Fiction

English Year 5 Summer Modern Fiction

Kensuke's Kingdom

Michael Morpurgo's Kensuke's Kingdom provides inspiration for developing higher level language skills and for cohesion within and between paragraphs, modal verbs/adverbs and commas.

We recommend that you start with the core unit, the heart of this English block of study. This introduces key textual material and sets the tone for any further units you wish to teach. These can be selected on the basis of the needs of your class – look at the green icons to identify the unit’s particular focus: SPAG, Composition or Comprehension. Whichever units you choose, we suggest teaching them in order, as there is a built-in progression indicated by the numbering.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of the associated documents.

Core
Unit 1 Core: Introducing Kensuke’s Kingdom and analysing the first half
(suggested as 4 days)

Objectives

Spoken Language
-- Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
-- Participate in role plays.
-- Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

Word Reading
None for this unit

Comprehension
-- Check that the book makes sense to them, discuss their understanding and explore the meaning of words in context.
-- Identify how language, structure and presentation contribute to meaning.
-- Predict what might happen from details stated and implied.
-- Draw inferences such as inferring characters’ feelings, thoughts, motives from their actions, justifying inferences with evidence.

 


-- Participate in discussions about books that are read to them, building on their own and others’ ideas and challenging views.
-- Explain and discuss their understanding of what they have read.

Transcription
None for this unit

Composition
-- Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
-- Perform their own compositions.

Grammar
None for this unit

You Will Need

Texts
Kensuke’s Kingdom by Michael Morpurgo

Teaching and Activities

Day 1 Teaching
Read Chapter 1 of Kensuke’s Kingdom by Michael Morpurgo. Track how the characters’ feelings change through the chapter.
Activity
Role-play each of the characters, hot-seating their responses and feelings at different points of the chapter. Write sentences that explain the characters’ feelings. Hot-seat the character of Gran, then read Chapter 2.

Day 2 Teaching
Read the journal entries from Chapter 2 of Kensuke’s Kingdom. Discuss this style of writing and analyse how the author builds tension.
Activity
Read and answer questions about further journal entries. Read to the end of Chapter 3 and make predictions about what could happen.

Day 3 Teaching
Look at a picture and video of a wild sea and start to generate descriptions. Read Michael Morpurgo’s description of being in the sea in chapter 4.
Activity
Write poems on the theme of being alone and lost in the sea. Read poems aloud. Read more of chapter 4.

Day 4 Teaching
Discuss the settings so far in Kensuke’s Kingdom. Read the descriptions of the island in Chapter 4. Model how to make an illustrated map from these descriptions.
Activity
Work in groups to produce illustrated maps having read extracts from chapter 4. Compare maps and their differences. Read to the very end of the Chapter 4, ending with the cliff-hanger: ‘He was a man.’

SPAG
Unit 2 SPAG: Using modal verbs and adverbs to indicate degrees of possibility
(suggested as 3 days)

Objectives

Spoken Language
-- Use relevant strategies to build their vocabulary.

Word Reading
None for this unit

Comprehension
-- Discuss their understanding of what they read and explore the meaning of words in context.
-- Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence.
-- Predict what might happen from details stated and implied.

 

Transcription
None for this unit

Composition
-- Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

Grammar
-- Use modal verbs or adverbs to indicate degrees of possibility

Teaching and Activities

Day 1 Teaching
Read about Michael landing on the island and start to imagine what he should do. Watch and take notes about a video about Desert Island Survival. Use a Powerpoint to introduce modal verbs.
Activity
Complete sentences using modal verbs and sort these into certainty, ability and obligation. Introduce modal adverbs.

Day 2 Teaching
Read more from Chapter 4 and think about Michael’s feelings as he is first on the island. Explore extended vocabulary about emotions. Use a Powerpoint to consolidate teaching about modal verbs.
Activity
Read about Michael’s Feelings. Identify the modal verbs that have been used and sort these into certainty, ability and obligation. Write own thoughts about Michael’s feelings, using modal verbs.

Day 3 Teaching
Read some advice that has been written for Michael, identifying the modal verbs and adverbs that have been used.
Activity
Write own advice for Michael suggesting what he must do and recognising his likely feelings. Use modal verbs and adverbs in writing.

SPAG: Grammar and Punctuation

Modal Verbs PowerPoint
Learn how modal verbs modify verbs to indicate possibility, ability or obligation. Look at how modal verbs can be used to express shades of meaning.

Comprehension
Unit 3 Comprehension: Exploring narrative and characters in Kensuke’s kingdom
(suggested as 4 days)

Objectives

Spoken Language
-- Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

Word Reading
None for this unit

Comprehension
-- Predict what might happen from details stated and implied .
-- Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
-- Identify and discuss themes and conventions in and across a wide range of writing.
-- Continue to read and discuss an increasingly wide range of fiction.
-- Participate in discussions about books, building on their own and others’ ideas and challenging views courteously.

 


-- Continue to read and discuss an increasingly wide range of fiction.
-- Explain and discuss their understanding of what they have read.

Transcription
None for this unit

Composition
-- Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
-- In narratives, describe settings, characters and atmosphere and integrate dialogue to convey character and advance the action.

Grammar
-- Use and punctuate direct speech (including punctuation within and surrounding inverted commas) (Y4).

Teaching and Activities

Day 1 Teaching
Read the start of Chapter 5 of Kensuke’s Kingdom and begin to discuss the character of Kensuke. Discuss Michael’s thoughts and imagine giving him advice.
Activity
Think about the different advice that could be given in answer to Michael’s questions. Write about this advice. Read Chapter 6 and make predictions about how the story will develop.

Day 2 Teaching
Read Chapter 7 and add to notes about the character of Kensuke. Read the start of Chapter 8 together or as a group-read activity.
Activity
Talk and then write about the character of Kensuke. Read the end of Chapter 8 and talk about Michael and Kensuke’s relationship.

Day 3 Teaching
Watch short videos about orangutan and turtles and discuss the role of animals in Kensuke’s Kingdom and Michael Morpurgo’s other books. Read Chapter 9.
Activity
Map and write about the relationship between humans and animals in Kensuke’s Kingdom. Speculate about how the book would be different if there were no animals included.

Day 4 Teaching
Read imagined Log entries written by Michael’s parents after his disappearance. Talk about their feelings.
Activity
Role play a conversation between Michael’s parents and make notes of the key phrases used. Write a dialogue using correct speech conversation. Read Chapter 10 and the Postscript.

SPAG
Unit 4 SPAG: Using commas to clarify meaning or avoid ambiguity
(suggested as 3 days)

Objectives

Spoken Language
-- Listen and respond appropriately to adults and peers.
-- Ask relevant questions to extend their understanding and knowledge.
-- Articulate and justify answers and opinions.
-- Use spoken language to develop understanding through hypothesising and exploring ideas.

Word Reading
None for this unit

Comprehension
None for this unit

 

Transcription
None for this unit

Composition
-- Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
-- Assess the effectiveness of their own and others’ writing.
-- Proof read for punctuation errors.

Grammar
-- Use commas to clarify meaning or avoid ambiguity in writing.

Teaching and Activities

Day 1 Teaching
Watch a trailer for a stage adaptation of Kensuke’s Kingdom. Use extracts from reviews of this production and a Powerpoint to revise end of sentence punctuation and to teach the use of commas for separating clauses in sentences.
Activity
Practise using commas to separate clauses. Read further reviews, looking for examples of how commas have been used. Read and discuss a negative review of the production.

Day 2 Teaching
Read a book review of Kensuke’s Kingdom exploring the interesting vocabulary that has been used. Highlight the use of commas and use a Powerpoint to teach the use of commas in lists.
Activity
Practise using commas in lists. Read an extract from Kensuke’s Kingdom looking for examples of the use of commas.

Day 3 Teaching
Discuss the structure of the book review of Kensuke’s Kingdom. Use a Powerpoint to revise learning about commas.
Activity
Follow a brief to write a review of Kensuke’s Kingdom. Keep a particular focus on the use of commas and end of sentence punctuation.

SPAG: Grammar and Punctuation

Punctuation PowerPoint
Revise the use of use of punctuation to indicate questions, statements and exclamations. Look at using commas in lists and to clarify meaning. Practise inserting commas and correctly punctuating sentences.

SPAG
Unit 5 SPAG: Building cohesion with and across paragraphs
(suggested as 4 days)

Objectives

Spoken Language
None for this unit

Word Reading
None for this unit

Comprehension
None for this unit

Transcription
None for this unit

Composition
-- Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
-- In narratives, describe settings, characters and atmosphere and integrate dialogue to convey character and advance the action.
-- Use devices to build cohesion, including adverbials of time, place and number.

 


-- Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
-- Assess the effectiveness of their own and others’ writing.
-- Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
-- Use devices to build cohesion, including adverbials of time, place and number.

Grammar
-- Make the appropriate choice of pronoun or determiner within and across sentences to aid cohesion and avoid repetition (Y4 revision).
-- Use devices within paragraphs to aid cohesion.
-- Use appropriate grammatical terminology (determiner, pronoun, adverb, conjunction, ellipses).

You Will Need

Texts
Kensuke’s Kingdom by Michael Morpurgo

Presentations
Grammar PowerPoint: Pronouns and determiners
Grammar PowerPoint: Cohesive devices

Teaching and Activities

Day 1 Teaching
Read May 28, one of Michael’s log entries. Use a Powerpoint to revise Pronouns and Determiners and then identify these in the log entry.
Activity
Re-write another log entry adding pronouns so that it is more cohesive. Check children’s understanding of the difference between pronouns and determiners.

Day 2 Teaching
Look at and discuss pictures chosen to portray Michael’s family. Read a description of Michael’s dad and identify the adverbs and conjunctions that have been used. Do the same with a description of the Peggy Sue.
Activity
Write a description of Michael using adverbs and conjunctions. Listen to writing and discuss how it flows.

Day 3 Teaching
Use a Powerpoint to teach about cohesion within paragraphs. Re-read descriptions of Michael from Day 2 and discuss the cohesive devices used. Discuss the character of Michael’s mum.
Activity
Write descriptions of Michael’s mum using some of the cohesive devices from the Powerpoint.

Day 4 Teaching
Read an extract from Chapter 10 of Kensuke’s Kingdom. Notice how cohesive devices can be used to make links between paragraphs. Use a Powerpoint to teach about cohesion between paragraphs.
Activity
Work with a partner to edit and improve a piece of writing about Michael’s journey home, making it more cohesive. Listen to these pieces of writing and make a list of cohesive devices for the working wall.

SPAG: Grammar and Punctuation

Pronouns and Determiners PowerPoint
Review the types of pronoun and how they are used in a sentence. Learn the difference between pronouns and determiners and how to identify them.

Cohesive Devices PowerPoint
Look at the different devices which can be used to create cohesion in a text: determiners and pronouns, conjunctions, adverbs and ellipsis. Learn how adverbials link ideas across paragraphs.

Composition
Unit 6 Composition: Writing a new chapter for Kensuke’s Kingdom
(suggested as 4 days)

Objectives

Spoken Language
-- Participate in role play.
-- Maintain attention and participate actively in collaborative conversations.

Word Reading
None for this unit

Comprehension
-- Identify and discuss themes and conventions in and across a wide range of writing.
-- Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence.
-- Provide reasoned justifications for their views.

Transcription
None for this unit

 

Composition
-- Note and develop initial ideas, drawing on reading and research where necessary.
-- Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
-- In narratives, describe settings, characters and atmosphere and integrate dialogue to convey character and advance the action.
-- Assess the effectiveness of their own and others’ writing.
-- Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
-- Proofread for spelling and punctuation errors.

Grammar
None for this unit

You Will Need

Texts
Kensuke’s Kingdom by Michael Morpurgo

Teaching and Activities

Day 1 Teaching
Recap the key events of the book and make a story-map. Talk about the themes in the book and find events on your story-map that are important for these particular themes.
Activity
Work in small groups to role play some of the key events. Make notes about these, linking themes with events and the emotive language used. Watch and evaluate the publisher’s trailer for Kensuke’s Kingdom.

Day 2 Teaching
Read and discuss the Post-Script of Kensuke’s Kingdom and begin to imagine the meeting between Michael and Michiya. Role-play the start of that meeting and talk about how characters might be feeling.
Activity
Role play further parts of Michael and Michiya’s meeting using a briefing sheet and making notes about key phrases and pieces of action. Watch one another’s work.

Day 3 Teaching
Model how to start to write a draft from the notes from Day 2. Remind children of the grammar studied in this block and talk about how it can be used in their writing.
Activity
Work individually to draft new chapters for Kensuke’s Kingdom. Share and evaluate these with a partner. Look at the illustrations from Kensuke’s Kingdom and talk about what illustration could accompany their writing.

Day 4 Teaching
Model improving and checking a draft from Day 3. Discuss ideas for illustrations and how writing will be shared.
Activity
Complete first draft, make improvements and proof-read writing. Create illustrations to accompany it and prepare it for publication. Reflect on this writing and on Kensuke’s Kingdom.