six-week exploration of the Artemis Fowl - Ireland in Schools

‘Ireland in Schools’

Staffordshire Pilot Scheme

QLS, Staffs

Artemis Fowl Planning & worksheets for Year 7 English Spring term, weeks 1-6 By

Sandy Pierzchalla Head of English & Drama Ryecroft CE (C) Middle School

Contents Introduction Weekly Planning Worksheets Context questions Chapters 1 & 2 Chapter 3 Chapter 4 Chapters 5 & 6 Grammar, etc. Similes Vocabulary Homophones Complex sentences Characters Different types of fairies Fairies & fairy magic Mud people Pictures of trolls Root’s diary About Artemis Fowl & Eoin Colfer

http://hometown.aol.co.uk/Iis05/Artemis_Fowl_Worksheets.pdf See also Researching Ireland on the Internet at http://hometown.aol.co.uk/Iis05/Ireland_Presentation_All.pdf

Introduction For the past four years novels by Irish authors have formed the basis of a most successful and engaging unit of work on Ireland in Year 7 English at Ryecroft CE (C) Middle School, Staffordshire. Sandy Pierzchalla, Head of English & Drama, introduces the unit with a potted history of Ireland before embarking on a six-week exploration of the Artemis Fowl, the keystone of the unit and , a popular choice with boys and girls. Information about the book and the author are on the back cover of this booklet. Exploration of the novel culminates in a research project, and presentation, on Ireland as a tourist destination, details of which are available on the internet at: http://hometown.aol.co.uk/Iis05/Ireland_Presentation_All.pdf. Then, depending upon ability, pupils enjoy other Irish authors, including Marita Conlon-McKenna (Under the Hawthorn Tree - a historical novel about the Irish Famine), Sam McBratney (Jimmy Zest) and Darren Shan (Cirque du Freak). The last, a ‘living nightmare’ of vampires and tarantulas, has proved a ‘cult thing’ in the school and parents have thanked Sandy ‘profusely for introducing this book to their reluctant-reader boys’. The booklet contains the teaching scheme and other resources Sandy has developed for Artemis Fowl, representing, Sandy is anxious emphasise, ‘not a prescriptive plan as to how it should be done’ but simply ‘how I delivered the materials’. The booklet is also available on the internet at: http://hometown.aol.co.uk/Iis05/Artemis_Fowl_Worksheets.pdf.

Pierzchalla, Artemis Fowl, 2

YEAR TERM WEEK TEACHER

Lesson 1

Lesson 2

Lesson 3

7 Spring 1 S Pierzchalla


HOMEWORK

W14 Word meaning in context R8 Infer and deduce R16 Author attitudes

1. 30 minutes reading 2. Homophones sheet

STARTER

INTRODUCTION

DEVELOPMENT

PLENARY

Intro to Ireland – what do you know? – brainstorm in groups. Feedback from each group. Geography/ troubles. Stereotypes – green, stupid leprechauns, Blarney Stone, St Patrick etc.

Teacher to give intro re troubles in Ireland – brief history - discuss. Info on Eoin Colfer and Artemis Fowl. Read Prologue and beginning of chap 1.

Discuss any difficult vocabulary. Answer questions on first chapter.

Go through questions. Impressions of book to share.

Starter on homophones – use correct spelling.

Recap on beginnings of Artemis. Read chap 2. Explain/reminder of homophones of fowl/foul. Also Fowl Manor/foul manner.

Use of codes – begin deciphering the alphabet using the intro to the ‘Booke of the People.’ Questions on chap 2.

Feedback on codes – and on message in book Go through answers.

Review Artemis Fowl from last lesson. Read part of chap 3 – ‘Holly’ – (up to p44).

Draw picture of Holly labelled (using pp 31-32).

Share drawings of Holly.

Review Artemis Fowl. Read remainder of chapter 3. How does the author speak to the reader?

Answer questions on chapter 3.

Go through answers to chap 3 – recap on plot and any confusion.

Apostrophes – contractions and possessives. Go over basic rules. Use whiteboards for examples.

Lesson 4

OBJECTIVES

Reminder of apostrophes – use whiteboards for different examples.


HW 30 minutes reading.

HW Homophones sheet.

OBJECTIVES

HOMEWORK

S1a

1. 30 minutes reading 2. Complex sentences

R8 R16

Recognising and using subordinate clauses Infer & deduce Author attitudes

STARTER

INTRODUCTION

DEVELOPMENT

PLENARY

Simple and complex sentences for detail. Badger – Starter 7 (OHT) Main & subordinate clauses – explain. Use whiteboards.

Recap on Artemis Fowl. ‘Abduction’ – what does it mean? Begin chap 4- up to p70 (just before Holly completes ritual.)

Character of Holly – what type of person do you think she is? – give reasons. Write approximately 3 paragraphs.

Feedback on character of Holly.

Give – subordinate clause at beginning – pupils compose main clause using whiteboards:Laughing hysterically… Screaming loudly …

Recap - go over plot in detail. Finish chap 4.

Questions on chap 4. If you had fairy magic – how would you use it? Shield (invisible). Mesmer? Healing?

Go through answers to questions.

Lesson 3

Subordinate clause in middle – give examples - use of commas. Eg Ben liked football. Pupils use whiteboards.

Read chap 5 - up to p94 (after Butler creates diversion). Why has he done this? What do you think Artemis will do?

Translation of Gnommish.

Go through Gnommish alphabet on OHT for anyone who has not yet got it.

Lesson 4

Whiteboards – subordinate clauses – in all 3 places – examples. Then explain homework.

Read remainder of chapter 5. Why does Artemis let Holly believe she has told him fairy secrets?

Begin questions on chaps 5 & 6.

Go through first few questions.

Lesson 1

Lesson 2


HW 30 minutes reading.

Discuss fairy magic.

HW Complex sentences.


Lesson 1


OBJECTIVES

HOMEWORK

S3

1. 30 minutes reading 2. Spelling 3. Root’s diary

R8 R16

Punctuation to clarify meaning Infer & deduce Author attitudes

STARTER

INTRODUCTION

DEVELOPMENT

PLENARY

Paired spelling.

Review Artemis Fowl from last week.

How does Root feel after the incident on the whaling boat?

Listen to beginnings so far.

Begin chapter 6 – up to page 123 where Holly shows teeth. Lesson 2

Lesson 3

Lesson 4


Lesson 1

Begin Root’s diary.

Use of colons/semi colons – review – Give selection of sentences – pupils to extend using colons (whiteboards).

Review story. Read p123 – bottom of p131.

As yesterday – using semicolons (whiteboards).

Review from last lesson. Read pp 131 – 147 after explanation of blue rinse.

Finish diary if necessary.

Listen to selection.

Continue with translation of Gnommish – translation of words at bottom of page.

HW Root’s diary.

Dictionary scan.

Review story. Read remainder of chapter 6.

Finish questions on chaps 5 & 6 (started last week).

Go through answers.


Continue with Root’s diary at this point in the story. Brainstorm.

HW 30 minutes reading Spelling. Listen to a selection.

Use variety of sentence structures. Try to use at least 2 colons or semicolons.

OBJECTIVES

HOMEWORK

R8 R16

1. 30 minutes reading 2. Spelling 3. Write paragraph of 2 types of fairy

Infer & deduce Author attitudes

STARTER

INTRODUCTION

DEVELOPMENT

PLENARY

Paired spelling.

Review Artemis from last week. Read chap 7 ‘Mulch’ – up to p173. Who is author speaking to at beginning of chapter?

What kind of character is Mulch? Is he likeable? Why? Vocabulary sheet to complete. If time - write 2 paragraphs about your opinion with reasons.

Go through vocabulary. Listen to passage about Mulch. HW 30 minutes reading/Spelling.

Lesson 2

Dictionary scan.

Recap from last lesson. What do you remember about a dwarf’s special skills? Read from pp 173 – 188.

What do we know about fairy magic so far? Chart to complete.

Go through and discuss.

Lesson 3

Countdown.

Review from last lesson - Read up to p192.

What do we know about different types of fairies? Chart to complete – assign each group a type of fairy – elf, troll etc.

Go through – share each group’s findings.

Lesson 4

Crossword.

Read up to end of chap 7.

Write passage on 2 of the creatures – at least a paragraph for each.

Listen to some passages.


HW Write passage on 2 types of fairy.



OBJECTIVES

HOMEWORK

R8 Infer & deduce R16 Author attitudes S&L10 Report main points

1. 30 minutes reading 2. Spelling 3. Work on presentation

STARTER

INTRODUCTION

DEVELOPMENT

PLENARY

Paired spelling.

Review Artemis from last week. Read chap 8 – up to p217.

What do fairies think of mud people? Chart to complete.

Go through & discuss.

Anagrams – selection to decipher using clues.

Review Artemis.

Passage from p224. Why are they not full sentences – why so short? Chapter called ‘Troll’ but we don’t actually see the troll until p224. Why? Point out the build up. Use of simile – why? (Demonstrate razor through rice paper.) Pupils to devise own original similes (sheet). Use of figurative language.

Listen to pupils’ similes.

Lesson 3

Dictionary scan.

Review Artemis – finish chap 8. Explain work on Ireland & h/w.

What is expected – assign each group an area of Ireland. Pupils to organise selves and sort out tasks.

Recap on what is expected – pupils to report what they are doing tomorrow.

Lesson 4 IT Room

Research on town in Ireland – each group given a website.

Lesson 1

Lesson 2



Read pp 217 – 227. Difficult vocabulary.

HW 1. 30 minutes reading 2. Spelling.

HW Work on presentation.

OBJECTIVES

HOMEWORK

R14 Language choices S&L10 Report main points S&L14 Modify views

1. 30 minutes reading 2. Spelling 3. Evaluation of presentation

STARTER

INTRODUCTION

DEVELOPMENT

PLENARY

Paired spelling.

Review Artemis Fowl– Read chap 9 – up to p257.

Work on presentation.

Recap on expectations.

OHT 1.10 One by one reveal quotations – who do words apply to?

Read remainder of Artemis Fowl pp 257 268. Why are they vomiting?

Model a presentation on Uttoxeter.

Lesson 3

NC Level descriptors expectations for S & L.

Group presentations today.

Lesson 4

Finish presentations if necessary. Feedback to all groups – grades etc.

Read p268 to end. Opinion. Ending satisfactory? (Show Artic Incident & Eternity Code etc.)

Lesson 1

Lesson 2

HW 30 minutes reading Spelling.

Work on presentation for next lesson.

Feedback from each group – recap what is expected.

Oral feedback from each other (if time). Written evaluation of presentation to complete in draft.


Listen to beginnings so far. HW

Evaluation of presentation.

Context questions: chapters 1 & 2 Answer the following questions in full sentences: 1.

What was Nguyen disguised as when Artemis met him in the café? (p 4)

2.

What did Butler do to the pickpocket? (p 8)

3.

How much was Nguyen paid for the information? (p10)

4.

What did Artemis want from the ‘healer’ in the alleyway? (11)

5.

Why was she no longer able to use her magic? (p 11)

6.

How did Artemis trick her into doing what he wanted? (p 12-13)

7.

Where is Fowl Manor? (p14)

8.

How long had Butler been guarding Artemis? (p16)

9.

Artemis is described as ‘a chip off the old block.’(p17) What does this expression mean?

10.

What was Artemis’s goal? (p18)

11.

What is Gnommish? (p19)

12.

Why is Artemis worried about his mother? (p20)

13.

What happened to Artemis Senior? (p29)

14.

Why had Artemis been running the CNN’s web site (news and current affairs) for over a year? (p30)

15.

What did Artemis do best? (p30)

Alphabets Try to find the Gnommish equivalent to our alphabet using the translation on page 26-27.


Context questions: chapter 3 Answer the following questions in full sentences: 1.

How tall was Holly? (p31)

2.

Why had Root been ‘on Holly’s case’ since day one? (p32)

3.

What was one of the advantages of living underground? (p32)

4.

Where did the word ‘leprechaun’ originate from? (p33)

5.

What does Holly eat for her breakfast? (p33)

6.

What was the dwarf, Mulch, doing in the station lobby? (p34)

7.

What was Commander Root’s nickname and why? (p 32)

8.

Why did Commander Root pick on Holly? (p36-7)

9.

Why does Holly think she deserves one more chance? (p38)

10.

What do you learn about trolls from page 39?

11.

Why does Holly lie about ‘running hot’ to Commander Root? (p40)

12.

Why does Foaly wear a tinfoil hat at all times? (p42)

13.

What equipment does Holly take with her when she goes above ground? (p43-4)

14.

Why did Holly’s ancestors not stay above ground and fight it out with the mud people? (p50)

15.

Why does Root say, ‘You’ll spend the next hundred years on drain duty.’? (p54)

16.

How did Holly overcome the troll after she had landed on him? (p57)

17.

What did the sphere do to the people in the restaurant? (p58)

18.

What does Root tell Holly she must do at the end of Chapter 3? (p61-2)


Context questions: chapter 4 Answer the following questions in full sentences: 1.

What is the ritual that all fairies must perform? (p65)

2.

When Butler scans down the list of items Artemis wants him to get, which item puzzles Butler and why? (p66)

3.

What did Holly, and all fairies, love to do? (p67)

4.

Why was Holly sad when she saw the dolphins? (p68)

5.

Where was the most magical place on the planet? (p68)

6.

How long had Artemis and Butler been staked out? (p70)

7.

What did Holly do to protect her elfin ears? (p72)

8.

Why was Holly dumbfounded? (p75)

9.

What is the mesmer? (p75)

10. Where did Butler put Holly after they had tranquilised her? (p77)


Context questions: chapters 5 & 6 Answer the following questions in full sentences: 1.

What are the first words Artemis speaks to Holly? (p81)

2.

What does Root see that upsets him when Foaly blows up the screen? (p83)

3.

Why does Root decide to reactivate himself? (p83-4)

4.

What does Foaly mean when he tells Root ‘…we only allow one passenger per pod.’? (p87)

5.

How did Butler create a diversion for Artemis? (p91-3)

6.

What simile is used to describe the way Holly feels when she wakes up? (p97)

7.

Why does Holly try to persuade Juliet to take off her sunglasses? (p99-100)

8.

Why couldn’t Foaly keep track of Root once he gets on the whaling ship? (p104)

9.

Why could a good-sized rat be a real threat to a fairy? (p107)

10. Why does Artemis say he has brought Root to the ship? (p109) 11. What had Artemis not expected about the fairy? (p113) 12. What did his mother’s bedroom used to be? (p115) 13. Who does Angeline think Artemis is? (p116-7) 14. What did Holly want to do to Artemis? (p119) 15. What does Artemis tell Holly he has done to her? (p121) 16. Who is the leader of the Retrieval Squad? (p127) 17. What is Root’s first name? (p127) 18. What is a blue rinse? (p127) 19. What simile is used to compare putting Butler’s head into Holly’s helmet? (p130) 20. What was every little fairy’s dream? (p131-2) 21. Why did Butler have a hood pulled over his eyes? (p135-6) 22. What does Holly ask Juliet to get her to eat? (p142) 23. In the old days how did fairies create a ‘time-stop’? (p145) 24. How long does Root have to sort out the mess? (p148) 25. What does Foaly give Root to take with him when he meets Artemis? (p149-50) 26. What is Artemis’s one demand? (p155) 27. What are his last words to Root before he leaves? (p156)


Answers

1.

I don’t suppose you would consider peaceful surrender

2.

a hypodermic dart

3.

He is the best – he has more successful recons under his belt than any officer in history

4.

Root has a fat stomach so Foaly is being sarcastic

5.

He provoked a fight with the dockers

6.

felt as though a sucker slug was drawing her brain out through her earhole

7.

she wants to use the mesmer on her

8.

the boat has a high lead content so they can’t penetrate it

9.

rats are one of the few breeds that can see through a fairy shield

10.

for a demonstration of his utter commitment to his goals

11.

hadn’t expected the fairy to appear so human

12.

used to be his parents’ lounge

13.

his grandfather

14.

incapacitate him with her elbow and use his hide for leverage

15.

that he has used a truth serum and extracted all the fairy secrets from her

16.

Lieutenant Cudgeon

17.

Julius

18.

a biological bomb which destroyed only living tissue

19.

trying to fit a potato into a thimble

20.

that one day he would grow up to don the uniform of the Retrieval commandos

21.

so the fairies wouldn’t see goggles

22.

fruit or vegetables (dolphin is a joke)

23.

5 elfin warlocks would form a pentagram around the target and spread a magic shield over it

24.

less than 8 hours

25.

a finger which contains a pressurized dart and an iris-cam

26.

one tonne of twenty-four-carat gold in small unmarked ingots

27.

None of your race has permission to enter here while I’m alive


Similes: chapter 8

A simile says something is like something else. It is a comparison using the words ‘like’ or ‘as’ Eg ‘as cold as ice’ or ‘Jack’s bedroom is like a rubbish tip.’ Writers use simile to paint a picture in your mind of what they want you to see. In this section of ‘Artemis Fowl’ Eoin Colfer has used simile several times. He held on like a rodeo rider. (It didn’t seem right) like a diamond in a Lucky Bag. Slicing through his Kevlar reinforced jacket like a razor through rice paper.

Invent some similes of your own. Try to make them original. The snow was as white as……………………………….. I felt as happy as ………………………………………… Inside the dog’s mouth was like ……………………………… I ran like ………………………………………………… The cat was as dead as ………………………………….. The moon looked like ………………………………………… He was as old as …………………………………………


Vocabulary The vocabulary in Artemis Fowl is challenging in places. Use a dictionary to find the meanings of the following words. Write down the definition and then a sentence which includes the word and shows you know what it means. 1.

prodigy

2.

adolescent

3.

garotte

4.

cosh

5.

anticipation

6.

furtive

7.

aversion

8.

vial

9.

amnesiac

10.

immerse

11.

acquisition

12.

exploit

13.

physician

14.

intricate

15.

pivotal

16.

improvise

17.

destitute

18.

counterpart

19.

genealogy

20.

stereotype


Homophones Homophones are words which sound the same, but they are spelt differently and they mean different things.

For each pair of words below, write a sentence using both words which shows you know the difference between them. 1.

by

buy

2.

meet

meat

3.

our

hour

4.

right

write

5.

new

knew

6.

here

hear

7.

allowed

aloud

8.

buoy

boy

9.

grate

great

10.

holy

wholly

11.

fowl

foul


Complex sentences A simple sentence can be expanded by inserting a subordinate clause. A subordinate clause gives extra information but does not make sense on its own. A subordinate clause can be inserted at the beginning, in the middle or at the end of the sentence. Eg Liam ran down the road could become Waving madly, Liam ran down the road. or Liam ran down the road because he was being chased by a dog. or Liam, a scared and frightened boy, ran down the road. Notice how commas are used to cordon off the subordinate clause. Make the following simple sentences into complex sentences by adding a subordinate clause either at the beginning, middle or end of the sentence. Don’t forget to use commas appropriately. 1.

The bag was heavy.

2.

Jamie ran down the stairs.

3.

Sarah did not like watching ‘The News’.

4.

The library was closed.

5.

Artemis was a criminal mastermind.

6.

Holly enjoyed her job.

7.

The car was new.

8.

Jack was obsessed with football.

9.

Mrs Pierzchalla loved to eat chocolate.

10.

Aaron enjoys homework.

Words which may be helpful: because

until

as

before

who

that

whose

which

where

when

since

whenever

after

although

unless

even though


Different types of fairies What have you learned about the different types of fairies so far? Make a chart like the one below and fill in as much as you can. Page references have been given to assist. (up to the end of chapter 7) Name

Example & page refs

ELF

Holly & Root 31-2, 67, 72, 142

TROLL

In restaurant 39, 43, 53, 55-7

CENTAUR

Foaly 42, 45, 84

DWARF

Mulch 161-67, 169, 172-3, 175-6, 178, 193

GOBLIN

In cell with Mulch 163-67

Looks


Likes & dislikes

Any other info – extra powers etc

Fairies & fairy magic What do we know about fairies and fairy magic in general Draw a table like the one below and use the following page references to help. (Pages 11-12, 18-19, 52-4, 58, 65-8, 84, 99, 101, 124, 127, 131, 144)

Page ref

Quotation

What do we learn?

11-12

‘…alcohol addiction had melted her skin …’ ‘… rice wine has dulled your senses…’ ‘…even fairies tethered to the human realm can survive the ages..’

1. Alcohol melts skin and dulls senses 2. Fairies live for centuries

18-19

52-4

58

65-8

84

99

101

124

127

131

144


Mud people What do fairies think of Mud People? Draw a table like the one below and use the following page references to help (Pages 50, 53, 55, 68, 105, 120, 125, 128)

Page ref

Quotation

What does it mean?

50

‘…Mud people bred like rodents.’ ‘The Mud People destroyed everything they came into contact with.’ ‘Imagine going to the toilet inside your own house…’ ‘…Mud People had even managed to botch that up…’

1. 2. 3. 4.

53

55

68

105

120

125

128


Comparing humans to rats Destructive Disgusting – unhygienic Stupid – treating sewage.

Pictures of trolls


Root’s diary Imagine you are Commander Root at this point in the story. You are going to write his diary. Remember: a diary is a recount of what has happened so much of it will be in the past tense (and first person.) Things to include: What has happened recently? (Holly coming into your Recon Squad, the troll incident, the whaler exploding etc) How are you feeling about things? What are you going to do? You can start off as follows: Date (make it up) Dear Diary,

The last few weeks have been terrible. Ever since Holly Short joined my team, it’s been one problem after another.

Don’t forget to organise your writing into paragraphs and use punctuation correctly.


Artemis Fowl Eoin Colfer, Viking, 0-67089-962-3 For some, Artemis Fowl is Ireland’s equivalent of Harry Potter. For others, it is more like a video game than a book, with its preference for snappy dialogue rather than characterisation and peppered as it is with up-to-date references to the Internet, digital technology, gratuitous violence and martial arts. Nevertheless, the target audience seems to like the fact that Artemis Fowl, one of the Mud People (Colfer’s answer to Muggles), is a 12-year-old criminal mastermind. Fowl pits his wits against the Leprecon (Lower Elements Police Reconnaissance) to steal fairy gold and restore the family fortune. Enter Captain Holly Short, a tough female elf who packs fairy hardware and is taken hostage in the Fowls’ Manor, set in North County Dublin ...

‘I was born in Wexford, a large town on Ireland’s south east coast in 1965. I arrived on this earth a year after my brother Paul, and was later followed by Eamon, Donal and Niall. Dad retired as an elementary school teacher about eight years ago but remains an historian and artist of note. Mam was obviously a very busy mother but also was and still is an excellent drama teacher. Being one of five brothers was usually great as you always had company, sometimes it wasn't so great as you always....had company. Seriously though there was never a shortage of things to do and places to go. All of us went to the primary school where Dad taught, and it was in Wexford CBS that I first developed my interest in writing and began my habit of writing my own stories. At the time I used to accompany my literary efforts with my own illustrations. I was a one man production line. My friends however were not too impressed with my work. You see in my first ‘opus’ which was based on the Viking stories we were doing in history, I had made sure to include all my friends in some part of the story...with myself...of course as the dashing hero. Their feeling of importance at being characters in a story waned in the final chapter where in the climactic battle scene they were all slaughtered with only one survivor...who just happened to be ... me ... well I did write the book. In 1986 I qualified as a Primary teacher and returned to work in Wexford. Though working by day I never lost my love of writing and illustrating and rarely a day passed when I didn't put pen to paper in some form or other. I also got involved in the local amateur drama group and the Wexford Light Opera Society. Most of my former pupils will attest to my love of Irish history and in particular the traditional magical Irish legends. For my next book I decided to put a 20th century slant on these millennia old myths and legends. My next move proved to be one of the best moves I have made as a writer when I decided to send my manuscript to a literary agent named Sophie Hicks.

For further information, please see http://journals.aol.co.uk/kha200/Ireland in Schools or contact: Professor Patrick Buckland, Chairman, ‘Ireland in Schools’ 19 Woodlands Road, Liverpool, L17 0AJ Tel: 0151 727 6817; email: [email protected]

She immediately liked the book and Sophie oversaw the publication of Artemis Fowl in hardback in 2001 and in paperback on ‘Fowl Friday’ 8th March 2002. Miramax Films\Tribeca Productions have optioned the rights for the film version and are currently working on the project which I hope will be filmed in Ireland. Following the success of Artemis Fowl, I was able to resign from teaching and concentrate fully on writing and more Artemis Fowl stories.’