Unit 8: The Prince and the Thieves
In this unit, pupils read the story of Prince Fariz of Langkapura and the Chief Minister Jamal's clever plan to bring him back to the throne. They describe facial features, learn the parts of a story (setting, characters, plot), write a message of sympathy, study conjunctions (because, so), and read an excerpt from Alice's Adventures in Wonderland.
Pupils describe facial features using these words:
curly hair, long hair, big eyes, small eyes, pointed ears
hooked nose, full lips, thin lips, scarred face, bald head
short beard, thick moustache, buck teeth
Example: This man has curly hair, a thick moustache, and a sharp hooked nose.
A long time ago, there was a country called Langkapura. The king died of old age and his son, Prince Fariz, was to be the new king:
Prince Fariz was very sad and locked himself in the palace, refusing to meet anyone.
Jamal, the Chief Minister, came up with a plan — he wrote his worries on a piece of paper.
One night, the prince put on old clothes and went out to investigate voices.
He heard three thieves (Kimal, Kudin, Kaduk) planning to steal from the Chief Minister's house.
Kimal could hypnotise the guards, Kudin could open any locked door, Kaduk could befriend any animal.
The prince joined them. They broke into Jamal's house and divided the loot.
Prince Fariz found Jamal's paper and kept it. The next day, he summoned Jamal.
The 'thieves' removed their handkerchiefs — they were the palace guards!
Prince Fariz realised Jamal was a wise and clever advisor.
Every story has these elements:
| Setting | the place or time where the story takes place | |
| Characters | the persons in the story — main characters (more important) and supporting characters (less important) | |
| Plot | the events that happen at the beginning, middle, and end of the story | |
| Solution | how the problem in the story is solved | |
Prince Fariz reads a sympathy message from his friend, Prince Arif. Pupils write their own message of sympathy. Format:
Salutation: Dear ____,
Body: I was shocked and sorry to hear about the loss of your ____. I can understand how you are feeling now.
Closing: However, you have to be strong and do take care of yourself.
Sign off: Yours sincerely, ____
Because and so are conjunctions. We use 'because' to show reason. We use 'so' to explain a result of an action.
| because (reason) | He cried because he was sad. / The thief stole the gold because he was greedy. | |
| so (result) | He was sad so he cried. / The thief was greedy so he stole the gold. | |
| because (reason) | The minister smiled because he was glad. | |
| so (result) | The minister was glad so he smiled. | |
Adapted from Alice's Adventures in Wonderland by Lewis Carroll, retold by J. C. Gorham:
'Down, down, down. Dinah will miss me tonight,' Alice went on. (Dinah was her cat.)
Alice wished her cat were down there with her — but wondered, 'Do cats eat bats?'
Just as she asked herself, 'Thump! Thump!' Down she came on a heap of sticks and dry leaves.
Pupils imagine they are Alice and write a message to Dinah the cat.
Every story has a setting (where/when), characters (main and supporting), a plot (beginning, middle, end), and a solution. In 'The Prince and the Thieves', Jamal cleverly disguised the palace guards as thieves to remind Prince Fariz of his duty to his country.
'Because' shows the reason ('He cried because he was sad'). 'So' shows the result ('He was sad so he cried'). Both are conjunctions used to join ideas.
📝 Kosa Kata
In 'The Prince and the Thieves', Jamal the Chief Minister used a clever trick — he disguised palace guards as thieves and wrote his worries on a piece of paper for the prince to find. This taught Prince Fariz that a good king must think of his country, not just his own sadness. A wise advisor can change a kingdom!
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