons poster for Michael, using information we have about him: name, age, looks, personality, last seen… Think about what else a missing person poster might say/offer.

• Let’s get some ideas together as a class.

Vocabulary challenge

Session 2Lesson 3

L.O. To consider how we communicate and how we interpret others’ actions

Success Criteria

I can put myself in someone else’s shoes

I can appeal for information

I can use the text for evidence

In your journal…Write down the following words with space to write a definition:• Abunai• Dameda• Eikokujin• Gomenasai• Oyasumi nasai• Yamero

Which nationality/language do you think

these words are from?

Use chapter 5 (stop at line in sand) as we read it

now to add in the meanings if you can.

Chapter 5: I, Kensuke

Rules• Listen• Respect• Offer ideas

In Chapter 5, Kensuke draws a line across the sand. He has made rules and Michael is not allowed to cross the line.

We are a bit like that today within school but for different reasons.

We are essentially on our own island.

• What would you do? Make a fire or not? Cross it or not?

Key words: justify, explain, convince

P4C…What would you do?

P4C: What would you do?

• Can you convince someone else they are in the wrong place?

• Has anyone had their mind changed? Why?

• Key words: justify, explain, convince

Back to the island…

How does it feel to be segregated?

• What could the dividing line represent?

• What might it mean to us? To society?

• Can you make any links to prior learning – RE?

• Watch clip • Where else have we been told we cannot do things recently?

Finish chapter 5

Chapter 5: Recap questions

1. How does Stella react towards Kensuke?

2. What does Kensuke suggest to Michael about the way they share the island?

3. Kensuke leaves food and water for Michael and Stella every morning. What does it mean?

Lesson 4L.O. To demonstrate an understanding of the

characters in Kensuke’s Kingdom.

To begin with

P4C: Is Kensuke taking care of Michael, or is he a prisoner?

Let’s share our ideas and opinions.

L.O. To describe a character from Kensuke's Kingdom using evidence from the text.

What sort of person do you think Michael is? Choose SIX of the words in the box below, and write a sentence for each.

brave cowardly lonely determined happy sad

confused clever sensible angry foolish naughty

I think Michael is.................... because......................................................However,…I also… using co-ordinating and subordinating conjunctions

Read through the extracts describing the actions of the orang-utans -

re-write the events from their perspective in first person.

What were they thinking? Why were they acting the way they were?

p.66A shadow under the trees moved and came lumbering out into the sunlight towards us. A monkey, a giant monkey. Not a gibbon at all. It moved slowly on all fours, and was brown, ginger-brown. An orang-utan, I was sure of it. He sat down just a few feet from me and considered me. I dared not move. When he’d seen enough, he scratched his neck casually, turned and made his way on all fours slowly back into the forest.

Let’s try this writing this one together:

p.66A shadow under the trees moved and came lumbering out into the sunlight towards us. A monkey, a giant monkey. Not a gibbon at all. It moved slowly on all fours, and was brown, ginger-brown. An orang-utan, I was sure of it. He sat down just a few feet from me and considered me. I dared not move. When he’d seen enough, he scratched his neck casually, turned and made his way on all fours slowly back into the forest.

p.88I was heaving a massive branch on to the pile when I felt a sudden shadow come over me. An orang-utan was looking down at me from the rock above - I could not be sure it was the same one as before. He was on all fours, his great shoulders hunched, his head lowered, eyeing me slightly sideways. I dared not move. It was a stand-off, just as it had been before down on the beach.He sat back and looked at me with mild interest for a while. Then he looked away, scratched his face nonchalantly and sloped off, stopping once to glance back at me over his shoulder before moving on into the shadow of the trees and away.

Read through the extracts describing the actions of the orang-utans -

re-write the events from their perspective in first person.

What were they thinking? Why were they acting the way they were?

p.88I was heaving a massive branch on to the pile when I felt a sudden shadow come over me. An orang-utan was looking down at me from the rock above - I could not be sure it was the same one as before. He was on all fours, his great shoulders hunched, his head lowered, eyeing me slightly sideways. I dared not move. It was a stand-off, just as it had been before down on the beach.He sat back and looked at me with mild interest for a while. Then he looked away, scratched his face nonchalantly and sloped off, stopping once to glance back at me over his shoulder before moving on into the shadow of the trees and away.

Lesson 5

• Read ch.6 – Abunai!

• What does this word mean? Use your

glossary

• As we have with every chapter, add to

your bookmark.

As we read ch.6, draw a picture of Michael. What emotions/feelings is he experiencing?

Group the words into synonyms.

Session 2Week 3 Lesson 1:

L.O. To use evidence from the text effectively.Success Criteria

I can put myself in someone else’s shoes

I can use Point, Evidence, Explain.

I can use the text for evidence

Week 3: Lesson 1L.O. To use evidence

from the text effectively.

• Read ch.7 – All That Silence Said

How has the perspective of the orangutans changed

now?

p.106

And always his family of orang-utans came along,

shadowing us through the forest, patrolling the tracks ahead,

scampering along behind. All Kensuke had to do was sing

and they’d come. They seemed almost hypnotised by the

sound of his voice. They were intrigued by me and by Stella,

but they were nervous and we were nervous and for the time

being we kept our distance from one another.

One evening, quite unexpectedly, as I was watching

Kensuke at his fishing, one of the young ones clambered on

to my lap and began to examine my nose with his finger, and

then he investigated my ear. He pulled it rather harder than I

liked, but I didn’t yelp. After that the rest followed suit, using

me as if I were a climbing-frame.

L.O. To use evidence from the text effectively.

1. List three things Kensuke teaches Michael.

2. Describe a typical day for Michael and Kensuke.

3. How do you think Michael now feels about Kensuke, and why?

4. Carefully read pages 101-102, and then draw a plan of Kensuke’s cave in your book. Think about what you have read and label your picture with some quotes.

Lesson 2:

Read Chapter 8• Whilst we are reading, add to your

bookmark any other words you may not

know the meaning of.

Does this explain Kensuke’s life story?

Do you think these articles

are true?

Research them article on

the internet!

In your journal…

Chapter 8: Questions to think about

1. Why does Michael feel that he has to hide his message in the coke bottle?

2. What were Kensuke’s hopes for the future?

3. What has been lost now, between Michael and Kensuke?

L.O. To complete a timeline using information from the text.

Complete a time line of Kensuke’s life, from his birth in Japan until he is in the boat with Michael telling his story; include all the significant events.

Birth in

Japan

Some events

Nagasaki, JapanStudied medicine in TokyoDoctor in TokyoMidwife Studying in London, Guy’s HospitalMoves back to NagasakiMeets wife, Kimi, has son called MichiyaDoctor on big warship in the Navy

P4C Discussion.

1. Describe the atmosphere between Michael and Kensuke at the beginning of the chapter.

2. What is it that makes Kensuke change his mind about Michael staying on the island?

3. What developments in the world does Michael describe to Kensuke?

Lesson 4:Read Chapter 9 –Questions to answer once read

1. Describe the rain on the island, and the effect it has on Michael and Kensuke.

2. What happened to the binoculars?

3. How do Michael and Kensuke save the orangutans from thepoachers?

4. What do the poachers do on the island?

5. What were they doing when Kensuke spotted the sail?

6. What does Michael see that makes him realise it’s the Peggy Sue?

7. What are Kensuke’s reasons for staying behind?

8. Do you think that Kensuke has made the right decision? Explain your views.

Lesson 4Chapter 10 - Questions to answer once read

Lesson 5: My Final Thoughts

To finish off your reading journal you are now going to write your own views on this story.Remember, you do not have to have enjoyed it, but you must be able to give reasons.

Think about…

• What you enjoyed (if you did)• What you thought• Reflections• Favourite parts• How it made you feel