by KATHERINE RUNDELL

4x Lesson Plans and Ideas – Educational Resource Pack

Suitable for: Ages 9+
Explore themes of: ✔ Unlikely alliances and unexpected friendships formed in the face of danger
✔ The intersection of mythical and mundane worlds, and the consequences of their collision
✔ The responsibility of guardianship and the weight of protecting hidden realms
✔ The ethical dilemmas of power and knowledge, and the choices they necessitate
✔ The bond between humans and mythical creatures, highlighting their shared vulnerabilities
✔ Environmental impact and the balance between magical and natural worlds
✔ Ancestral legacies and the inheritance of responsibilities across generations
✔ The fragility of barriers between worlds and the consequences of their dissolution
✔ The symbolism and significance of names, reflecting character traits and destinies
✔ The search for truth in a world of shifting perceptions and hidden motives

Subjects: ✔ English ✔ History ✔ Geography ✔ Art and Design ✔ PSHE

ABOUT THE BOOK

It was a very fine day, until something tried to eat him.

A boy called Christopher is visiting his reclusive grandfather when he witnesses

an avalanche of mythical creatures come tearing down the hill. This is how
Christopher learns that his grandfather is the guardian of one of the ways
between the non-magical world and a place called the Archipelago, a cluster
of magical islands where all the creatures we tell of in myth live and breed
and thrive alongside humans. They have been protected from being discovered
for thousands of years; now, terrifyingly, the protection has worn thin, and
creatures are breaking through.

Then a girl, Mal, appears in Christopher’s world. She is in possession of a

flying coat, is being pursued by a killer and is herself in pursuit of a baby
griffin. Mal, Christopher and the griffin embark on an urgent quest across
the wild splendour of the Archipelago, where sphinxes hold secrets and centaurs do murder, to find the truth –
with unimaginable consequences for both their worlds. Together the two must face the problem of power, and
of knowledge, and of what love demands of us.

© Scott Evans, The Reader Teacher

 by KATHERINE RUNDELL

ABOUT THE AUTHOR – KATHERINE RUNDELL

Katherine Rundell is a multi-million-bestselling author whose novels for children have won the Water-
stones Children’s Book Prize, the Blue Peter Book Award and the Costa Children’s Book Award, among
many others. She is a Quondam Fellow of All Souls College and a Fellow of St Catherine’s College, Ox-
ford, where she works on Renaissance literature. Her books for adults include Super-Infinite, winner of the
Baillie Gifford Prize. Very occasionally she goes climbing across the rooftops of Oxford, late at night.

CONTENTS
EXTRACT 1: THE GUARDIAN’S BESTIARY (found at the front of the book)
AND DISCUSSION QUESTIONS
ACTIVITY 1: INCREDIBLE ISLANDS
ACTIVITY SHEET 1: MY IMAGINARY ISLAND
Objectives: Define geographical terms such as ‘archipelago’ as a group of islands forming a country or
region; develop artistic skills by designing their own islands, contributing to the creation of a collective
class archipelago.

EXTRACT 2: THE POWER OF NAMES (pages 121–122) AND DISCUSSION QUESTIONS

ACTIVITY 2: MEANINGS AND MYSTERIES
ACTIVITY SHEET 2: THE MEANINGS OF MY NAME
Objectives: Appreciate that names hold stories, meanings and connections; recognise that each name
possesses distinct qualities and investigate and present information about various dimensions of their own
names.

EXTRACT 3: SAVING THE GLIMOURIE (pages 245–246) AND DISCUSSION QUESTIONS

ACTIVITY 3: TIME IS RUNNING OUT
ACTIVITY SHEET 3: TIME TO ACT
Objectives: Investigate global issues and develop an awareness of the time-sensitive nature that surrounds
their resolution; engage in thoughtful consideration of the significance of taking small steps to address
them.

EXTRACT 4: SHARED POWER (page 315) AND DISCUSSION QUESTIONS

ACTIVITY 4: POWER TOWERS
ACTIVITY SHEET 4: POWER SHARING PLEDGE
Objectives: Understand the concept of power and its potential for both positive and negative outcomes;
learn the importance of sharing power as a means to prevent abuse and promote collective well-being.

ADDITIONAL ACTIVITIES AND IDEAS

© Scott Evans, The Reader Teacher

 by KATHERINE RUNDELL

EXTRACT 1: THE GUARDIAN’S BESTIARY

(found at the front of the book)

There is a secret place in our world that is carefully hidden, to keep it safe from us. It’s a wild
magnificence of a place: a land where all the creatures of myth still live and thrive. It is known as the
Archipelago: a cluster of thirty-four islands, some as large as Denmark, some as small as a town square.
Across the islands, thousands of magical creatures run and fly, raise their young, grow old, die and begin
again. To us they’re half forgotten, and were long ago dismissed as children’s stories. But we have not
destroyed them; they survive. They are plentiful, and shining, and real. It is the last surviving magical
place.

DISCUSSION QUESTIONS:
1. What is the Archipelago? Who calls this secret place their home? How many islands make up
this wonderful world?
2. Are you aware of any real-life examples of archipelagos in the world? Where are they located on
Earth?
3. Close your eyes and picture this hidden Archipelago with all its magical creatures. Can you
describe what you think it would look like? What animals and beings might live there?
4. In this extract, the size of a country is mentioned to help us understand the size of certain
islands in the Archipelago. Which country is it?
5. Why do you think the Archipelago remains hidden from our world? Why might it need to be
safeguarded and kept safe from us?
6. Do you believe that places like the Archipelago, with magical creatures, could actually exist in
our world? Why or why not?
7. After reading this part, take a look at the profiles of the creatures who live on the Archipelago. If
you had the chance, which creature would you want to meet and why?
8. Why do you think people stopped believing in these magical creatures and started dismissing
them as just stories for children? What might have made them change their minds?
9. The extract talks about creatures raising their young, growing old, dying and beginning again.
Why do you think this circle of life is important for the magical creatures?
10. The Archipelago is referred to as the ‘last surviving magical place’. Why do you think it’s the
only one left? What might have happened to the other magical places mentioned in the story?

© Scott Evans, The Reader Teacher

 by KATHERINE RUNDELL

ACTIVITY 1: INCREDIBLE ISLANDS

• Capture students’ curiosity by prominently displaying a world map on the board. Initiate engagement by having
them engage in pair or small-group discussions about the contents and what they observe.
• Direct their attention to specific islands, such as Greenland and Madagascar, and encourage them to share their
impressions of these island locations compared to inland areas.
• Introduce various island types to the class, such as volcanic islands, coral atolls and continental islands.
Collaboratively define an island as ‘a landmass surrounded on all sides by water.’
• Next, explain that our world includes countries formed from island groups, known as archipelagos. Illustrate
with real-world examples and fascinating facts about each such as: Japan, having 14,125 islands; Hawaii with
137 islands; and the British Isles, encompassing Great Britain, Ireland, Isle of Man, Inner and Outer Hebrides,
Northern Isles (Orkney and Shetland) and over six thousand smaller islands.
• Using the map at the front of the book, introduce and discuss the distinct names and intriguing shapes of the
individual islands that make up the Archipelago, e.g. ‘Lithia’, which looks like a leg and foot; ‘The Minims’,
characterised by their minuscule size and the ominously-named ‘Island of Murderers’ and ‘Island of the
Immortal’. Think about the potential nature of these islands. What might they be like?
• Promote deeper exploration by identifying more of the map’s elements. Highlight country names, connecting to
existing geography knowledge, and mythical creatures like Krakens and mermaids.
• Following on from this, read the extract describing the Archipelago to the class. As you read, encourage the
students to close their eyes, allowing their minds to transport them to this enchanting place. Invite them to
imagine the colours, landscapes, sights, sounds and scents that might fill this world.
• Then, transition to telling them about their task: designing their own islands for a class archipelago. They
should consider the geography, features, inhabitants and name, with complete creative control.
• Provide them with the activity sheet and any other creative tools to help them to bring their island visions to
life. Encourage them to think beyond the physical layout and also consider the stories, legends and cultures that
might inhabit their islands.
• Model to them how to carefully map out the geography of their island, considering whether their island has
features such as rugged mountain ranges, tranquil tropical beaches and hidden valleys.
• Afterwards, encourage the students to start to introduce inhabitants. These could be humans, fantastical
creatures or even beings from their wildest imaginations. What do they do there?
• Discuss the significance of names. How can a name capture the essence of an island? Challenge them to think
of names that reflect the island’s features or provide a glimpse into the island’s spirit and soul.
• As each child’s island takes shape, come together to form the collective class archipelago by arranging the islands
on a large display board or wall and connecting them as if they’re part of a sprawling map. Encourage students
to share their islands’ stories, sparking a sense of unity and shared creativity.

© Scott Evans, The Reader Teacher

 by KATHERINE RUNDELL

ACTIVITY SHEET 1: MY IMAGINARY ISLAND

Design and draw your own unique imaginary islands. Make sure to use plenty of colour,
clearly label each island and use your imagination!

Why not add in some mountains?

Could some trees go here?

Is there a volcano nearby?

Island Name:

© Scott Evans, The Reader Teacher

 by KATHERINE RUNDELL

EXTRACT 2: THE POWER OF NAMES

(pages 121–122)

‘I’ll show you when it’s done. The man who gave it to me told them I must never let down the
extra material in the hem – look, see, here – or the coat will fly me too high. I’d die, he said. I wish he’d
told them more about it, but my Great-Aunt Leonor didn’t like his face, or his smell, or any of it, so she
threw him out.’
‘What man gave it to you?’
‘A traveller, on the ocean-boats – when I was born. He was my namer. You know, the person
who gave me my name.’ He shook his head, and she said, ‘Well, how do you choose names?’
‘Your parents just choose whatever they like the sound of. Or, sometimes it’s in the family
– your grandfather, or great- aunt. Someone safely dead, usually.’ Christopher was named after his
Scottish great-great-grandfather: an old eccentric, who was said to have spent all his time outside, atop a
hill. A man who must, he realised with a jolt, have been a guardian of the waybetween.
Mal’s eyebrows expressed an unfavourable opinion of this method of naming. ‘Well, in the
Archipelago you take the baby to the namer, and they go into a trance and name the child. It’s a very
old tradition – but it’s dying out. Most of the namers are lovely old frauds, and you could slip them
two bits of silver and they’d say whatever you want. Not my namer though. He was a seer. Great-Aunt
Leonor said she could tell, because he was poor.’
‘Is Mal your whole name then? Or is it short for, I don’t know … Mallory? Malinda?’
She laughed. ‘No! Is Mallory a name? It’s short for Malum. My great-aunt used to say it was
prophetic. Because it means “mischief ”.’ She grinned at him. ‘You know: Latin. Most names have a
meaning, in one of the old languages. Latin, Old Norse, Old Centaur, Old Arabian. Old Manticore, if
your parents take you to a namer who’s a bit pretentious.
Christopher had, grudgingly, learned a small amount of Latin at school, and he had a feeling
that malum meant something else entirely. But he couldn’t remember what.’

© Scott Evans, The Reader Teacher

 by KATHERINE RUNDELL

DISCUSSION QUESTIONS:
1. Who are the characters talking in this extract? What are their names?
2. What is the tradition for naming children in the Archipelago? How is it done?
3. How are names chosen in our society? Have you wondered about your name’s origin and what
might have influenced or inspired your parents to choose it for you?
4. If you could choose any name for yourself, what would it be? Would you stick with your current
name or swap with someone else?
5. What is the term for shortening someone’s name, like using ‘Mal’ for Malum? (Abbreviation)
6. Can you make any potential guesses about what malum might actually mean in Latin?
7. Do you know the meanings behind any of your family members or friends’ names? How closely
do these meanings reflect their personalities? Have you ever found interesting connections
between a person’s name and their characteristics?
8. Why do you believe names and their meanings hold great importance to people and cultures?
How might they shape someone’s identity or character?
9. Imagine a world where people had no names. How would it change the way we communicate?
10. Which ancient languages does Mal refer to, where names hold meanings? Are you familiar with
any of these languages? How do you think names were chosen in ancient times?

© Scott Evans, The Reader Teacher

 by KATHERINE RUNDELL

ACTIVITY 2: MEANINGS AND MYSTERIES

• Begin the lesson by asking the students to raise their hands if they know what their names mean. Encourage
them to share any interesting facts or stories related to their names. Record a list of their names on the board for
future reference.
• Next, facilitate a discussion about names. Pose questions like: Have you ever wondered why your parents chose
your name? Do you have any family members or friends with unique or meaningful names? How do you feel
when someone pronounces your name correctly?
• After gathering their responses, explain that names are more than just words – they are like special labels that
we use to identify and call each other. Just as every person is unique, names are a way for people to recognise
and remember us. Think of names as a door that opens up to knowing someone better. When we hear or say a
name, it triggers a connection in our minds to a particular person.
• Emphasise that each name has a unique story and meaning behind it. This is where names become interesting
and powerful. Just as people have their own personalities, names also have personalities of their own – they
carry a hidden message about who we are or who our parents hoped we would become. For instance, a name
might reflect qualities like strength, kindness or creativity.
• Highlight that no two names are exactly the same, just like no two people are exactly the same. Even if two
people have the same name, their meanings might still be different. This uniqueness is what makes names stand
out and celebrate our individuality. So, the next time someone calls your name, remember that it’s like they’re
calling your unique story and personality!
• Mention that names can also tell us about a person’s background. Different cultures and languages have
different ways of choosing names, and this diversity adds richness to the world. Names can even connect us to
our ancestors, as they pass down stories and traditions from one generation to another.
• Read the extract aloud from the book that talks about names in an extraordinary way. Explain that in this story,
names aren’t just labels; they also hold secrets, stories and ancient traditions. Use the discussion questions to
have a class conversation about the characters, their names and their origins.
• Discuss the way Mal’s name was chosen for her by someone else, paralleling how parents typically choose
names. Prompt students to contemplate whether they’d prefer the opportunity to choose their names as they
grow older. Would they opt for a different name or decide to retain their current one? Display a list of the most
popular names given to students born this year and share some examples of the meanings behind their names.
• Inform the class that they will be exploring the significance of their names through research and their task is to
creatively design a presentation or poster about it using the provided activity sheet.
• Invite them to explore various aspects and dimensions, such as their name’s meaning, where it comes from
(language or country), when it was most popular, where it’s popular, different ways of spelling it and any
connections to famous people or popular culture.
• To end the lesson, share any interesting insights or observations that emerged and encourage them to have
conversations with their family about the stories behind their names and why they were chosen.

© Scott Evans, The Reader Teacher

 by KATHERINE RUNDELL

ACTIVITY SHEET 2: THE MEANINGS OF MY NAME

Names Meaning Origin and Geo-Popularity

Write and draw what your name means Colour in the countries or continents where your
name originates or where it is well known

My Names Popularity Allernative Celebrity or

Over Time Spellings Cultural Influences
Popularity ranking (1 being most popular)
1

10

20

30

40

50

60

70

80

90

100

1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 2010 2020

© Scott Evans, The Reader Teacher

 by KATHERINE RUNDELL

EXTRACT 3: SAVING THE GLIMOURIE

(pages 245–246)

‘My people speak of her,’ the centaur said. ‘It’s an obsession. They’ve been waiting for her for
a hundred years.’ He scraped the ground with a hoof. ‘But I didn’t know it would be a child. The stars
didn’t say so. My people put a lot of faith in the skies, but I’ve always been sceptical about what they
tell us. Too vague, too high.’ He looked balefully at them, and wiped the rain from his face. ‘I only trust
things that you can touch – blood and gold and fire and dirt.’
His eyes raked over Mal; he spoke lower.
‘Is she up to the task? She’s small. A little ant of a fly of a speck of a nothing much.’
Christopher did not like the way the centaur looked at Mal. He put his hand on the long-
bladed kitchen knife he’d tucked into his belt as they’d left. ‘She’s brave.’
‘Is that true? Or some of your baffling human politeness, where you say neat and tidy things
about people you despise?’
‘It’s true. I’ve seen it.’ He wanted to force the centaur to see it. The fumes from the cauldron
were making him thick-headed and ill, but he shook himself. ‘She can fly. She escaped a murderer. She
won’t give up. It’s not something she knows how to do.’
Petroc still stared at Mal. ‘They say, if the glimourie isn’t saved now, it never will be saveable. It’s
a concept you humans have always struggled to grasp: that time might run out.’ The fire behind him
sparked, and he sniffed the air. ‘It will be an ending: a dark, cold end. We centaurs understand that. I
understand it, very well. I see the power and beauty of such an ending.’

© Scott Evans, The Reader Teacher

 by KATHERINE RUNDELL

DISCUSSION QUESTIONS:
1. The centaur mentions that his people have been waiting for ‘her’ for a hundred years. Who is
this ‘her’ and why is the centaur concerned about her being a child?
2. Why does the centaur seem sceptical about the messages from the stars? Can you think of
reasons why someone might doubt predictions or prophecies?
3. Christopher says, ‘She won’t give up. It’s not something she knows how to do.’ What does this
tell you about Mal’s personality and attitude? Can you think of times when you or someone you
know didn’t give up even when things were tough?
4. Why do you think Christopher places his hand on the long-bladed kitchen knife when the
centaur looks at Mal? How might this action reflect his protective feelings towards her?
5. The centaur questions whether Mal is up to the task. How does Christopher respond to this
question? Why do you think he defends Mal’s bravery?
6. What are some reasons Petroc, the centaur, provides for the importance of saving the glimourie?
Do you agree with his reasons? Why or why not?
7. Petroc discusses the concept of time running out. How does he explain this idea and why does
he believe time could run out for the glimourie?
8. The centaur talks about time running out for the glimourie. How can this notion relate to real-
world challenges like climate change and the need to protect the environment?
9. Petroc also points out that humans often struggle to grasp the urgency of time running out. Do
you think this tendency causes people to address important issues only when it’s too late?
10. If you were Petroc, what would you say to convince others to believe in the importance of saving
the glimourie? What reasons would you give?

© Scott Evans, The Reader Teacher

 by KATHERINE RUNDELL

ACTIVITY 3: TIME IS RUNNING OUT

• Start by sharing the provided extract with the class. After reading, initiate a guided class discussion to explore its
relevance within the story’s context. Encourage students to share their observations and opinions regarding the
characters, setting and events described and to identify specific lines or phrases within the text that emphasise
the urgency of time running out. Discuss how the characters’ reactions and emotions regarding this concept
contribute to the story’s tension and drama and invite them to express their interpretations of the potential
outcomes if time were to run out for the glimourie.
• Talk more about the concept of ‘time running out’ as a central theme. You could do this by employing a visual
aid, like a countdown stopwatch displayed on the board, asking them if they’ve heard the phrase before and
what it might mean in different situations. Encourage them to share their thoughts and examples of when they
might have encountered this phrase in their daily lives. This could include situations like finishing a game,
completing a task or meeting a deadline.
• Take the exploration a step further by applying the concept of time running out to urgent real-world matters.
Facilitate a discussion that highlights how this concept resonates with global issues. Introduce the concept of
climate change and how it poses a significant threat to our environment. Show pictures or posters depicting
environmental challenges such as melting ice caps, deforestation or pollution.
• Initiate a brainstorming session where students identify other pressing issues such as plastic pollution,
biodiversity loss and the global refugee crisis. Engage them in discussing why time might be running out to
address these concerns. For instance, the need to reduce single-use plastics to prevent further environmental
damage, the criticality of swift action to protect disappearing species, and the urgency of providing safety and
support for displaced populations.
• During this, encourage students to reflect on the importance of taking action to address urgent issues.
Highlight the impact of collective small actions at various levels, including individual, community, national and
global. Emphasise that each person’s contribution, no matter how small, adds to a larger collective impact. Share
examples of successful initiatives where people came together to address urgent issues and achieved significant
positive changes.
• You could also share some relatable time-related facts that provide context on the limited time we have to make
a positive impact. These facts can help them to grasp the concept of time running out and motivate them to
take meaningful action. Tailor these to suit the issues you’ve introduced earlier on.
• Have students work individually or in pairs to generate their own ideas for actions they can take, focusing on
the issue that resonates with them the most. Remind them that even the smallest gestures, like using a reusable
water bottle, participating in community clean-up events or spreading awareness, can contribute to the overall
goal of addressing urgent issues. Highlight the concept of a ripple effect – how one action can inspire others to
take similar steps and lead to larger change.
• Provide the activity sheet and art materials for students to create visual representations of their proposed actions.
Invite them to share their creations with the class, explaining their chosen actions and the impact they envision.

© Scott Evans, The Reader Teacher

 by KATHERINE RUNDELL

ACTIVITY SHEET 3: TIME TO ACT

Draw Your Action: What will you do to make a positive impact?

How will your actions help the environment or your community?

© Scott Evans, The Reader Teacher

 by KATHERINE RUNDELL

EXTRACT 4: SHARED POWER

(page 315)

‘The day after the funeral march, Naravirala visited Christopher in the sphinxes’ cave. He sat with his
back to the mountain wall, and told her about the man in the maze, and his vicious hunger: his furious
desire not to be exposed to the world’s indignities, to chance and to other human people.
She nodded. ‘That is why great power must never reside in only one person. It must be shared.’
Her rough voice was rougher than before. ‘It must be spread, among as many good women and men as
can be found; not because it is kind or polite or fair, but because it is the only way to beat back against
horror.’

DISCUSSION QUESTIONS:
1. Naravirala says that power should never be in the hands of only one person. Why is it important
for power to be spread out instead of concentrated in one person’s hands?
2. How do you think sharing power can help prevent the misuse of power? What kinds of
problems might arise if one person has too much power?
3. Can you think of any real-life examples where having too much power caused problems?
4. What do you think Naravirala means by saying that sharing power is the only way to ‘beat back
against horror’? What do you think she means by ‘horror’ in this context?
5. Naravirala mentions that sharing power isn’t just about being kind or fair. Why else might it be
important to share power? Can you think of reasons other than being kind?
6. Do you agree with Naravirala’s idea that power should be shared? Why or why not? Can you
think of any situations in your own life where sharing power could make things better?
7. Imagine you were in a situation where you had a lot of power. How would you feel about
sharing that power with others? What do you think the benefits and challenges might be?
8. Are there any situations where having power concentrated in one person’s hands might be
necessary? When might it be important for decisions to be made quickly and single-handedly?
9. Think about your classroom, school, or home life. Can you think of ways that you and your
friends, classmates or family members share responsibilities and make decisions together?
10. Is it always easy to share power with others? Are there situations where it might be challenging
to do so? Why do you think this could be the case?

© Scott Evans, The Reader Teacher

 by KATHERINE RUNDELL

ACTIVITY 4: POWER TOWERS

• Start by asking the class if they know what the word ‘power’ means. Record their range of responses on the
board.
• After gathering initial responses, provide a simple definition of power, such as: ‘Power is the ability to influence
or control things and people around us.’ You can also give examples such as a teacher having the power to guide
students’ learning or a superhero having the power to save the day.
• Share the provided extract with the students, by reading it aloud and explaining that it contains a conversation
about power and its impact. Discuss any unfamiliar words or phrases such as ‘indignities’, which refers to
treatment or actions that cause someone to feel shame or to lose one’s self-respect, and ‘exposed’, which means
to reveal or make known, like when something hidden becomes visible.
• To ensure understanding, ask questions like: What did Christopher tell Naravirala about the man in the maze?
Why does Naravirala believe great power should be shared? Why does Naravirala think sharing power is the
only way to fight against horror?
• After discussing the extract, ask them to think about times when they felt powerful or witnessed someone using
their power. Was it a positive or negative experience?
• Bridge the concept of power from the text to their own experiences and into a broader discussion by inviting
them to think of examples in our everyday lives where power is present. How does power affect us at school, at
home or even in the world?
• Next, divide the class into two groups. Assign one group to discuss the positive aspects of having power, and the
other group to discuss the negative aspects. Give them a few minutes to brainstorm and prepare their thoughts.
Allow each group to share their thoughts. List their points on the board under the respective categories.
Facilitate a comparison between the two lists and guide them to think critically about the dual nature of power
by understanding that while power can lead to positive changes and accomplishments, it can also lead to misuse
and harm if concentrated in one person’s hands.
• Tell students that they will now work in small groups to create a visual representation of the concept of sharing
power. Provide each group with paper, markers and sticky notes. Model to each group how to draw a tower
on the poster paper. The tower should have different levels. At the top of the tower, they should write down a
form of power (e.g. leadership, knowledge, strength, etc.). On each level below, they should write down ways in
which that power can be shared or distributed among different people.
• For example, if the chosen power is knowledge, the levels might include sharing information with classmates,
teaching a friend a new skill or helping a younger sibling with homework. If the chosen power is leadership, the
levels might involve working together in a group, taking turns leading discussions or giving everyone a chance
to lead a project. Once they are complete, invite each group to present their creation to the class and encourage
them to explain their choices.
• To end the lesson, shift the focus to their personal actions. Distribute the activity sheet to and explain that they
will create Power Sharing Pledges. Ask them to write down one specific way they could share their power with
others. Encourage them to think about situations where they can make a positive impact, even if it’s small.
Display these in the classroom as a visual reminder of their commitments.

© Scott Evans, The Reader Teacher

 by KATHERINE RUNDELL

ACTIVITY SHEET 4: POWER SHARING PLEDGE

MY POWER SHARING PLEDGE

Take a moment to think about these questions and answer them with a partner
before you write your pledge:

Why is sharing power important?

How can sharing power make a positive impact on others?

What are some ways you can share your power with others?

Here are some examples of power sharing pledges to help you:

“I will share my toys with my friends.”
“I will listen to others’ ideas and work together on school projects.”
“I will take turns being the leader in games and activities.”

My Pledge:

I promise to share my power by...

Signed: (Child’s name)

© Scott Evans, The Reader Teacher

 by KATHERINE RUNDELL

ADDITIONAL ACTIVITIES AND IDEAS

• Design a New Cover: Ask students to reimagine and redesign the cover of the book, while drawing inspiration
from Daniel Egnéus’s original cover illustrations. They can use their artistic skills to create an eye-catching cover
that represents the book’s essence in their own eyes.
• Mythical Creature Drawings: Encourage students to dive deep into their imagination by selecting a mythical
creature from the book to sketch, such as griffins, centaurs or sphinxes. They can illustrate their personal
interpretation of these creatures’ appearances. Drawing inspiration from Tomislav Tomić’s illustrations, they can
add intricate details and unique characteristics to their artwork.
• Create a Creature Encyclopedia: Take students’ mythical creature drawings a step further by transforming
them into a class-created ‘Creature Encyclopedia’. Each student’s artwork can be accompanied by well-crafted
descriptions and fascinating facts about the creature’s behaviour, habitat, and cultural significance.
• Creature Classification and Adaptations: Merge the enchanting world of mythical creatures with scientific
inquiry. In this activity, students can research the unique adaptations of these creatures and categorise them
based on their traits. Drawing parallels to real-world animals, they can explore how these adaptations contribute
to the survival of these fantastical beings in their respective environments.
• Power in Historical Context: Research different historical events or periods where power was shared or
redistributed, such as revolutions and movements, and how these changes affected society.
• Power Dynamics Role-Play: Divide students into groups and assign them different scenarios that involve
power dynamics, such as a leader and followers or a partnership where power is shared. Act out these, discussing
the challenges, benefits and responsibilities that come with sharing power.
• Interview a Character: Immerse students in the world of the story by having them adopt the roles of
interviewers and characters. Each student can choose a character from the book and prepare a set of insightful
questions to ask the character about their motivations, experiences and personal growth.
• Moral-of-the-Story Discussion: Encourage thoughtful reflection by engaging students in a discussion about
the morals and lessons embedded within the story. Students can share their perspectives on the book’s teachings
about courage, friendship and the profound impacts of one’s choices.
• Fantasy Travel Brochures: Transform the classroom into a creative travel agency where students become
enthusiastic agents promoting tours to the magical Archipelago. Through vibrant and persuasive travel brochure
pages, they can showcase each of the enchanting islands, enthralling creatures and thrilling adventures awaiting
potential travellers.
• Mythical Creature Trading Cards: Harness students’ creativity while incorporating an element of gameplay.
Students can design trading cards featuring various mythical creatures. These cards can boast essential
information such as abilities, habitats and lore. To further engage students, they can assign ratings to each
creature and enjoy Top Trumps-style card games.

© Scott Evans, The Reader Teacher