Guided reading KS2 - Prince Henry by Olly Pike

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Guided reading plan: Prince Henry by Olly Pike www.popnolly.com

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Using Prince Henry in guided reading is a great way to promote equalities education through a cross curriculum.

I use this book in year 3 and 4. Below are examples of activities for children to complete in guided reading sessions when using Prince Henry as a text.

LI To consider language used in the text These questions are in order as you read the book. Find the word which shows that Prince Henry did not live near us. (faraway) Find the words that show Henry loved being a Prince. (awesome/ cool) Find the word which shows Prince Henry trusted Thomas. (Loyal) Find the words that describe the gifts Prince Henry gave to Thomas. (ridiculously cool) Find the word that describes how the crowd outside the window looked. (impressive) Find the word that the King uses to describe something that has happened in the same way for a long time. (tradition) Find the word Prince Henry uses to describe all people being worth the same. (priceless/ equal) Find the word to describe how the King tore up the royal law. (ripped) Find the word in the poem at the end that describes love between the two men being the same as any other love. (equal)

LI To order events These events have been mixed up. Can you put them in the correct order? Some years later Henry and Thomas get married. The King is angry and says Thomas is a servant so Henry cannot marry him. Henry asks Thomas to marry him but Thomas says they should wait. A large crowd waits outside Henry’s bedroom window. Henry tells the King he does not want to be a Prince anymore. Thomas helps Henry to get ready and go outside. Prince Henry tells the King he wants to marry Thomas. The King and Queen send out invitations to princes and princesses. The King listens to Henry and rips up the royal law. The King asks Henry to choose someone to marry.

LI To identify the main events in a text In five boxes outline and describe the main events in Prince Henry under the following headings: Introduction, build up, problem, resolution, conclusion

LI To use adjectives to up-level sentences Rewrite these sentences, up-levelling them using another adjective Prince Henry lived in a big, _______________ castle with his parents. Prince Henry and Thomas liked to ride _______, fire breathing dragons. Prince Henry and Thomas enjoyed rescuing lots of __________, woodland animals. Prince Henry cared for his faithful, ____________ servant, Thomas. Prince Henry was woken by a ________ crowd outside his window. Prince Henry sleepily climbed out of his _____ bed and opened the _____ curtains. The ____ King was surprised when Prince Henry said he wanted to marry Thomas. Prince Henry’s _______________ speech made the King feel very proud. The King ripped the law in to a hundred ______________ pieces. The ___________ crowd of princes and princesses cheered.

LI To recognise and explain feelings How did the King and Queen feel when they sent out invitations? How did Henry feel when he was awoken by a huge buzz of noise beneath his bedroom window? How did Henry feel when he saw the crowd of princes and princesses? Why did the crowd look puzzled when Henry asked why they were there? How did Henry feel when he told the King he wanted to marry Thomas? How did the King feel when Henry said he wanted to marry Thomas? Why? How did the King feel when Henry said he did not want to be a prince anymore? How did the King feel after Henry’s speech? How did the King feel as he ripped up the royal law? How did Thomas feel when Henry asked to marry him? How did the crowd feel when Thomas said he did not want to marry Henry? How do you think Henry and Thomas felt when they did get married some years later?

LI To consider author viewpoint What is the story about? Does this story remind you of any other stories? Why did the author choose this setting? What is the moral of this story? What do you think the author believes? Justify your answer. What have you learnt from this story?

LI To identify key features of an invitation Look at the invitation to the Princes and Princesses. What’s wrong with it, what information is missing? What key features does an invite need? Rewrite an invitation including address, time, place, person it is from.

LI To use adverbs to up-level sentences Rewrite these sentences, up-levelling them by adding an adverb. Henry sleepily climbed out of his bed and _____________ opened the curtains. Thomas helped the Prince get ready _______. “Er, Hello everyone. Welcome to our Kingdom!” said Henry ______ to the excited crowd. Henry replied __________, “Thank you father that was very thoughtful of you”. The King shouted ____________, “But you can’t marry Thomas! He is your servant!” The King hugged his son ___________ and his son hugged him back. The King ___________ ripped the royal law in to a hundred pieces. The crowd of princes and princesses cheered ___________ and everyone was very happy. Henry took Thomas by the hand and asked ___________, “Will you marry me?”

LI To consider character motives Why did Henry love being a prince? Why did Henry buy Thomas ridiculously cool gifts? Why did the King and Queen want Henry to marry? Why are the crowd of princes and princesses all smiling at Henry? Why did Henry pause for a moment when the King says about the crowd, “They are here, my son, so that you can choose one of them to marry and spend your life with”? Why did the King turn red when Henry said he wanted to marry Thomas? Why did Henry say he did not want to be a prince anymore? Why did Henry’s speech make the King feel proud? Why did the King keep sniffing as he asked Henry to forgive him? Why did Thomas want to wait for a while before getting married?

  see also Prince Henry lesson plan 

For 35 lesson plans based on picture books see "No Outsiders In Our School: Teaching the Equality Act in Primary Schools" by Andrew Moffat