AND
Student Textbook
All 22 First Year Learning Outcomes are covered with emphasis on the three strands of the Junior Cycle English specification: oral language, reading and writing
Touchstones 2 includes Key learning in focus for each unit, ensuring complete coverage of all Learning Outcomes
The clear, simple design helps to focus students and prevent cognitive overload
FICTION KNOWLEDGE ORGANISER
Fresh, exciting and engaging text extracts, both traditional and contemporary, are used throughout from novels, plays, films, digital texts and multi-modal texts
Units are carefully structured around the recommended genre-based approach and cover the following genres: fiction, poetry, film, drama and Shakespeare
Touchstones 1 also includes a unit covering non-fiction
These sequenced units of learning begin by building and consolidating a strong knowledge base for each genre, build oral communication, reading and writing skills, and end with a project
They are designed to be either covered in sequence or to be dipped into and out, for ease of use
sure to let the audience know if day changed to night as there was no lighting.
The audience would have included many different types of people. At the top of the building there were galleries where the middle-class audience sat. There were ‘Gentlemen’s Rooms’, or boxes, for the rich and famous people, and these cost a lot of money. The lower-class citizens, the servants and apprentices, had to stand in the ‘pit’ in front of the stage and were known as ‘groundlings’. They didn’t have to pay much to get in, but they did have to stand for the whole performance. The audience would have made a lot of
A stand-alone Shakespeare unit, a first for a programme, introduces students to the world of Shakespeare and builds knowledge and understanding of the dramatic categories and structure, language, grammar and punctuation of a Shakespearean text
The Educational Company of Ireland
Please contact your Local Edco Representative to book a presentation or request a sample copy, or Ph: 01-4500611, Email: info@edco.ie, Website: www.touchstones.ie
What Is Poetry? Poetry has existed and been part of human life since before history started to be written down and recorded. Poets were employed by rulers to create and perform poems so that laws, battles, family histories and legends would be remembered. Poetry was passed from generation to generation by word of mouth. Nowadays, poetry exists in many different forms: written, spoken word, performance and slam poetry, and even film poems. What do you already know about poetry? Do you know any poems? Do you know any poets? Do you have a favorite poem? Go to your activity book (see page XXX) and complete the poetry knowledge download activity. ACTIVITY What do I know? READING TASK Read the four extracts below. The titles and authors have been removed. 1 I leant upon a coppice gate When Frost was spectre-grey, And Winter’s dregs made desolate The weakening eye of day. 2 Float like a butterfly, sting like a bee. The hands can’t hit what the eyes can’t see. 3 Introducing the new Apple iPerson complete with multitouch doesn’t it feel good to touch? doesn’t it feel good to touch? compatible with your iPod and iPad doesn’t it feel good to touch? doesn’t it feel good to touch? 4 In black kitchens they foul the food, walk on our bodies as we sleep over oceans of pirate flags. Skull and crossbones, they crunch like candy. When we die they will eat us, unless we kill them first. Invest in better mousetraps. Take no prisoners on board ship, to rock the boat, to violate our beds with pestilence. ‘Poetry is a deal of joy and pain and wonder, with a dash of the dictionary.’ Khalil Gibran, Sand and Foam ‘Poetry is when an emotion has found its thought and the thought has found words.› Robert Frost ‘It’s an empty basket; you put your life into it and make something out of that.’ Mary Oliver ‘Poetry: the best words in the best order.’ Samuel Taylor Coleridge Poetry means different things to different people. Which of these definitions of poetry by four famous poets do you like best? Which quotes do you agree with? Are there any your disagree with? TOUCHSTONES 1 50 00_Touchstones1_Book_2p.indb 22/12/2021 COMMUNICATING: GROUP DISCUSSION Looking at the extracts opposite, discuss the questions below. 1 Which texts do you consider to be a poem? Why? 2 Which texts do you not consider to be a poem? Why? 3 Is there anything all four texts have in common? 4 Is there anything about any of them that stands out to you as being unusual? 5 Has looking at these four texts changed your own view of what a poem is? It may surprise you that all four of the texts above are poetry texts. Poetry comes in many different shapes and sizes. Text 1 is a more traditional poem, called ‘The Darkling Thrush’ by Thomas Hardy. Text 2 is a poetic phrase that the greatest boxer of all time, Muhammad Ali, used to describe his fighting style. Text 3 is a transcribed slam poem called Touchscreen by Marshall ‘Soulful’ Jones. Text 4 is a prose poem called ‘[Kills Bugs Dead.]’ by Harryette Mullen. WRITING A group of friendly aliens have just arrived on our planet. You are in charge of explaining life on earth to them. One of your tasks is to explain poetry to them. Write a short paragraph explaining poetry for your alien audience. Writing Tips You should use clear informative language for your explanation –keep it simple. You should write about why people like poetry or what poetry has been used for throughout human history. You could give them an example of a line or two of poetry that you know yourself. UNIT 2 POETRY 51 00_Touchstones1_Book_2p.indb 51 Who Is Shakespeare? William Shakespeare is often regarded as the best writer in the English language. He was born in Stratford-upon-Avon in England in 1564. He wrote 38 plays and about 160 poems. Shakespeare’s plays have been adapted and performed thousands of times, all around the world. Both his plays and his poems remain popular to this day. To find out more about William Shakespeare, complete the Who Was William Shakespeare? project on page 194. 5_02a, 5_02b & 5_02c What do you already know about William Shakespeare? Do you know any of his plays or poems? Do you know where he is from? Do you know why he is famous? Go to your activity book (see page 111) and complete the Shakespeare knowledge download activity. ACTIVITY What do I know? When read Shakespeare am struck with wonder That such trivial people should muse and thunder In such lovely language. D.H. Lawrence He was naturally learned; he needed not the spectacles of books to read nature; he looked inwards, and found her there. John Dryden, ‘Essay of Dramatic Poesy’ He was not of an age, but for all time! Ben Jonson Shakespeare has united the powers of exciting laughter and sorrow not only in one mind, but in one composition. Samuel Johnson, Preface to Shakespeare Which of these quotes do you like best? Which quotes do you agree with? Are there any you disagree with? PowerPoint TOUCHSTONES 1 174 00_Touchstones1_Book_5p.indb 174 Performances One of the most important things to bear in mind when navigating your way through the works of Shakespeare is that his plays were not written to be read out of a book, but to be performed on stage. The theatre was one of the most popular forms of entertainment in Shakespeare’s time – our modern-day equivalent would be the cinema. Inside Shakespeare’s theatre – the Globe Theatre in London – there were two pillars on the stage that supported a roof over the actors’ heads. This was called the ‘Heavens’ and was painted with stars, a sun and a moon – it had a trapdoor in it, from which actors could be lowered on a rope or a wire. At the back of the stage was the musicians’ gallery. Musicians with trumpets, drums and other instruments played songs and made sound effects. Shakespeare had to include a lot of descriptive detail when describing the setting of his plays and he had to make
A FRESH
ENGAGING APPROACH
his audience
engaged.
make sure
plenty
conflict
tension
each act to
audience
comedy and romance, as
of vicious insults to keep the audience on their toes. The actors were professionals and they had to learn up to 800 words a day. Women were not allowed to act on stage, as it was seen as improper. So young men had to play the female parts in plays; perhaps this is why Shakespeare went into such detail when describing his leading ladies. The actors also had to do all of the other jobs that go along with running a theatre, such as design the sets, produce the special effects, sell the tickets and refreshments, and prompt the other actors on stage. UNIT 5 SHAKESPEARE 175 00_Touchstones1_Book_5p.indb 175 03/03/2022 FICTION UNIT 1 Plot (pg. xxx) Narrative Perspective (pg. xxx) Setting (pg. xxx) Character (pg. xxx) Epic Poems (pg. xxx) Short Stories (pg. xxx) Project: Write a Fractured Fairy Tale (pg. xxx) Project: Create a Podcast (pg. xxx)
Plot: the events that happen within the story. Narrative perspective: the point of view from which the story is told. First-person perspective: when the story is told by one character in that character’s voice. Third-person limited narrator: narrator who is telling the story from one character’s point of view, knowing the thoughts and feelings of just this one character. Third-person omniscient narrator: a narrator who has access to the thoughts and feelings of all the characters in the story. Setting: where all the action happens. It is the specific place, timeframe and world where the story happens. Character: the person who appears in the story. The craft of creating a character is called characterisation. A writer’s purpose is the aim of a piece of writing. It could be to inform, explain, describe or entertain. Crafting a piece of writing involves thinking about how you will show your reader something instead of just telling them. Create a setting by appealing to the five senses – sight, touch, hearing, smell and taste. Create a character by writing about their appearance, actions, feelings or other people’s opinions of them. Redraft a piece of writing at both word and sentence level by skimming and scanning the text, cutting, upgrading and using a dictionary or thesaurus. Edit a piece of writing by skimming and scanning with a focus on spelling and punctuation, using a dictionary or thesaurus and using a second pair of eyes to check. Things I need to know A Writer’s Craft SKILLS In this unit will: To engage in class group discussions actively To read texts to understand character, setting and story. Use the writing process to craft texts Write for a variety of purposes Write in a variety of text types Learn how to re-draft and edit my work Learn from texts to improve my written work Projects Go through the writing process to craft my own short story - a flipped fairy-tale. Respond imaginatively to my class novel by creating and recording a podcast about it. 1 & 2
noise during performances – more like fans at football match than an audience in a modern-day theatre – cheering, hissing, clapping, booing and crying. All this had a big impact on how Shakespeare wrote his plays; sometimes a play could go on for three hours and he had to keep
entertained and
Shakespeare had to
there was
of
and
in
keep the
interested. He also included moments of
well as sword fights and the throwing
JUNIOR CYCLE ENGLISH
Each unit begins with a knowledge writer’s toolkit of genre-based critical vocabulary and ends with a Test Your Knowledge quiz
In Touchstones 2, each unit ends with Focus on the Final Assessment and Exam Questions
A first for a programme, Touchstones 2 also includes:
Prescribed Text units that cover popular prescribed film Sing Street and novels The Outsiders and Trash, providing in-depth analysis of key moments, techniques, characters and themes for each text
Learning in Focus units – Visual Texts, The Art of Comparison, The Art of Persuasion, and Words, Sentences and Paragraphs –that build students’ skills across genres
Touchstones 2 supports student assessment in the following ways:
Each unit ends with a Focus on the Final Assessment section providing Ordinary and Higher Level exam questions, sample answers and tips
A dedicated Assessment section providing a student-friendly guide to the Classroom-Based Assessments (CBAs), Assessment Task and the final exam, with tips and guidelines
Highly scaffolded tasks effectively support mixed-level and mixed-ability teaching in the English classroom
Retrieval practice opportunities that build on prior learning appear throughout
Oral language supports include a strong focus on using structured and meaningful group discussion
www.touchstones.ie 380 COMMUNICATING Task 1 With your class, imagine a hot air balloon up in the sky containing these ten famous literary figures. William Shakespeare Julia Donaldson Roald Dahl Dr Seuss Beatrix Potter Seamus Heaney Enid Blyton JK Rowling Unfortunately the hot air balloon is heading slowly for a crash landing. Only seven can stay in the basket and survive, the others will need to be thrown overboard, along with their contribution to literature and to humanity. Choose ten people to represent the ten literary figures. Team up to research the writers and make notes on their achievements and popularity. Each person then has one minute to use ethos, pathos and logos to convince the class that they should stay in the safety of the balloon basket. The class should evaluate each pitch, then vote which three people will be thrown overboard. TOUCHSTONES 2 THE OUTSIDERSPRESCRIBED TEXT: Key learning in focus OL2 Engage actively and responsively in class groups in order to listen to or recount experiences and to express feelings and ideas R6 Read their texts for understanding and appreciation of character, setting, story and action: to explore how and why characters develop, and to recognise the importance of setting and plot structure R7 Select key moments from their texts and give thoughtful value judgements on the main character, a key scene, a favourite image from a film, a poem, a drama, a chapter, a media or web based event R8 Read their texts to understand and appreciate language enrichment by examining an author’s choice of words, the use and effect of simple figurative language, vocabulary and language patterns, and images, as appropriate to the text W7 Respond imaginatively in writing to their texts showing a critical appreciation of language, style and content, choice of words, language patterns, tone, images W8 Write about the effectiveness of key moments from their texts commenting on characters, key scenes, favourite images from a film, a poem, a drama, a chapter, a media or web-based event Key moments Opening scene – setting and characters ‘We’re poorer than the Socs and the middle class. reckon we’re wilder, too. Not like the Socs, who jump greasers and wreck houses and throw beer blasts for kicks, and get editorials in the paper for being a public disgrace one day and an asset to society the next. Greasers are almost like hoods; we steal things and drive old souped-up cars and hold up gas stations and have a gang fight once in a while.’ Johnny kills Bob ‘I had to. They were drowning you, Pony. They might have killed you. And they had a blade… they were gonna beat me up…’ Heroes at the church ‘Johnny shoved me toward the window. “Get out!”. leaped out the window and heard timber crashing and the flames roaring right behind me. staggered, almost falling, coughing and sobbing for breath.’ Johnny’s death ‘”Stay gold, Ponyboy. Stay gold…” The pillow seemed to sink a little, and Johnny died.’ Dally’s death ‘I knew he would be dead, because Dally Winston wanted to be dead and he always got what he wanted.’ The court hearing and novel ‘I sat down and picked up my pen and thought for a minute. Remembering.’ Themes Identity The characters struggle throughout the novel with their identity as ‘greasers’. They feel alienated from the rest of society because they are rejected. Ponyboy knows he is different and struggles to accept his identity as more than just a gang member. Class The action is driven by a conflict between two classes: the greasers from the struggling East side and the Socs from the financially successful West side. The Socs look down on the greasers because they are from a higher social class and have more money. The events of the novel highlight the fact that violence and criminal activity is carried out by people regardless of class. Heroism The greasers become unlikely heroes after the fire at the church in Windrixville. Ponyboy, Johnny and Dally rus into the church to save the children without thinking about the risk to their own lives. Ponyboy could be considered a hero because of the trauma he has overcome in his life. Darry is heroic in his efforts to keep his family together following the death of his parents. THE OUTSIDERS KNOWLEDGE ORGANISER The Outsiders By S.E. Hinton Vocabulary: unfathomable, gallant, contemptuous, impermanence Setting: Tulsa, Oklahoma, in America in the 1960s Techniques: colloquial language, motif, foreshadowing Leader of the greasers, 20-year-old brother and guardian of Ponyboy and Sodapop Sodapop Curtis 16-year-old brother of Ponyboy and Darry, carefree and handsome Dallas Winston (Dally) Violent and dangerous greaser, protective of Johnny Johnny Cade Ponyboy’s friend and member of greaser gang, had a traumatic childhood Cherry Valance Bob’s girlfriend, a Soc, makes friends with Ponyboy Two-Bit Mathews A greaser, flirts with Marcia Steve Randle Sodapop’s best friend, expert in cars Sandy Sodapop’s girlfriend, gets pregnant with another man’s child, moves away Marcia Cherry’s best friend, befriends the greasers at the drive-in Bob Sheldon Cherry’s boyfriend, stabbed and killed by Johnny Randy Adderson Marcia’s boyfriend, Bob’s best friend, tries to make peace with Ponyboy Paul Holden A Soc, fights Darry in the rumble Jerry Wood Teacher who accompanies Ponyboy to hospital after he saves the children Tim Shepard Leader of another gang, friendly with the greasers Mr Syme Ponyboy’s English teacher, inspires Ponyboy to write The Outsiders UNIT 1 FICTION TOUCHSTONES 2 66 67 Writing About Short Stories: Model Answer Question 2 If you could add a completely new character to a short story you have read, what would the character be like and how might they impact the story? Answer One of the short stories that found really interesting was The Sniper by Liam O’Flaherty. The story centres on two brothers fighting on opposite sides of the Irish Civil War. Both characters are snipers and one ends up shooting the other dead. They are both unaware of the other’s identity until the very end of the story – ‘The sniper turned over the dead body and looked into his brother’s face.’ This incident would have had a dramatic impact on the boys’ family and my suggestion would be to add in their father as another character. Both snipers evidently felt so passionately about the cause that they were prepared to fight, die and kill for their side. I feel that this is a passion they must have grown up with. Their father would probably have aligned himself on one side of the war and could also have been involved in the fighting. The father would have a particular impact as a new character if he observed the fire fight between the two soldiers. His would be an interesting perspective to know about and would add to the dramatic climactic moment when he, too, realises that one of his sons has killed the other. It would add to the message of the short story: that violence creates victims, and all victims have families and people that care about them. Focus on The Final Assessment Writing To Narrate: Model Answer Question 1 Write the opening paragraph to a short story that begins with the line below: ‘I was seven years old and the world was a happy place…’ Answer was seven years old, and the world was a happy place. My main concern in life was getting outside because was an explorer. I spent my days exploring – the woods, the beach, the fields. Nature had a million secrets that I had to uncover and explore. knew every bug and critter in the woods, every shell and fish in the rock pools and all of the wildflowers in the meadow. Times were simpler back then; the water was clean, the air was fresh and the sun was warm and nourishing. had a million freckles and a toothless grin, and a wild mess of red curls adorned my happy head. My parents knew I would be home when got hungry enough and that nature’s playground was keeping me happy and healthy. Of course, that all changed after the fall, but back then I still remember being happy and being free.
Reading supports include:
Effective reading strategies integrated into tasks to develop reading skills
A dedicated reading unit, that includes over 40 books appealing to this age group as well as engaging group tasks to encourage and promote reading for pleasure
Writing supports include:
Scaffolded writing tasks (models and writer’s toolkits) that promote the craft of writing
A skills development approach for writing to analyse, beginning in first year with annotation, quotation and inference skills
A focus on development of high-level vocabulary throughout
A dedicated Spelling, Punctuation and Grammar (SPaG) section at the end of the book
Engaging end-of-unit projects Can be used to, prepare for the Classroom-Based Assessments (CBAs), Oral language and writing projects provide students with opportunities to develop a personal writing voice and to experiment with and enjoy elements of public speaking and performance
Clear success criteria are provided
Step-by-step instructions and tasks with complementary teacher mark sheet and wholeclass feedback sheet for each project, provided in the Teacher’s Resource Book
horses. It did not smell like hay or manure or hard work.
Link the smell to a memory The salty sea air wafted through the window and Sarah summerremembered at her grandmother’s.
Link the smell to an emotion She walked into the kitchen to the smell of fresh bread baking; she had to swallow her grief quickly.
Describe specific colours or use colour as a symbol The ashenwoman’s grey face told them all they needed to know.
Describe how the light affects things in the setting The rickety table was illuminated by a stream of light sneaking in through a tear in the blind.
Zoom in anddescribe specific details ofobjects within the scene The necklace on the dresser was broken and rusting.
Describe the sound first, then reveal its source A loud echoedbanging around the dungeon; the prisoner was awake again.
A sound that is unexpected or surprising for the setting A gunshot cut through birdsongtheand trees.
nine; Whiles all the night, through fog-smoke white, Glimmered the white Moon-shine.
1 Which poems rhyme at the end of the lines?
2 Which poems have internal rhyme?
The fog comes on little cat feet. It sits looking over harbour and city on silent haunches and then moves on.
3 Choose a poem and try to figure out the poem’s rhyme scheme.
Describe specific textures in detail The chair decoratedwas in a circus of stains, each with their own texture.distinctive
Describe thetemperature of people or things The floor was ice cold like a frozen lake.
Taste something that is a smell Gasping for air, she swallowed the filthy smog and ashes.
Taste is subjective. Use taste to somethingreveal about a character. The steak was barely cooked, but she ate it without flinching.
00_Touchstones1_Book_2p.indb
Link what you see to emotions The doll’s house was arranged meticulously. Her heart broke into two at the sight of it.
Describe a sound but do not revealexactly what it is Something rumbled in the distant; it hungry,soundedangry and louder with every second.
Describe a sound that a character has imagined Somebody was calling her, softly and gently. She would go into the night and find it.
Describe vibrationsthe somethingofThe room was buzzing; it seemed alive.
Reveal something about character by revealing a taste craving He needed to feed. Something big and juicy. Use nouns or verbs to describe a smell She smelled like home.
Link touch to a memory or emotion He thetouched soft velvet curtain and immediatelywas transported back to childhood.his
Link the taste to a memory or emotion The mashedmeltingpotato reminded her of Granny.
22/12/2021 11:23
ran out of sugar.
So I walked down the street to ask my neighbor for a cup of sugar. Now this neighbor was a pig. And he wasn’t too bright, either.
He had built his whole house out of straw. Can you believe it? mean who in his right mind would build a house of straw?
So of course the minute I knocked on the door, it fell right in. I didn’t want to just walk into someone else’s house.
So called, ‘Little Pig, Little Pig, are you in?’ No answer. was just about to go home without the cup of sugar for my dear old granny’s birthday cake. That’s when my nose started to itch. I felt a sneeze coming on. Well I huffed. And I snuffed.
And I sneezed a great sneeze.
And you know what? That whole darn straw house fell down. And right in the middle of the pile of straw was the First Little Pig – dead as a doornail. He had been home the whole time.
It seemed a shame to leave a perfectly good ham dinner lying there in the straw.
So I ate it
www.touchstones.ie Rhyme: words that sound alike Rhyme scheme: A pattern of rhyme in a poem Internal rhyme: Words in the middle of a sentence that rhyme End rhyme: Words at the end of each line that rhyme Free verse: No regular pattern of rhyme or rhythm or structure Behold the cat with his juicy AA He wants to bite in the dead of night BB Look at the fearless cat A Pounce on the helpless rat A Playing until the dead of night B Waiting to take a big juicy bite B The rat, devoured, dead of night, First bite savoured by spiteful cat. CAT RAT BITE NIGHT UNIT 2 POETRY 55 READING Read these poems, then answer the questions below. From Macbeth by William Shakespeare ‘Twinkle Twinkle Little Star’ by Jane Taylor Round about the cauldron go; In the poison’d entrails throw. Toad, that under cold stone Days and nights has thirty-one Swelter’d venom sleeping got, Boil thou first i’ the charmed pot. Double, double toil and trouble; Fire burn and cauldron bubble.
twinkle, little star, How wonder what you are! Up above the world so high, Like a diamond in the sky.
Twinkle,
of
Ancient
by Samuel Taylor
‘Fog’ by Carl
mist or
on mast
It perched
From ‘The Rime
the
Mariner’
Coleridge
Sandburg In
cloud,
or shroud,
for vespers
00_Touchstones1_Book_5p.indb 55 03/03/2022 16:42
1 12 CRAFTING A SETTING TOOLKIT One of the ways a writer can craft an engaging setting is through using the five senses to make a reader feel like they are transported to the world of the story. Below are some interesting ways a writer could use the senses to engage the reader in the world of the text. Smell See Hear Touch Taste What does it not smell like? Strangely, the stable did not smell like
4 Which poems do not rhyme at all? 5 What do you call a poem that does not follow any rhyme scheme? 6 Do you prefer poems that rhyme or poems that don’t rhyme? Why?
TOUCHSTONES
GROUP
small groups, look at the three settings pictured below. Choose the one that most appeals to you. Describe the setting in the picture by using the toolkit on page XXX. First choose a sense to engage, then choose a way to engage it. Finally apply it to the picture you have chosen. Each member of the group should take a turn adding to the oral picture description.
First choose three tools from the toolkit opposite to help you craft a setting. Now select one of the purposes from the list below. Write a short paragraph to describe your setting. An example has been completed for you. Craft a setting that is… peaceful and relaxing sinister and unsettling amusing romantic unusual and different joyful and uplifting Example Purpose: Craft a setting that is sinister and unsettling. Toolkit choices: Describe a sound but do not reveal exactly what it is. What does it not smell like? Describe specific colours or use colour as a symbol. Slowly, Sarah opened the door to the enclosed garden. She was not met with the smell of flowers, grass or earth. This was a different kind of smell; one she was familiar with but could not, or would not, name. The trees hung limp, their leaves a pale grey. There was not a
UNIT 1 FICTION
COMMUNICATING:
DISCUSSION In
WRITING
flower nor an insect to be seen. Then it started again. She followed the low humming, determined, no matter what the consequences, to find its source. Edit your paragraph Skim and scan your setting paragraph and ensure you have used capital letters and end punctuation correctly. Turn to page XXX to check the rules.
13 00_Touchstones1_Book_2p.indb 13 22/12/2021 11:23
What Is A Fractured Fairy Tale? A fractured fairy tale is a story from the fairytale genre that has in some way been flipped, reimagined or restructured. You can create a fractured fairy tale by being creative with any of the elements of the fairy-tale genre. PROJECT: Write A Fractured Fairy Tale To fracture a fairy tale, you could do one of the following: Action Example Change the character traits of the characters The woodsman is not brave and runs away from the big bad wolf Have well-known fairy-tale characters meet Shrek Change the narrative perspective Describe the three little pigs from the wolf’s perspective Change the problem in the story The wolf in Little Red Riding Hood is lonely and just wants to make some friends Change the resolution in the story Prince Charming ends up marrying one of the ugly sisters Write a different ending The frog princess actually hates being a princess and wants to be a frog again [insert Visual 21] Features of the fairytale genre Royalty Clear villain and hero Talking animals and monsters Fight between good and evil Used to teach children a lesson Ends with: And they all lived happily ever after. Begins with: Once upon a time… Magic or fantasy TOUCHSTONES 1 32 00_Touchstones1_Book_2p.indb 22/12/2021 11:23 Read this famous fractured fairy tale based on the story of The Three Little Pigs The True Story of the Three Little Pigs by John Scieszka Everybody knows the story of the Three Little Pigs. Or at least they think they do. But I’ll let you in on a little secret. Nobody knows the real story, because nobody has ever heard my side of the story. I’m the wolf. Alexander T. Wolf. You can call me Al. I don’t know how this whole Big Bad Wolf thing got started, but it’s all wrong. Maybe it’s because of our diet. Hey, it’s not my fault if wolves eat cute little animals like bunnies and sheep and pigs. That’s just the way we are. If cheeseburgers were cute, folks would probably think you were Big and Bad, too. But like was saying, the whole Big Bad Wolf thing is all wrong. The real story is about a sneeze and a cup of sugar. Way back in Once Upon a Time, I was making a birthday cake for my dear old granny. I had a terrible sneezing cold.
He
UNIT 1 FICTION 33 00_Touchstones1_Book_2p.indb 1 & 2
up. Think of it as a big cheeseburger just lying there. I was feeling a little better. But still didn’t have my cup of sugar. So I went to the next neighbor’s house. This neighbor was the First Little Pig’s brother. He was a little smarter, but not much.
had built his house of sticks. rang the bell on the stick house. Nobody answered. I called, ‘Mr Pig, Mr Pig, are you in?’ He yelled back, ‘Go away wolf. You can’t come in. I’m shaving the hairs on my chinny chin chin.’ I had just grabbed the doorknob when felt another sneeze coming on. I huffed. And I snuffed. And tried to cover my mouth, but I sneezed a great sneeze. And you’re not going to believe it, but this guy’s house fell down just like his brother’s. When the dust cleared, there was the Second Little Pig – dead as a doornail. Wolf’s honor.
Student Activity Book
Touchstones Student Activity Book provides additional material, questions and activities to complement textbook content, including:
Meaningful scaffolding to approach written tasks
Carefully designed graphic organisers to support thinking and writing
A range of retrieval practice templates to support students using effective learning techniques
Exam-style questions to prepare students for assessment
Teacher’s Resource Book
Touchstones Teacher’s Resource Book provides all the practical support you need to teach the course, including:
Guidance on the Junior Cycle English specification
Comprehensive planning supports, including a dedicated guide, detailed, step-by-step unit plans, three different types of planning, and subject department plans
Assessment supports, including retrieval practice resources and activity ideas, teacher mark sheets and whole-class feedback sheets, and mini-assessments
First Year novel supports, including knowledge organisers for a choice of four novels, character map and plot road organisers, personal response discussion and short writing tasks, and blank templates
Second and Third Year reading for pleasure supports
Additional blank templates
Digital Resources
Teachers can access the Touchstones 1 & 2 interactive e-books at www.edcolearning.ie, plus a bank of free digital resources, including:
› Editable PowerPoint presentations and interactive quizzes for each unit
› Editable units of learning and templates to support planning
› Worksheets and tests, plus select solutions
› Useful websites for further research
› A wide range of audio and video content, including poetry readings, short films, podcasts, summaries of prescribed texts, skills-based demos and exam-focused tutorials
ABOUT THE AUTHOR
Clare Madden is an English and History teacher based in Glanmire Community College in Cork. She is a former JCT English Associate and has taught Junior Cycle English since its introduction. Clare also delivers English teaching webinars on behalf of Education Centres nationwide and tweets regularly on all things English teaching @MaddenClare.
The Educational Company of Ireland
Please contact your Local Edco Representative to book a presentation or request a sample copy, Ph: 01-4500611, Email: info@edco.ie, Website: www.edco.ie
2023
W RE dg o TEACHER’RESOURCE BOO 1 & 2 CLARE MADDEN ACTIVITY BOOK Junior Cycle First Year English CLARE MADDEN ACTIVITY BOOK Junior Cycle First Year English
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