Touchstones Activity Book

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J u n i o r C y cl e F i r st Ye a r E ng l ish

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ACTIVITY BOOK CLARE MADDEN The Educational Company of Ireland

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First published 2022 The Educational Company of Ireland Ballymount Road Walkinstown Dublin 12 www.edco.ie

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A member of the Smurfit Kappa Group plc © Clare Madden, 2022

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All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without either the prior permission of the Publisher or a licence permitting restricted copying in Ireland issued by the Irish Copyright Licensing Agency, 63 Patrick Street, Dun Laoghaire, Co. Dublin.

Editor: Sarah Reece Design: EMC Design Ltd Layout: EMC Design Ltd Proofreader: Judith Paskin Cover Design: Slick Fish Design Cover Illustration: János Orbán

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ISBN 978-1-80230-018-5

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Illustrations: Shirley Chiang, Shutterstock

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Photograph and text acknowledgements: Alamy, Shutterstock, The Lion, the Witch and the Wardrobe by C.S. Lewis by permission of Harper Collins UK; The Shadow of the Wind by Carlos Ruiz Zafón by permission of the Orion Publishing Group Ltd.; ‘We Real Cool’ by Gwendolyn Brooks, the Estate of Gwendolyn Brooks; ‘Refugees’ by Brian Bilston, by permission of Unbound; ‘Mid-Term Break’ by Seamus Heaney, Faber & Faber; ‘The door’ by Miroslav Holub, translation by Ian Milner, by permission of Bloodaxe Books; Blood Brothers by Willy Russell, by permission of Negus-Fancey Agents Ltd.

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While every care has been taken to trace and acknowledge copyright, the publishers tender their apologies for any accidental infringement where copyright has proved untraceable.

They would be pleased to come to a suitable arrangement with the rightful owner in each case.

Web references in this book are intended as a guide for teachers. At the time of going to press, all web addresses were active and contained information relevant to the topics in this book. However, The Educational Company of Ireland and the author do not accept responsibility for the views or information contained on these websites. Content and addresses may change beyond our control and pupils should be supervised when investigating websites.

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CONTENTS Unit 1: Fiction

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Unit 2: Poetry

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1.1 What do I know?

1.2 Jack And The Beanstalk: Plot 1.3 Narrative Perspective 1.4 Five Senses 1.5 Characters 1.6 The Iliad: Vocabulary 1.7 The Iliad: Plot 1.8 The Iliad: Quote Quest 1.9 The Iliad: Character Map 1.10 The Iliad: Hero of Heroes 1.11 The Iliad: Extended Writing 1.12 The Secret Life Of Walter Mitty: Plot 1.13 The Secret Life Of Walter Mitty: Quote Quest 1.14 The Secret Life Of Walter Mitty: Characteristics 1.15 The Secret Life Of Walter Mitty: Comparison 1.16 Fractured Fairy Tales: Brainstorm 1.17 Fractured Fairy Tales: Plot 1.18 Fractured Fairy Tales: Story Sketch 1.19 Fractured Fairy Tales: Character Creation 1.20 Personal Dictionary

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2.1 What do I know?

2.2 ‘From Above’: Annotation 2.3 ‘We real cool’: Annotation 2.4 ‘We real cool’: Writing 2.5 ‘Refugees’: Annotation 2.6 ‘First They Came’: Quote Quest 2.7 ‘First They Came’: Writing 2.8 ‘Back in the Playground Blues’: Personal Response 2.9 ‘Back in the Playground Blues’: Quote Quest 2.10 ‘Back in the Playground Blues’: Editing 2.11 ‘Back in the Playground Blues’: Writing 2.12 ‘Mid-Term Break’: Personal Response 2.13 ‘Mid-Term Break’: Summary

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2.14 ‘Mid-Term Break’: Quote Quest 2.15 Painting With Words: Examples 2.16 Painting With Words: Writing 2.17 Painting With Words: Personification 2.18 Inference: Pictures 2.19 Inference: Everyday Speech 2.20 Inference: Songs 2.21 Inference: Poetry 2.22 ‘The door’: Personal Response 2.23 ‘The door’: Summary 2.24 ‘The door’: Inference 2.25 ‘The door’: Writing 2.26 ‘The Sky is low – the Clouds are mean’: Inference 2.27 ‘The Sky is low – the Clouds are mean’: Personification 2.28 ‘The Sky is low – the Clouds are mean’: Personal Response 2.29 ‘Daffodils’: Mood 2.30 ‘Daffodils’: Challenging Vocabulary 2.31 ‘Daffodils’: Personification 2.32 ‘Daffodils’: Inference 2.33 How A Poem Sounds: Examples 2.34 ‘The Sound Collector’: Poetry Notes 2.35 ‘The Sound Collector’: Personal Response 2.36 ‘Base Details’: Personal Response 2.37 ’Base Details’: Quote Quest 2.38 ’Base Details’: Poetry Notes 2.39 ‘The Eagle’: Annotation 2.40 ‘The Eagle’: Poetry Notes 2.41 ‘Alphabet Aerobics’: Writing 2.42 ‘Alphabet Aerobics’: Performance Planner 2.43 The Poets’ Toolbox: Word Exploration 2.44 Personal Dictionary

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Unit 3: Film

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3.1 What do I know?

3.2 Film Genre Infographic 3.3 The Look Of A Film 3.4 Cinematography 3.5 Editing Techniques 3.6 Spotify Soundtrack 3.7 Sound Effects

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4.1 What do I know?

4.2 Set Design 4.3 Costume Design 4.4 Stage Directions: Character 4.5 Stage Directions: Writing 4.6 A Christmas Carol: Writing 4.7 A Christmas Carol: Acting/Directing 4.8 Blood Brothers: Stage Directions 4.9 Blood Brothers: Performing 4.10 Frankenstein: Staging a Scene 4.11 From Page To Stage: Plot Development 4.12 From Page To Stage: Planning the Plot 4.13 From Page To Stage: Staging a Scene 4.14 From Page To Stage: Justifying Your Choices 4.15 From Page To Stage: Acting/Directing 4.16 Personal Dictionary

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Unit 4: Drama

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3.8 The Greatest Showman Review: Annotation 3.9 A Single Life Review: Challenging Vocabulary 3.10 Film Review: Notes 3.11 Film Review: Writing 3.12 Sixty-Second Silent Movie: Elevator Pitch 3.13 Sixty-Second Silent Movie: Storyboard 3.14 Personal Dictionary

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Unit 5: Shakespeare

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5.1 What do I know?

5.2 Shakespeare Performances: Then And Now 5.3 Shakespeare’s Punctuation: Reading 5.4 Shakespeare’s Words: Invented Words 5.5 Shakespeare’s Words: Insults 5.6 Shakespeare’s Words: Retired Words 5.7 Shakespeare’s Grammar: Pronouns 5.8 Shakespeare’s Grammar: Contractions 5.9 Shakespeare’s Grammar: Word Inversions 5.10 Translating Shakespeare 5.11 Romeo And Juliet: Films 5.12 Romeo And Juliet: Compliments 5.13 Romeo And Juliet: Writing 5.14 Who Was William Shakespeare?

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Unit 6: Non-Fiction 6.1 What do I know?

6.2 Letters: Quote Quest 6.3 Emails: Quote Quest 6.4 Travel Writing: Quote Quest 6.5 Travel Writing: Research 6.6 Newspapers: Front Page 6.7 Newspaper Articles: Quote Quest 6.8 Newspaper Front Page: Planning 6.9 Speeches: Writing 6.10 Speeches: Delivery 6.11 TV Advertisements 6.12 Radio Advertisements 6.13 Print Advertisements 6.14 Advertising Campaign: Planning 6.15 Theme Park: Research 6.16 Theme Park: Planning 6.17 Theme Park: Radio Ad Planning 6.18 Theme Park: Radio Ad Script

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7.1 Fill Your Bookshelves 7.2 The Ten-Text Challenge

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Unit 7: Reading

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Unit 8: Spelling, Punctuation and Grammar 150 151 151 152 153 153 154 155

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8.1 Using Capital Letters 8.2 Using End Punctuation 8.3 Using Commas 8.4 Using Apostrophes 8.5 Using Colons 8.6 Using Punctuation In Dialogue 8.7 Using Adverbs 8.8 Using Pronouns Templates: Retrieval Practice: Brain Dump

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Retrieval Practice: The Quad

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Retrieval Practice: Loads Of Lists

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Word Exploration Grids

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UNIT 1

FICTION Ire la n

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1.1 What do I know?

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What do you already know about fiction? Jot down anything you already know on the lines below, including the names of any famous authors you have heard of and the features of your favourite story.

1.2 Jack And The Beanstalk: Plot 2

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Place the plot points listed on page 5 of your textbook in the correct order.

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1.3 Narrative Perspective

Read the book extracts on pages 7–8 of your textbook. Match them with a narrative perspective in the table on the following page. first-person perspective third-person limited perspective third-person omniscient perspective

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TOUCHSTONES 1 Extract

Narrative perspective

How do you know?

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The Hunger Games

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The Fellowship of the Ring

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The Curious Incident of the Dog in the Night-time

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Ender’s Game

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Little Women

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UNIT 1

FICTION

1.4 Five Senses

Which sense is being appealed to?

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The public-houses, with gas-lights burning inside, were already open. By degrees, other shops began to be unclosed, and a few scattered people were met with. Then, came straggling groups of labourers going to their work; then, men and women with fish-baskets on their heads; donkey-carts laden with vegetables; chaise-carts filled with livestock or whole carcasses of meat; milk-women with pails; an unbroken concourse of people trudging out with various supplies to the eastern suburbs of the town. As they approached the City, the noise and traffic gradually increased; when they threaded the streets between Shoreditch and Smithfield, it had swelled into a roar of sound and bustle.

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Highlight which phrases appeal to senses

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Investigate how the authors of the extracts below engage the five senses in their setting descriptions to paint a picture of the world for the reader. Highlight any words or phrases that appeal to the senses, then write which sense is being appealed to. An example from the first line has been done for you. Keep reading to find other examples.

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The Lion, the Witch and the Wardrobe

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Next moment she found that what was rubbing against her face and hands was no longer soft fur but something hard and rough and even prickly. ‘Why, it is just like branches of trees!’ exclaimed Lucy. And then she saw that there was a light ahead of her; not a few inches away where the back of the wardrobe ought to have been, but a long way off. Something cold and soft was falling on her. A moment later she found that she was standing in the middle of a wood at night-time with snow under her feet and snowflakes falling through the air.

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The Shadow of the Wind by Carlos Ruiz Zafón

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A reef of clouds and lightning raced across the skies from the sea … My hands were shaking, and my mind wasn’t far behind.

I looked up and saw the storm spilling like rivers of blackened blood from the clouds, blotting out the moon and covering the roofs of the city in darkness. I tried to speed up, but I was consumed with fear and walked with leaden feet, chased by the rain. I took refuge under the canopy of a newspaper kiosk, trying to collect my thoughts and decide what to do next. A clap of thunder roared close by, and I felt the ground shake under my feet … On the flooding pavements the streetlamps blinked, then went out like candles snuffed by the wind. There wasn’t a soul to be seen in the streets, and the darkness of the blackout spread with a fetid smell that rose from the sewers.

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TOUCHSTONES 1 1.5 Characters

What is revealed about their physical characteristics and personality?

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Bagheera from The Jungle Book

What are you left wondering about the character?

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Character

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Read the character descriptions on pages 14–15 of your textbook. What do the extracts reveal about these characters? What do these extracts leave you wondering about these characters?

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Huckleberry Finn’s father from The Adventures of Huckleberry Finn

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Jack from Lord of the Flies

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Hagrid from Harry Potter and the Philosopher’s Stone

Mrs Joe from Great Expectations

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UNIT 1

FICTION

1.6 The Iliad: Vocabulary 1 Highlight the sentences below that use the new vocabulary words from pages 19–20 of your textbook correctly.

On bended knee, I offered gold, silver and spices to appease the angry warlord.

B

To appease her, he smashed her collection of china dolls, much to her dismay.

Avenge A

I stood over her dead body and vowed to avenge her death.

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I avenged her by planting beautiful flowers everywhere.

Cunning

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Appease

She stayed in her room all night concocting a cunning plan to take over the committee.

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Sarah was cunning by telling everyone her business.

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Immortal A

Apollo did not concern himself with risks and fear, as he was immortal.

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John was immortal, but he died in the war.

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2 Write a short paragraph that contains all four words. The paragraph must show your understanding of the words.

3 Without using your textbook for help, go to page 159 of your activity book and, in your own words, fill in the definition, synonyms, etymology and example sentence boxes for all four words.

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TOUCHSTONES 1 1.7 The Iliad: Plot Place the plot points listed on page 24 of your textbook in the correct order.

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1.8 The Iliad: Quote Quest

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Skim and scan the text on pages 21–24 of your textbook to find quotes to prove the following statements.

Statement

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The gods interfere with the human world for their own amusement.

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Agamemnon was a cruel and unreasonable man.

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Hector is angry and ashamed of Paris.

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Achilles was a mighty warrior.

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The war remained winnerless.

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UNIT 1

FICTION

1.9 The Iliad: Character Map

Aries

Aphrodite

Apollo

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TROJANS

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Draw lines from one character to another to show how they are linked or related. Use evidence from the text on pages 21–24 of your textbook to figure out the connections between the characters. The first one has been done for you.

King Priam

Agamemnon

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Menelaus

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brothers Hector

Chryses (Chryseis’ father)

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Paris

Helen

Chryseis

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Andromache

Achilles

Patroclus

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TOUCHSTONES 1 1.10 The Iliad: Hero Of Heroes We meet three heroic warriors in this story: Achilles, Hector and Patroclus. Begin by making a list of three criteria by which you could judge them. (For example: Willing to risk his life.)

Judging criteria

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Now rank them in order of who you think is the most heroic according to your criteria.

Ranking ladder

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Finally, write a paragraph to explain which character you choose to be the hero of heroes.

Use references or quotations from the text to back up your choice. Look at page 72 of your textbook for help on using quotations correctly.

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I have chosen

are:

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The reasons why I have chosen

as my hero of heroes.

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UNIT 1

FICTION

1.11 The Iliad: Extended Writing Name of text: Author:

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Describe a moment in the story that you particularly enjoyed reading.

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Why did you enjoy your chosen moment? Give reasons for your answer.

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Do you think the author is a good storyteller? Give reasons for your answer and examples from the text.

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TOUCHSTONES 1 1.12 The Secret Life Of Walter Mitty: Plot

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Each of Walter Mitty’s daydreams is caused by a spark from the real world and is ended by a pull back into the real world. Identify the sparks and pulls.

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1.13 The Secret Life Of Walter Mitty: Quote Quest

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Skim and scan the text on pages 27–30 of your textbook to find quotes to prove the following statements.

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Statement

Quote

Walter has a domineering wife who is always telling him what to do.

Imaginary Walter is a well-respected doctor.

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UNIT 1

FICTION

Walter doesn’t like the parking valets.

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Imaginary Walter is a talented marksman.

Walter is afraid of forgetting what his wife asked him to get.

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Imaginary Walter is brave and defiant in the face of death.

1.14 The Secret Life Of Walter Mitty: Characteristics

In the table below, divide up the characteristics listed on page 31 of your textbook.

Walter Mitty’s wife

Imaginary Walter Mitty

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Walter Mitty

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Now choose one characteristic from your lists for each character and state when we see this in the story. . We see this when .

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Walter Mitty is

. We see this when .

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Walter Mitty’s wife is

Imaginary Walter Mitty is

. We see this when .

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TOUCHSTONES 1 1.15 The Secret Life Of Walter Mitty: Comparison Compare the two versions of Walter Mitty using the organiser below.

Imaginary Walter Mitty

Walter Mitty

Behaviour

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How people treat him

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Tasks in real life

1.16 Fractured Fairy Tales: Brainstorm

Brainstorm some ideas for your piece of writing by exploring fairy tales you know.

Main characters

Interesting elements of the plot/characters

Ideas for elements of the story that you could flip

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Fairy tale

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UNIT 1

FICTION

1.17 Fractured Fairy Tales: Plot Map out the plot of your story using this graphic organiser to help you.

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Resolution

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Opening (sets the scene)

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1.18 Fractured Fairy Tales: Story Sketch

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Draw a sketch of your story in the box below and label the setting to help you establish the scene and the plot.

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TOUCHSTONES 1 1.19 Fractured Fairy Tales: Character Creation Use the table below to get to know your main character.

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Basic details – name, age, nationality. Is your character a human or animal?

Character’s positive traits

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Character’s negative traits

What is your character’s biggest fear?

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What is your character’s greatest achievement?

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What would your character

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do without thinking?

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What is your character confident about?

What is your character’s strongest memory?

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UNIT 1

FICTION

What does your character dream of?

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What type of education has your character had?

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What is your character’s family situation?

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Does your character have anything they keep a secret?

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Does your character have a job?

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TOUCHSTONES 1 1.20 Personal Dictionary

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Record a definition of the language techniques and challenging vocabulary that you have learned while studying this unit. Try to do this from memory as a form of retrieval practice.

If there’s anything you can’t remember, flick back to the Knowledge Organiser on page 3 and the Challenging Vocabulary sections on pages 19–20 and pages 26–27 of the textbook to look at the meaning. Then create a sentence that shows your understanding of the word.

The first one has been done for you.

Word

Definition

Use it in a sentence

Plot

The things that happen in a story.

There were holes in the plot of the film, but it was enjoyable nonetheless.

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Narrative perspective

First-person perspective

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Reliable narrator

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Third-person omniscient narrator

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Third-person limited narrator

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Character

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UNIT 1

FICTION

Setting

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Immortal

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Appease

Cunning

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Avenge

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Pandemonium

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Insinuating

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Inscrutable

Insolent

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UNIT 2

POETRY d

2.1 What do I know?

Poets

Rules of poetry

What do you know about poetry?

Techniques poets use

Poems

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What do you already know about poetry? Jot down anything you already know on the lines below, including the names of any poets you have heard of and your favourite poem, if you have one.

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UNIT 2

POETRY

2.2 ‘From Above’: Annotation Practise your annotation skills using the prompt boxes to guide you.

‘From Above’ – Cale Young Rice

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What do I care if the trees are bare

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And the hills are dark And the skies are gray.

What do I care for chill in the air At the rough wind’s way.

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For crows that cark

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What do I care for the dead leaves there – Or the sullen road

By the sullen wood.

There’s heart in my heart To bear my load!

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So enough, the day is good!

Structure

Speaker

Rhyme

Rhythm

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TOUCHSTONES 1 2.3 ‘We Real Cool’: Annotation Practise your annotation skills using the prompt boxes to guide you.

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‘We Real Cool’ – Gwendolyn Brooks

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THE POOL PLAYERS. SEVEN AT THE GOLDEN SHOVEL. We real cool. We

Lurk late. We

Sing sin. We Thin gin. We

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Strike straight. We

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Left school. We

Jazz June. We

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Die soon.

Structure

Speaker

Rhyme

Rhythm

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UNIT 2

POETRY

2.4 ‘We Real Cool’: Writing Use the writing frame below to create your own version of ‘We Real Cool’.

‘We Real Cool’ by

We

cool. We school. We

. We . We . We

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soon.

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. We

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The

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TOUCHSTONES 1 2.5 ‘Refugees’: Annotation Practise your annotation skills using the prompt boxes to guide you.

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‘Refugees’ by Brian Bilston

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They have no need of our help So do not tell me These haggard faces could belong to you or me Should life have dealt a different hand We need to see them for who they really are

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Chancers and scroungers Layabouts and loungers

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With bombs up their sleeves Cut-throats and thieves They are not Welcome here We should make them They cannot

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Share our food

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Go back to where they came from

Share our homes

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Share our countries Instead let us

Build a wall to keep them out

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It is not okay to say These are people just like us

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A place should only belong to those who are born there Do not be so stupid to think that

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The world can be looked at another way

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(now read from bottom to top)

Structure

Speaker

Rhyme

Rhythm

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UNIT 2

POETRY

2.6 ‘First They Came’: Quote Quest Skim and scan the poem on page 73 of your textbook to find quotes to prove the following statements. The first one has been done for you.

Then practise embedding your quotes and using the correct punctuation by including them in a full sentence.

Line/Phrase

Sentence

A variety of different groups of people were taken away.

‘they came for the Communists’

We are told that a variety of different groups of people were taken away, including ‘the communists’, ‘the socialists’, ‘the trade unionists’ and ‘the Jews’.

‘they came for the trade unionists’ ‘they came for the Jews’

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This poem’s subject is the Holocaust.

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‘they came for the Socialists’

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Statement

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The poet did nothing as groups of people were taken away.

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The poet himself was taken away.

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The poet regrets his lack of action.

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TOUCHSTONES 1 2.7 ‘First They Came’: Writing Using ‘First They Came’ as a template, use the writing frame below to create your own poem about taking or not taking personal responsibility for events you have witnessed.

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‘First They Came’ by

And I Because

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Then they came for

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First they came for

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And I Because

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Then they came for And I

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Because Then they came for

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And I

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Because

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And

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Then they came for

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UNIT 2

POETRY

2.8 ‘Back in the Playground Blues’: Personal Response Listen to a reading of the poem ‘Back in the Playground Blues’ (see page 75 of your textbook), then record your reaction and feelings in the table below.

Something you were interested in

Something you didn’t understand

©

Th

e

Ed

uc

at io

na l

C

Something you felt afterwards

om pa ny

of

Ire la n

d

Something you liked

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TOUCHSTONES 1 2.9 ‘Back in the Playground Blues’: Quote Quest Skim and scan the poem on page 75 of your textbook to find quotes to prove the following statements. The first one has been done for you.

Then practise embedding your quotes and using the correct punctuation by including them in a full sentence.

Line/Phrase

Sentence

The child will not be helped by their parents.

‘Got a mother and a father they’re one thousand years away’

We know the child will not be helped by their mother and father as they are not there and the child feels that they are ‘one thousand years away’.

Ire la n

om pa ny

of

The poet is exaggerating.

d

Statement

at io

na l

C

The playground is not a safe place.

e

Ed

uc

The teachers are not helping the child.

©

Th

The poet doesn’t agree that this prepares them well for real life.

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UNIT 2

POETRY

2.10 ‘Back in the Playground Blues’: Editing Create a positive description of a children’s playground by choosing different words to fill the blanks in the lines below.

Well the playground was

d

and the playground was

Ire la n

It was with a

all around

running all around

om pa ny

And it had a special name to it, they called it

of

with a

2.11 ‘Back in the Playground Blues’: Writing

©

Th

e

Ed

uc

at io

na l

C

Write a text message conversation between a bully and their victim.

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TOUCHSTONES 1 2.12 ‘Mid-Term Break’: Personal Response Listen to Seamus Heaney read his poem ‘Mid-Term Break’ (see page 77 of your textbook), then record your reaction and feelings in the table below.

Something you were interested in

C

Something you didn’t understand

©

Th

e

Ed

uc

at io

na l

Something you felt afterwards

om pa ny

of

Ire la n

d

Something you liked

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UNIT 2

POETRY

2.13 ‘Mid-Term Break’: Summary Summarise each stanza with a short one-sentence summary.

Stanza

One-sentence summary

Ire la n of

at io

na l

And tell me they were ‘sorry for my trouble’.

Whispers informed strangers I was the eldest, Away at school, as my mother held my hand

om pa ny

The baby cooed and laughed and rocked the pram When I came in, and I was embarrassed By old men standing up to shake my hand

C

In the porch I met my father crying— He had always taken funerals in his stride— And Big Jim Evans saying it was a hard blow.

d

I sat all morning in the college sick bay Counting bells knelling classes to a close.

At two o’clock our neighbours drove me home.

Ed

uc

In hers and coughed out angry tearless sighs.

At ten o’clock the ambulance arrived With the corpse, stanched and bandaged by the nurses.

©

Th

e

Next morning I went up into the room. Snowdrops And candles soothed the bedside; I saw him For the first time in six weeks. Paler now,

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TOUCHSTONES 1 Stanza

One-sentence summary

Ire la n

d

Wearing a poppy bruise on his left temple, He lay in the four-foot box as in his cot.

No gaudy scars, the bumper knocked him clear.

of

A four-foot box, a foot for every year.

om pa ny

2.14 ‘Mid-Term Break’: Quote Quest

Skim and scan the poem on page 77 of your textbook to find quotes to prove the following statements.

Then practise embedding your quotes and using the correct punctuation by including them in a full sentence.

at io

The poet’s father is unusually emotional.

Sentence

C

Line/Phrase

na l

Statement

©

Th

e

Ed

uc

The baby is blissfully unaware of what has happened.

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UNIT 2 Statement

Line/Phrase

POETRY

Sentence

Ire la n

d

The poet’s community are rallying around the family.

om pa ny

of

The poet reacts to seeing the body for the first time.

at io

©

Th

e

Ed

uc

This is a senseless tragedy.

na l

C

The poet is angry and upset by what has happened to his brother.

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TOUCHSTONES 1 2.15 Painting With Words: Examples Identify whether the following sentences are examples of simile, metaphor or personification, and explain how you know.

Sentence

Metaphor

Simile

Personification

Ire la n

d

The glasses danced on the shelf during the earthquake.

om pa ny

of

The leaves fell like rain.

C

The fireworks were a lantern in the sky.

e

Ed

uc

at io

na l

The fire roared to life.

Ray slept like a log.

How do you know?

©

Th

The rusty door hinge screamed every time the door opened.

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UNIT 2 Sentence

Metaphor

Simile

Personification

POETRY

How do you know?

Ire la n

d

Patricia was as sweet as pie.

of

The wind was like a piercing arrow.

om pa ny

Fruit is fuel for a healthy body.

at io

uc

Alfie is like a rocket on his bike.

na l

C

Bobby’s voice is velvet.

©

Th

e

Ed

The snow whispered as it fell to the ground.

The train screamed down the tracks.

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TOUCHSTONES 1 2.16 Painting With Words: Writing Write a sentence using a simile, metaphor or personification to describe each of the following.

Ire la n

d

1 Someone who is angry

2 A hot day

om pa ny

of

3 A cold day

4 A crying baby

na l

C

5 Someone running

at io

6 A ship sailing

Ed

uc

7 An angry dragon

Th

e

8 Someone smiling

©

9 A smelly sock

10 A graceful ballerina

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UNIT 2

POETRY

2.17 Painting With Words: Personification Fill in the blanks in the sentences below using an adjective and a verb that personifies the objects in these sentences.

An adjective is a describing word, for example: happy, purple, beautiful.

the ball.

2 The

wind

3 The

daffodils

pool

5 The

china

the holidaymakers.

printer

6 The that I printed.

cup

C

7 The

floor

walked across it.

na l

8 The

car

turned.

10 The

at io

9 The

their bonnets in

om pa ny

4 The

during the earthquake.

through the trees.

of

the wind.

as Max hit

Ire la n

baseball bat

1 The

d

A verb is an action word, for example: shivered, danced, swam.

alarm clock

on the shelves

out the copies

an entire jar of tea. as the elephant

as the key was

that it was

Ed

11 The

uc

time to get up.

stars

at us from the night

sky.

e

12 The

chocolate cake was

my

Th

name.

refrigerator

a sad tune.

©

13 The

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TOUCHSTONES 1 2.18 Inference: Pictures Look at the images on page 84 of your textbook, then complete the jigsaw pieces below.

Picture 1 Your inference

d

Your own background knowledge

of

Ire la n

List the clues

Your own background knowledge

Your inference

Picture 3

Your own background knowledge

Your inference

Your own background knowledge

Your inference

Ed

uc

at io

List the clues

na l

C

List the clues

om pa ny

Picture 2

Th

e

Picture 4

©

List the clues

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UNIT 2

POETRY

2.19 Inference: Everyday Speech Look carefully at the sentences below. Then fill in the jigsaw pieces to explain the meaning of each sentence.

om pa ny

My teacher is a dragon.

Your own background knowledge

Your inference

na l

C

List the clues

Your inference

Ire la n

Your own background knowledge

of

List the clues

d

His car is as ugly as sin.

at io

The wind was howling last night.

Your own background knowledge

Your inference

©

Th

e

Ed

uc

List the clues

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TOUCHSTONES 1 2.20 Inference: Songs Look carefully at the song lyrics below. Then fill in the jigsaw pieces to explain the meaning of each lyric.

‘You’re as cold as ice

Your inference

om pa ny

of

Ire la n

Your own background knowledge

List the clues

d

You’re willing to sacrifice our love’

‘And who do you think you are?

Runnin’ ’round leaving scars Collecting your jar of hearts’

Your own background knowledge

Your inference

at io

na l

C

List the clues

‘You start to freeze

uc

As horror looks you right between the eyes’ Your own background knowledge

Your inference

©

Th

e

Ed

List the clues

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UNIT 2

POETRY

2.21 Inference: Poetry Look carefully at the quotations from poems below. Then fill in the jigsaw pieces to explain the meaning of each line.

‘Do not go gentle into that good night,

Ire la n

Your inference

of

Your own background knowledge

om pa ny

List the clues

d

‘O my Luve is like a red, red rose’

Old age should burn and rave at close of day; Rage, rage against the dying of the light.’

Your own background knowledge

Your inference

at io

na l

C

List the clues

‘Last night, while I lay thinking here, Some Whatifs crawled inside my ear

uc

And pranced and partied all night long’ Your own background knowledge

Your inference

©

Th

e

Ed

List the clues

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TOUCHSTONES 1 2.22 ‘The door’: Personal Response Watch the reading of ‘The door’ (see page 84 of your textbook), then record your reaction and feelings in the table below.

Something you were interested in

Something you didn’t understand

©

Th

e

Ed

uc

at io

na l

C

Something you felt afterwards

om pa ny

of

Ire la n

d

Something you liked

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UNIT 2

POETRY

2.23 ‘The door’: Summary

d

The poet suggests there are many possibilities behind the closed door. Illustrate each box below with the possibilities that lie beyond.

Maybe a dog’s rummaging.

Maybe you’ll see a face, or an eye, or the picture of a picture.

If there’s a fog, it will be clear.

Even if there’s only the darkness ticking, even if there’s only the hollow wind.

©

Th

e

Ed

uc

at io

na l

C

om pa ny

of

Ire la n

Maybe outside there’s a tree, or a wood, a garden, or a magic city.

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TOUCHSTONES 1 2.24 ‘The door’: Inference Look carefully at the quotations from ‘The door’ below. Then fill in the jigsaw pieces to explain the meaning of each line.

Your own background knowledge

Your inference

na l

C

List the clues

Ire la n

om pa ny

‘even if there’s only the hollow wind’

Your inference

of

Your own background knowledge

List the clues

d

‘If there’s a fog, it will clear.’

at io

‘At least there’ll be a draught.’

Your own background knowledge

Your inference

e

Ed

uc

List the clues

©

Th

What do you think the poet is trying to teach us about in this poem? Use a quote from the text to support your answer. Practise embedding your quote in a sentence and punctuating it correctly.

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UNIT 2

POETRY

2.25 ‘The door’: Writing Write your own version of ‘The door’.

Create a four-stanza poem encouraging people to take risks and embrace change.

©

Th

e

Ed

uc

at io

na l

C

om pa ny

of

Make this into a shape poem by writing around the door outline below.

Ire la n

Come up with your own suggestions as to what people might see when they open the door.

d

Begin each stanza with ‘Go and open the door’.

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TOUCHSTONES 1 2.26 ‘The Sky is low – the Clouds are mean’: Inference Look carefully at the questions below. Then look back at the poem on page 87 of your textbook and fill in the jigsaw pieces to explain your answer.

Your own background knowledge

Your inference

at io

Where does the poet live?

na l

C

List the clues

om pa ny

How does the poet feel about this time of year?

Your inference

Ire la n

Your own background knowledge

of

List the clues

d

What time of year is it in the poem?

Your own background knowledge

Your inference

e

Ed

uc

List the clues

©

Th

Choose one of the three questions above to answer in full. Practise embedding your quote in a sentence and punctuating it correctly.

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UNIT 2

POETRY

2.27 ‘The Sky is low – the Clouds are mean’: Personification The poet’s use of personification paints a vivid picture in the reader’s head of the weather, the atmosphere and the mood. There are three excellent examples of personification in the poem. Find them all and draw a picture of the scene the poet has painted in your mind.

Your drawing

Ed

uc

at io

na l

C

om pa ny

of

Ire la n

d

Example of personification

Explain why the poet’s use of personification is so effective in this poem.

Th

e

1 In my opinion, the poet’s use of personification was:

©

compelling

excellent

vivid

2 One of the poet’s best uses of personification was .

3 This was effective because .

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TOUCHSTONES 1 2.28 ‘The Sky is low – the Clouds are mean’: Personal Response Listen to the reading of ‘The Sky is low – the Clouds are mean’ (see page 88 of your textbook), then record your reaction and feelings in the table below.

Something you were interested in

Something you didn’t understand

©

Th

e

Ed

uc

at io

na l

C

Something you felt afterwards

om pa ny

of

Ire la n

d

Something you liked

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UNIT 2

POETRY

2.29 ‘Daffodils’: Mood How does the poet’s mood change through the poem? Use the graph below to plot the mood of the poet as it changes throughout the poem.

1 Before he sees the daffodils 2 When he sees the daffodils

Ire la n

d

3 When he is reflecting later about his experience

©

Th

e

Ed

uc

at io

na l

C

om pa ny

of

Extremely happy

Depressed

1

2

3

Find a specific quote in the poem that sums up his mood at each stage. Add these quotes to the graph.

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TOUCHSTONES 1 2.30 ‘Daffodils’: Challenging Vocabulary

Solitude

Ire la n

Synonyms:

of

Definition:

d

1 Add the definition, synonyms and a short example sentence to the word exploration grids below for these challenging words that appear in ‘Daffodils’ (see page 89 of your textbook). Use a dictionary and a thesaurus for research and to check your answers.

C

om pa ny

Example:

Synonyms:

Jocund Example:

©

Th

e

Ed

uc

at io

na l

Definition:

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UNIT 2

Pensive

d

Synonyms:

Ire la n

Definition:

POETRY

om pa ny

of

Example:

©

Th

e

Ed

uc

at io

na l

C

2 Write a short paragraph that includes these three challenging words to show your understanding of them.

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TOUCHSTONES 1 2.31 ‘Daffodils’: Personification

om pa ny

of

Ire la n

d

Illustrate Wordsworth’s examples of personification to gain a deeper understanding of the picture he is trying to paint in the reader’s mind. Add your drawings to the table below.

‘I saw a crowd,

‘Fluttering and dancing in the breeze’

uc

at io

na l

C

A host, of golden daffodils’

‘The waves beside them danced’

Ed

‘Tossing their heads in sprightly dance’

©

Th

e

Explain how Wordsworth’s use of personification is so effective in painting a picture in the mind of the reader.

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UNIT 2

POETRY

2.32 ‘Daffodils’: Inference What is the poet trying to say through his use of similes and metaphors? Combine the lines from the poem below with your own background knowledge to come to a conclusion and make an inference about these lines.

Your inference

Ire la n

Your own background knowledge

‘Continuous as the stars that shine’

Your own background knowledge

Your inference

na l

C

List the clues

om pa ny

of

List the clues

d

‘I wandered lonely as a cloud’

at io

‘They flash upon that inward eye’

Your own background knowledge

Your inference

e

Ed

uc

List the clues

©

Th

How does Wordsworth’s use of simile and metaphor in the poem help the reader to see how his experience in nature lifted his mood?

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TOUCHSTONES 1 2.33 How A Poem Sounds: Examples Identify whether the following sentences are examples of alliteration, assonance or onomatopoeia, and explain how you know.

Sentence

Alliteration

Assonance

Onomatopoeia

Ire la n

d

Please put away your paints and practise the piano

om pa ny

of

Her heels clacked on the hardwood floor

C

Son of a gun

e

Ed

uc

at io

na l

After a while, crocodile

Bake a big cake with lots of butter and bring it to the birthday bash

How do you know?

©

Th

The cat is out of the bag

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UNIT 2 Sentence

Alliteration

Assonance

Onomatopoeia

POETRY

How do you know?

Ire la n

d

Chips and dip

of

The bird’s chirp filled the empty night air

om pa ny

Those lazy lizards are lying like lumps in the leaves

na l at io

uc

Goodnight, sleep tight, don’t let the bedbugs bite

C

I had to hurry home where grandma was waiting for her waffles

©

Th

e

Ed

The clanging pots and pans awoke the baby

If you want the red team to win, clap your hands right now

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TOUCHSTONES 1 2.34 ‘The Sound Collector’: Poetry Notes Use this poetry organiser to take notes on ‘The Sound Collector’. See pages 95 and 96 of your textbook to read the poem and to find more information on taking notes.

Effect on the reader

Structure:

Ire la n

Themes and ideas

d

Poet’s writing choices

Speaker:

om pa ny

of

Punctuation:

Rhythm:

‘The Sound Collector’

By Roger McGough Summary:

Mood:

C

Rhyme:

na l

Personification:

at io

Metaphor:

Ed

uc

Simile:

Personal connection to the poem:

e

Onomatopoeia:

©

Th

Alliteration:

Links to other texts:

Assonance:

Tone:

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UNIT 2

Poetry

2.35 ‘The Sound Collector’: Personal Response Listen to the reading of this poem ‘The Sound Collector’ (see page 97 of your textbook), then record your reaction and feelings in the table below.

Something you were interested in

Something you felt afterwards

Something you didn’t understand

C

om pa ny

of

Ire la n

d

Something you liked

2.36 ‘Base Details’: Personal Response

Something you were interested in

e

Ed

uc

at io

Something you liked

na l

Watch a reading of the poem ‘Base Details’ (see page 99 of your textbook), then record your reaction and feelings in the table below.

Something you didn’t understand

©

Th

Something you felt afterwards

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TOUCHSTONES 1 2.37 ‘Base Details’: Quote Quest Skim and scan the poem on page 100 of your textbook to find quotes to prove the following statements.

Statement

Line/Phrase

Ire la n

d

The Majors are not actually in any danger of dying during this war.

om pa ny

of

The Majors are enjoying their time at war.

C

The Majors are overweight and unfit.

at io

e

Ed

uc

The Majors are minimising the gravity of the violence.

na l

The soldiers are in grave danger.

©

Th

The Majors are not young.

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UNIT 2

POETRY

Explain how the poet feels about the Majors.

1 In my opinion the poet feels: bitter

enraged

incandescent with rage

of

Ire la n

d

2 When do we see this in the poem?

©

Th

e

Ed

uc

at io

na l

C

om pa ny

3 What does this show the reader?

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TOUCHSTONES 1 2.38 ‘Base Details’: Poetry Notes Use this poetry organiser to take notes on ‘Base Details’. See pages 95 and 100 of your textbook to read the poem and to find more information on taking notes.

Effect on the reader

Structure:

Ire la n

Themes and ideas

d

Poet’s writing choices

Speaker:

om pa ny

of

Punctuation:

Rhythm:

‘Base Details’

By Siegfried Sassoon Summary:

Mood:

C

Rhyme:

na l

Personification:

at io

Metaphor:

Ed

uc

Simile:

Personal connection to the poem:

e

Onomatopoeia:

©

Th

Alliteration:

Links to other texts:

Assonance:

Tone:

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UNIT 2

Poetry

2.39 ‘The Eagle’: Annotation Practise your annotation skills using the prompt boxes to guide you. Look back at page 60 of your textbook if you need a reminder of why annotation is important and how to do it.

Close to the sun in lonely lands,

The wrinkled sea beneath him crawls; He watches from his mountain walls,

Structure

Speaker

Rhyme

Rhythm

Simile

Alliteration

Assonance

Summary

©

Th

e

Ed

uc

at io

na l

C

om pa ny

And like a thunderbolt he falls.

of

Ring’d with the azure world, he stands.

Ire la n

He clasps the crag with crooked hands;

d

‘The Eagle’ – Alfred, Lord Tennyson

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TOUCHSTONES 1 2.40 ‘The Eagle’: Poetry Notes Use this poetry organiser to take notes on ‘The Eagle’. See pages 95 and 102 of your textbook to read the poem and to find more information on taking notes.

Effect on the reader

Structure:

Ire la n

Themes and ideas

d

Poet’s writing choices

Speaker:

om pa ny

of

Punctuation:

Rhythm:

‘The Eagle’

By Alfred, Lord Tennyson Summary:

na l

Personification:

at io

Metaphor:

Personal connection to the poem:

Ed

uc

Simile:

Mood:

C

Rhyme:

e

Onomatopoeia:

©

Th

Alliteration:

Links to other texts:

Assonance:

Tone:

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UNIT 2

POETRY

2.41 ‘Alphabet Aerobics’: Writing Use the writing frame below to create your own alphabet rap, with a beat that follows ‘Alphabet Aerobics’ (see page 105 of your textbook).

A

Ire la n

d

A B B C

of

C

om pa ny

D D E E

C

F

na l

F G

at io

G H

uc

H

I

e

J

Ed

I

Th

J

©

K K L L

M

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TOUCHSTONES 1 M N N

d

O

Ire la n

O P P

of

Q

om pa ny

Q R R S S

C

T

na l

T

at io

U U

uc

V

W

e

W

Ed

V

Th

X

©

X Y Y Z Z

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UNIT 2

POETRY

2.42 ‘Alphabet Aerobics’: Performance Planner Use the table below to plan how you will perform your choral reading of ‘Alphabet Aerobics’.

Aspect of task

Decision

Intended effect on audience

om pa ny

of

Ire la n

d

How will you divide up the lines?

©

Th

e

Ed

uc

How will you stage your performance?

at io

na l

C

What visual effects will you use?

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TOUCHSTONES 1 2.43 The Poets’ Toolbox: Word Exploration

om pa ny

of

Simile

Ire la n

d

Explore the meanings of each of the poetic techniques for your toolbox using the word exploration grids below. Refer back to page 109 of your textbook to choose the ways you can explore each word.

Personification

©

Th

e

Ed

uc

at io

na l

C

Metaphor

Rhythm

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UNIT 2

Poetry

of

Ire la n

d

Rhyme

na l

C

om pa ny

Alliteration

Onomatopoeia

©

Th

e

Ed

uc

at io

Assonance

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TOUCHSTONES 1 2.44 Personal Dictionary

Word

Ire la n

d

Record a definition of the language techniques and challenging vocabulary that you have learned while studying this unit. Try to do this from memory as a form of retrieval practice.

If there’s anything you can’t remember, flick back to the Knowledge Organiser on page 49 and the Challenging Vocabulary sections on page 61, 87, 99 and 101 of your textbook and pages 54–55 of your activity book to look at the meaning. Then create a sentence that shows your understanding of the word.

Definition

Use it in a sentence

of

Structure

om pa ny

Speaker

C

Rhyme

at io

na l

Rhythm

Ed

uc

Subject

Th

e

Theme

©

Tone

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UNIT 2 Word

Definition

POETRY

Use it in a sentence

d

Mood

Ire la n

Simile

om pa ny

of

Metaphor

Personification

na l

C

Alliteration

uc

at io

Assonance

Ed

Onomatopoeia

©

Th

e

Annotation

Quotation

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TOUCHSTONES 1 Word

Definition

Use it in a sentence

d

Inference

Ire la n

Sullen

om pa ny

of

Diadem

Solitude

na l

C

Jocund

Ed

Petulant

uc

at io

Pensive

©

Th

e

Azure

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UNIT 3

FILM d

3.1 What do I know?

na l

C

om pa ny

of

Ire la n

What do you already know about film? Jot down anything you already know on the lines below, including the names of any directors you have heard of and your favourite film and film genre.

3.2 Film Genre Infographic

at io

Using the film genre infographics in your textbook as a model (see page 118), create an infographic to represent each of the film genres listed in the box below. Don’t forget the punctuation!

uc

Romantic comedy

©

Th

e

Ed

Focuses on light-hearted, humorous plot lines centred on romantic ideas, such as how true love is able to overcome everything.

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TOUCHSTONES 1 Fantasy epic

C

om pa ny

of

Ire la n

d

Usually tied into the quest to solve a worldaffecting problem, such as a dark lord, an evil wizard, a magical device that’s going to destroy everything or a worldending event that must somehow be avoided.

©

Th

e

Ed

uc

at io

Action sequences, such as fighting, stunts, car chases or explosions, are more important than things like developing characters or well-thought-out plotting. The story typically involves individual effort from the hero, who, incredibly, seems to be able to overcome everything.

na l

Action movie

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FILM

UNIT 3

3.3 The Look Of A Film Look at the three film stills on page 121 of your textbook and describe the mise-en-scène and colour palette of each one. Then use your descriptions to try to figure out the genre of the films and what you think might happen.

Corpse Bride

Trolls

om pa ny

of

Ire la n

d

Describe the mise-en-scène, including the sets, props, costume and make-up.

Marie Antoinette

at io

Guess the film genre.

na l

C

Describe the colour palette.

©

Th

e

Ed

uc

Predict what you think might happen.

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TOUCHSTONES 1 3.4 Cinematography

What camera angle is being used here?

What type of shot do you think this is?

of

Ire la n

A

What is the purpose of the director using this technique in the film?

d

Look at the six film stills on page 123 of your textbook and try to figure out which camera angle and shot is being used and for what purpose.

om pa ny

B

na l

C

C

Ed

Th

e

E

uc

at io

D

©

F

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UNIT 3

FILM

3.5 Editing Techniques Watch the following clips and jot down your ideas in the table below.

Raiders of the Lost Ark: edco.ie/7sfn Up: edco.ie/84rz

What type of editing technique is this?

Ire la n

d

Inception: edco.ie/8z4q What are the main features of this editing technique?

om pa ny

of

Raiders of the Lost Ark

©

Th

e

Ed

uc

Inception

at io

na l

C

Up

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TOUCHSTONES 1 Without referring to your textbook, answer the questions in the table below.

Bridging

Montage

Cross-cutting

Ire la n

d

Explain the editing technique in your own words.

om pa ny C na l

©

Th

e

Ed

uc

at io

Have you ever seen this technique used in other films/ TV shows?

of

What is the purpose of using this technique?

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UNIT 3

FILM

3.6 Spotify Soundtrack

Text name: Reason for choice

Ire la n

Artist

©

Th

e

Ed

uc

at io

na l

C

om pa ny

of

Song

d

Choose a text or text extract you have studied this year (this could be a poem, a novel, a short story or a drama extract) and create a five-song Spotify playlist that would fit in and match with the tone, theme and atmosphere of the text. Give a reason for including each song on your playlist.

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TOUCHSTONES 1 3.7 Sound Effects Read the six scene descriptions in the box below. List the sound effects that you would choose for each scene if you were directing it, and say which film genre you think each scene would fit into and why.

Scene Description

Sound Effects

Genre

om pa ny

of

Ire la n

d

A girl is being chased through a dark wood by an unseen attacker during a storm

Ed

uc

at io

A man in full army uniform walks cautiously through a tropical jungle, armed with a machine gun

na l

C

Two spaceships race through space, shooting at each other

©

Th

e

A woman and a man walk along a deserted beach, hand in hand on a beautiful summer’s evening

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UNIT 3 Scene Description

Sound Effects

FILM

Genre

Ire la n

d

An elf and a dwarf make their way up a snowy mountain on horseback

©

Th

e

Ed

uc

at io

na l

C

om pa ny

of

An animated dog and cat fight in an alleyway of a busy city

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TOUCHSTONES 1 3.8 The Greatest Showman Review: Annotation Use the teacher’s feedback on page 127 of your textbook to guide you in annotating the text below to improve this review of The Greatest Showman.

Ire la n

seeing The Greatest Showman mostly because it starred him and a bunch

d

Hugh Jackman is one of my favourite actors and I was so excited about

of good actors, I adore including michelle williams, zendaya and zac efron.

of

The Greatest Showman is inspired by the true story of PT Barnum, how he

om pa ny

created The Barnum & Bailey Circus and the lives of those involved. Hugh

Jackman is such fun to watch and he did a good job as PT Barnum. Michelle Williams, Zac Efron, rebecca ferguson and zendaya all did great jobs with their

C

roles and so did the supporting cast. Zendaya was the perfect actress for the

na l

role of Anne Wheeler . She looked so great and I couldn’t get enough of her.

It was filmed and directed so well and the music, which was choreographed

at io

so perfectly, made me happy.

uc

The songs were very catchy .I couldn’t stop listening to one song in my house

Ed

and that song was ‘This Is Me’. Musicals are not my favourite type of movie

©

Th

e

but when I saw The Greatest Showman, I was hooked. Yes, the plot may not match the true story but it was amazing nonetheless. I was gripped from beginning to the end. I loved the overall theme of acceptance, loving oneself and being content. It was a great film and I wouldn’t mind seeing it again. If you want to go see a great movie, go and see The Greatest Showman.

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UNIT 3

FILM

3.9 A Single Life Review: Challenging Vocabulary 1 Add the definition, synonyms and a short example sentence to the word exploration grids below for these challenging words that appear in the film review of A Single Life on page 129 of your textbook. Use a dictionary and a thesaurus for research and to check your answers.

Synonyms:

of

Poignant

Ire la n

d

Definition:

Synonyms:

Synchronicity Example:

e

Ed

uc

at io

na l

C

Definition:

om pa ny

Example:

©

Th

2 Write a short paragraph using these challenging words to show your understanding of them.

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TOUCHSTONES 1 3.10 Film Review: Notes As you watch your chosen film for the second time, focus your attention on the following: plot

setting

theme

characters

genre

message Characters

om pa ny

of

Ire la n

Plot

d

Fill in the table below with your thoughts.

Genre

Theme

Message

©

Th

e

Ed

uc

at io

na l

C

Setting

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UNIT 3

FILM

As you watch your chosen film for the third and final time, focus your attention on the film-making techniques: mise-en-scène

colour palette

shots

sound

editing techniques

camera angles

Fill in the table below with your thoughts.

d

Sound

Editing techniques

Shots

Camera angles

©

Th

e

Ed

uc

at io

na l

C

Colour palette

om pa ny

of

Ire la n

Mise-en-scène

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TOUCHSTONES 1 3.11 Film Review: Writing Use the writing frame below to help you structure your review in the format of a blog.

Ire la n

d

Blog banner picture – something to do with the film

of

Blog name – something to do with film in general, for example: The Film Buff

om pa ny

Blog post title and date – don’t forget to include the name of the film you are reviewing

na l

at io

Introduce the film – include all the relevant details, such as the director, the release date and the main actors

C

Tagline – sell or pan the film in one sentence

Ed

uc

Explain what the film is about

©

Th

e

Talk about the interesting characters in the film

Talk about the film techniques used and how effective they were on the audience

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UNIT 3

FILM

Explain what you liked/ disliked about the film

3.12 Sixty-Second Silent Movie: Elevator Pitch Use the table below to help you create your own movie pitch.

om pa ny

of

Idea title

Ire la n

d

What rating out of 10 would you give the film?

Idea in one line

C

Synopsis

na l

Target audience

uc

at io

Genre

Ed

Ideal actors

©

Th

e

Similar films

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TOUCHSTONES 1 3.13 Sixty-Second Silent Movie: Storyboard Use the storyboard boxes below to plan out the shots you are going to use in your film.

FILM PROJECT: SCENE

Shot:

Shot:

om pa ny

of

Ire la n

d

SCENE

Angles:

Angles: SCENE

na l

C

SCENE

at io

Shot:

Angles: SCENE

©

Th

e

Ed

SCENE

uc

Angles:

Shot:

Shot:

Shot:

Angles:

Angles:

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UNIT 3

FILM

3.14 Personal Dictionary

Definition

Use it in a sentence

Ire la n

Word

d

Record a definition of the film techniques and challenging vocabulary that you have learned while studying this unit. Try to do this from memory as a form of retrieval practice. If there’s anything you can’t remember, flick back to the Knowledge Organiser on page 115 of your textbook and the Challenging Vocabulary section on page 85 of your activity book to look at the meaning. Then create a sentence that shows your understanding of the word.

Film genre

om pa ny

of

Mise-en-scène

C

Colour palette

uc

High camera angle

at io

na l

Cinematography

Th

e

Ed

Eye-level camera angle

©

Low camera angle

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TOUCHSTONES 1 Close-up shot

Ire la n

d

Wide shot

of

Establishing shot

om pa ny

Montage

na l

C

Cross-cutting

Ed

uc

Soundtrack

at io

Bridging

©

Th

e

Poignant

Synchronicity

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UNIT 4

4.1 What do I know?

4.2 Set Design

na l

C

om pa ny

of

Ire la n

What do you already know about drama? Jot down anything you already know on the lines below, including the names of any plays, musicals or pantomines you’ve been to and which you particularly enjoyed.

d

DRAMA

©

Th

e

Ed

uc

Name of play:

at io

Use this page to sketch out your set design for your chosen play.

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TOUCHSTONES 1 4.3 Costume Design Look at the extract from Annie on page 149 of your textbook for clues on how to design the characters’ costumes. In the table below, sketch and label the costumes for Annie and Miss Hannigan.

Character

Annie

Miss Hannigan

om pa ny

of

Ire la n

d

Evidence from the text

©

Th

e

Ed

uc

at io

na l

C

Costume sketch

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UNIT 4

DRAMA

4.4 Stage Directions: Character Look at the stage directions in the extracts on page 153 of your textbook. Fill in the tables below with your ideas on what the stage directions are aiming to tell you about the characters.

Scene A The students

d

Mr Mylod

Ire la n

Character

om pa ny

of

Evidence from the text

na l

C

What does this tell us about the character?

Scene B

The students

Ed

uc

Evidence from the text

Mr Mylod

at io

Character

©

Th

e

What does this tell us about the character?

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TOUCHSTONES 1 4.5 Stage Directions: Writing

of

Ire la n

d

Think about how you could change the stage directions to give the audience a different impression of the characters in the scene. Write your stage directions into the blank spaces in the scene below.

na l

C

om pa ny

MR MYLOD: Okay, students. Your test will take the full class tomorrow. Are there any questions?

©

Th

e

Ed

uc

at io

MR MYLOD: I have a special incentive for you. The student with the highest score will receive this ticket, enabling him or her to skip the next test. So go and study hard, everybody!

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UNIT 4

DRAMA

4.6 A Christmas Carol: Writing

©

Th

e

Ed

uc

at io

na l

C

om pa ny

of

Ire la n

d

Use the comic strip panels below to create a comic strip version of the short scene from A Christmas Carol on page 156 of your textbook.

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TOUCHSTONES 1 4.7 A Christmas Carol: Acting/Directing

om pa ny

of

Ire la n

d

Think about how you would play or direct the parts of Scrooge and his nephew in this scene.

Use the guide prompts in the graphic organiser below.

Clues from the text about the character

C

Voice

Text name:

na l

Scene:

Context of the scene within the play

at io

Character name:

Relationships with other characters Gestures and movement

©

Th

e

Ed

uc

Facial expressions

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UNIT 4

DRAMA

4.8 Blood Brothers: Stage Directions Look at the scene from Blood Brothers below. This is a humorous scene that is meant to entertain the audience. Seven-year-old Mickey is played by an adult, adding to the humour of this scene.

d

Imagine you are the director. Annotate this scene with stage directions where you think they might add to the humour of the play.

I wish I was our Sammy, Our Sammy’s nearly ten.

He’s got two worms and a catapult

of

Ire la n

MICKEY:

om pa ny

An’ he’s built an underground den.

But I’m not allowed to go in there, I have to stay near the gate,

na l

But I’m not, I’m nearly eight!

C

’Cos me Mam says I’m only seven,

I sometimes hate our Sammy,

at io

He robbed me toy car y’know,

Now the wheels are missin’ an’ the top’s broke off,

uc

An’ the bleedin’ thing won’t go.

Ed

An’ he said when he took it, it was just like that,

©

Th

e

But it wasn’t, it went dead straight, But y’can’t say nott’n when they think y’ seven,

An’ y’ not, y’ nearly eight!

I wish I was our Sammy, Y’ wanna see him spit, Straight in y’ eye from twenty yards

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TOUCHSTONES 1 An’ every time a hit.

He’s allowed to play with matches, And he goes to bed dead late,

Even though I’m nearly eight!

Y’know our Sammy He draws nudey women, Without arms, or legs, or even heads

of

Ire la n

d

And I have to go at seven,

om pa ny

In the baths, when he goes swimmin’.

But I’m not allowed to go to the baths, Me Mam says I have to wait,

na l

But I’m not, I’m nearly eight!

C

’Cos I might get drowned, ’cos I’m only seven,

Y’ know our Sammy,

at io

Y’know what he sometimes does?

He wees straight through the letter box

uc

Of the house next door to us.

Ed

I tried to do it one night,

’Cos I couldn’t reach the letter box, But I will by the time I’m eight!

©

Th

e

But I had to stand on a crate,

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UNIT 4

DRAMA

4.9 Blood Brothers: Performing

om pa ny

of

Ire la n

d

Imagine you have been cast in the role of Mickey. Think about how you might prepare for a performance of this scene. Use the guide prompts in the graphic organiser below. Don’t forget that Mickey is a seven-year-old child!

Clues from the text about the character Text name:

C

Voice

na l

Scene:

Context of the scene within the play

at io

Character name:

Relationships with other characters Gestures and movement

©

Th

e

Ed

uc

Facial expressions

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TOUCHSTONES 1 4.10 Frankenstein: Staging A Scene Imagine you are the director of the adaptation of Frankenstein in your textbook (see pages 163– 165). What choices would you make about the set, props, lighting, costumes, sound and stage?

A flexible stage

A proscenium arch stage

A three-sided stage

AUDIENCE

AUDIENCE

STAGE

APRON

AUDIENCE

AUDIENCE

of

AUDIENCE

AUDIENCE

AUDIENCE

STAGE AREA

STAGE

AUDIENCE

STAGE

AUDIENCE

AUDIENCE

AUDIENCE

Ire la n

A theatre-in-the-round stage

d

Choose a stage type

uc

at io

na l

C

om pa ny

Stage: Draw and label your stage outline, actors’ positioning, set design and large props.

©

Th

e

Ed

Characters: Think about and sketch your characters’ costumes, make-up, hair and personal props.

Lighting decisions

Your sound effects and music choices

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UNIT 4

DRAMA

4.11 From Page To Stage: Plot Development In order to develop the plot of your play, fill in the table below.

Ire la n

d

When does the action take place – way back in the past, in the present day or in the future?

om pa ny C na l

uc

at io

What is the main incident of the plot around which the play will be based?

of

Where is the play set? How can you show this?

©

Th

e

Ed

Who are the main characters? Perhaps you might have one main character with all the other characters played by just one other person.

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TOUCHSTONES 1

Ire la n

d

Are there any other characters who would be necessary/ useful to the plot?

om pa ny

of

What kind of audience am I writing this play for?

How will the play hold their interest?

4.12 From Page To Stage: Planning The Plot

Ed

n

tio

e

ac

Resolution

©

Th

ng

t ac

ing

Opening (sets the scene)

lem

n

io

si Ri ob Pr

Climax

ll Fa

uc

at io

na l

C

Annotate the graph below with the different aspects of your plot.

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UNIT 4

DRAMA

4.13 From Page To Stage: Staging A Scene What choices will you make about the set, props, lighting, costumes, sound and stage for your play?

A flexible stage

A proscenium arch stage

A three-sided stage

AUDIENCE

AUDIENCE

STAGE

APRON

AUDIENCE

AUDIENCE

of

AUDIENCE

AUDIENCE

AUDIENCE

STAGE AREA

STAGE

AUDIENCE

STAGE

AUDIENCE

AUDIENCE

AUDIENCE

Ire la n

A theatre-in-the-round stage

d

Choose a stage type

uc

at io

na l

C

om pa ny

Stage: Draw and label your stage outline, actors’ positioning, set design and large props.

©

Th

e

Ed

Characters: Think about and sketch your characters’ costumes, make-up, hair and personal props.

Lighting decisions

Your sound effects and music choices

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TOUCHSTONES 1 4.14 From Page To Stage: Justifying Your Choices Fill in the table below to help you explore why you made the decisions you have for your play, and to check that you are maximising the dramatic experience for your audience.

Reason for your choice – linked to your knowledge of the text or the real-life story

om pa ny

of

Ire la n

Stage type

Intended effect on the audience

d

Aspect of stage craft

na l

C

Costumes

©

Th

e

Ed

uc

at io

Lighting

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UNIT 4 Aspect of stage craft

Reason for your choice – linked to your knowledge of the text or the real-life story

DRAMA

Intended effect on the audience

Ire la n

d

Music and sound effects

C

om pa ny

of

Set design

©

Th

e

Ed

Props

uc

at io

na l

Positioning of actors

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TOUCHSTONES 1 4.15 From Page To Stage: Acting/Directing

om pa ny

of

Ire la n

d

Think about how you would play or direct the different characters in your play. Use the guide prompts in the graphic organiser below.

Clues from the text about the character

C

Voice

Text name:

na l

Scene:

Context of the scene within the play

at io

Character name:

Relationships with other characters Gestures and movement

©

Th

e

Ed

uc

Facial expressions

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UNIT 4

DRAMA

4.16 Personal Dictionary

Definition

Use it in a sentence

Ire la n

Word

of

Stage

om pa ny

Proscenium arch stage

Ed

uc

at io

na l

C

Theatre-inthe-round stage

Three-sided stage

d

Record a definition of all the things about drama and theatre that you have learned while studying this unit. Try to do this from memory as a form of retrieval practice. If there’s anything you can’t remember, flick back to the Knowledge Organiser on page 141 of the textbook to look at the meaning. Then create a sentence that shows your understanding of the word.

©

Th

e

Flexible stage

Set design

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TOUCHSTONES 1 Word

Definition

Use it in a sentence

Ire la n

d

Props

of

Lighting

om pa ny

Sound

at io

©

Th

e

Ed

Acting

uc

Stage directions

na l

C

Costumes

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UNIT 5

5.1 What do I know?

©

Th

e

Ed

uc

at io

na l

C

om pa ny

of

Ire la n

What do you already know about Shakespeare? Jot down anything you already know on the lines below, including the names of any of his plays or poems you have heard of, as well as any facts about his life or reasons why he is famous.

d

SHAKESPEARE

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TOUCHSTONES 1 5.2 Shakespeare Performances: Then And Now Read through the text on page 175 of your textbook, then divide the list below into theatre in Shakespeare’s day and theatre in today’s world.

Audience – primarily middle and upper class or those with a good income

d

Audience – all classes

Ire la n

Seating – mix of standing and seats Seating – all seated Noise from audience Quiet audience Live music Special effects – scene changes and trapdoors No interval Interval

om pa ny

Lighting

of

Mostly recorded music

Extremely popular form of entertainment

Theatre in today’s world

©

Th

e

Ed

uc

at io

na l

C

Theatre in Shakespeare’s day

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UNIT 5

SHAKESPEARE

5.3 Shakespeare’s Punctuation: Reading

Ire la n

d

1 The lines in the box below are all taken from Shakespeare plays.

Row A shows how the text appears on the page.

Row B demonstrates how the text should be read, using the punctuation to tell you when to pause and stop. It is important not to stop at the line breaks on the page.

With your partner, practise reading the lines to each other. The person who is not speaking should monitor the speaker to check the lines are read as they appear in row B. A: How the lines appear on the page B: How the lines should be read

om pa ny

O sweet Juliet, Thy beauty hath made me effeminate And in my temper softened valor’s steel!

of

Romeo and Juliet, Act III Scene I

O sweet Juliet, thy beauty hath made me effeminate and in my temper softened valor’s steel!

Romeo and Juliet, Act I Scene V

C

My lips, two blushing pilgrims, ready stand To smooth that rough touch with a tender kiss.

at io

Macbeth, Act V Scene V

na l

My lips, two blushing pilgrims, ready stand to smooth that rough touch with a tender kiss.

uc

Life’s but a walking shadow, a poor player That struts and frets his hour upon the stage, And then is heard no more. It is a tale Told by an idiot, full of sound and fury, Signifying nothing.

e

Ed

Life’s but a walking shadow, a poor player that struts and frets his hour upon the stage, and then is heard no more. It is a tale told by an idiot, full of sound and fury, signifying nothing.

©

Th

Julius Caesar, Act I Scene II Men at some times are masters of their fates.

The fault, dear Brutus, is not in our stars But in ourselves, that we are underlings.

Men at some times are masters of their fates. The fault, dear Brutus, is not in our stars but in ourselves, that we are underlings.

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TOUCHSTONES 1 2 With your partner, try reading the short monologues in the box below to each other.

Follow the punctuation and not the line breaks. The person who is not speaking should monitor the speaker to check they are reading for punctuation, not line breaks.

Romeo and Juliet, Act I Scene V Romeo: What lady is that which doth enrich the hand

Like a rich jewel in an Ethiope’s ear, Beauty too rich for use, for earth too dear.

Henry V, Act III Scene I King Henry: Once more unto the breach, dear friends, once more, Or close the wall up with our English dead!

Ire la n

It seems she hangs upon the cheek of night

of

Oh, she doth teach the torches to burn bright!

d

Of yonder knight? …

As modest stillness and humility,

om pa ny

In peace there’s nothing so becomes a man

But when the blast of war blows in our ears, Then imitate the action of the tiger: Stiffen the sinews, summon up the blood, Then lend the eye a terrible aspect,

C

Disguise fair nature with hard-favored rage, Let pry through the portage of the head

na l

Like the brass cannon, let the brow o’erwhelm it As fearfully as doth a gallèd rock

O’erhang and jutty his confounded base,

at io

Swilled with the wild and wasterful ocean.

Macbeth, Act II Scene I

uc

Macbeth: Is this a dagger which I see before me, The handle toward my hand? Come, let me clutch thee.

Ed

I have thee not, and yet I see thee still.

Art thou not, fatal vision, sensible To feeling as to sight? Or art thou but

e

A dagger of the mind, a false creation,

Th

Proceeding from the heat-oppressèd brain?

©

I see thee yet, in form as palpable As this which now I draw.

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UNIT 5

SHAKESPEARE

5.4 Shakespeare’s Words: Invented Words In the box below are a selection of lines from Shakespeare’s plays that contain a word he invented. What do you think the words in bold mean?

Twelfth Night, Act II Scene V

Ire la n

d

Sir Toby: Wouldst thou not be glad to have the niggardly rascally sheep-biter come by some notable shame?

Prospero: I’ll deliver all, And sail so expeditious that shall catch Your royal fleet far off.

om pa ny

And promise you calm seas, auspicious gales,

of

The Tempest, Act V Scene I

A Midsummer Night’s Dream, Act III Scene II

Puck: When I did him at this advantage take, Anon his Thisbe must be answerèd,

na l

And forth my mimic comes.

C

An ass’s nole I fixèd on his head.

at io

5.5 Shakespeare’s Words: Insults

uc

1 With your partner, practise delivering Shakespearean insults to each other. Keep in mind the following three things when delivering your insults: tone of voice

Ed

facial expressions

movements and gestures

e

Select a tone of voice, facial expression, movements and gestures from the list below, or come up with your own.

Facial expressions

Movements and gestures

Outraged

Raised eyebrows

Pointing

Sarcastic

One eyebrow raised

Storming up and down

Accusing

Open mouthed

Throwing hands up in the air

Bitter

Pursed lips

Pulling at hair

Threatening

Scrunched face

Hands in fists

Cold

Narrowed eyes

Hands on hips

Disappointed

Winking

Shaking head

©

Th

Tone of voice

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TOUCHSTONES 1 Now it’s time to choose your insult from the following list! You don’t need to stop at one – choose again from the list on page 115, then pick another insult from the list below.

Thou art as loathsome as a toad!

Thou art a fleshmonger, a fool, and a coward!

Thy tongue outvenoms all the worms of Nile!

Thou art unfit for any place but hell!

Thy brain is as dry as the remainder biscuit after a voyage!

Thy virginity breeds mites, much like a cheese!

Thine face is not worth sunburning!

Go, prick thy face and over-red thy fear, thou lily-livered boy!

Thou art a boil, a plague-sore or embossèd carbuncle in my corrupted blood.

You have such a February face. So full of frost, of storm and cloudiness!

You bawling, blasphemous, incharitable dog!

Thy breath is like a rotten lung.

Thou most scurvy monster!

om pa ny

of

Ire la n

d

Get you gone, you dwarf!

Thou detestable maw, thou womb of death!

Thou poor, base, rascally, cheating lacklinen mate!

2 Create your own Shakespearean insults by following the format below. Choose adjectives and nouns from the page opposite or come up with your own.

Choose a second adjective

Choose a noun

C

Choose an adjective

Ed

uc

at io

na l

Choose a pronoun

©

Th

e

Now, with your partner, practise delivering these insults to each other. Remember to keep in mind your tone of voice, your facial expression, and your movements and gestures (see page 115).

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Nouns

Abhorrent: disgusting

Bezonian: a beggar

Accursed: outlawed, criminal

Bully-rook: a bragging cheater

Braid: deceitful

Caitiff: a slave or a witch

Cozening: cheating

Capocchia: a simpleton

Cowish: cowardly

Churl: a rude, impolite person

Deboshed: drunk

Chuff: a coarse, blunt clown

Facinorous: wicked

Concupy: a concubine, a mistress

Garish: lacking in good taste

Coxcomb: a vain and conceited man

Gorbellied: excessively fat

Cozener: a cheater

Horn-mad: crazy

Customer: a common woman

Leasing: lying

Fustilarian: a scoundrel

Lewd: ignorant and rude

Hagseed: the offspring of a hag

Lither: lazy

Hilding: a paltry, puny man

om pa ny

of

Ire la n

Adjectives

Loathsome: hateful, detestable

Jolthead: a dunce

Moonish: inconstant, changeable, or fickle

Lag: the lowest of all peoples

Mistempered: angry

Lifter: a thief

Miscreate: illegitimate

Loon: a contemptible fellow with no morals

Mincing: putting on airs and graces

Lowt: a clown

Pugging: thieving

Swinge-buckler: a bully

Rash: quick, violent

C

Maw: the jaws of a ferocious animal

Reechy: dirty

Scurvy: scabby Seam: fat Sere: dry

at io

Scathful: destructive

na l

Meazel: a mean person

Scald: scabby

Minimus: little finger or little toe Mome: a stupid person Ninny: a fool or jester Noddy: a dolt or stupid person Patch: a mean fellow Quat: a pimple

Skilless: ignorant

Rabbit-sucker: a weasel

Spleeny: bad-tempered, spiteful, nasty

Road: a common woman

Stigmatical: deformed

Rook: a cheater

Sullen: moody

Scroyle: a scabby fellow

e

Ed

uc

Shrewd: mischievous

Th

Unjust: dishonest

©

SHAKESPEARE

d

UNIT 5

Sot: a fool

Unpregnant: stupid

Stale: a decoy or a prostitute

Unrespective: inconsiderate, selfish

Stigmatic: a deformed person

Unstanched: having no control of bodily functions

Trojan: a thief

Vinewed: mouldy

Villain: a low-born man

Wailful: lamentable, someone to be pitied Wee: small, tiny Writhled: shrivelled

Venomous: Spiteful Woodcock: A simpleton Worm: a serpent or snake

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TOUCHSTONES 1 5.6 Shakespeare’s Words: Retired Words Match the Shakespearean words with their correct meaning.

Meanings

nay

often

farewell

flirt

oft

telling a lie

woo

for fear that

wherefore

declare

ay

willingly

pronounce

no

lest

for what reason

fain

goodbye

perjury

yes

om pa ny

of

Ire la n

d

Shakespearean vocabulary

5.7 Shakespeare’s Grammar: Pronouns

1 Underline all of the pronouns in the following lines from A Midsummer Night’s Dream and The Merchant of Venice.

C

A Midsummer Night’s Dream, Act III Scene I

na l

Quince: ‘Ninus’ tomb’, man. Why, you must not speak that yet. That you answer to Pyramus. You speak all your part at once, cues and all. – Pyramus, enter. Your cue is past.

It is, ‘never tire’.

A Midsummer Night’s Dream, Act III Scene I

at io

Titania: I pray thee, gentle mortal, sing again.

Mine ear is much enamour’d of thy note.

So is mine eye enthrallèd to thy shape.

uc

And thy fair virtue’s force perforce doth move me

Ed

On the first view, to say, to swear, I love thee.

The Merchant of Venice, Act III Scene II Portia: Beshrew your eyes,

e

They have o’erlooked me and divided me.

Th

One half of me is yours, the other half yours –

©

Mine own, I would say. But if mine, then yours,

And so all yours.

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UNIT 5

SHAKESPEARE

2 Fill in the blanks in the sentences below by using the correct pronoun: thee

thy

thine

a) I have suffered terribly for

.

b) This car is now

d

.

c) I wish

love was mine.

d) If only

love was as deep as mine,

Ire la n

thou

would feel the pain that I do. e) Wilt

?

of

not see that my heart is

f) I give

this necklace, as a symbol of my love.

g) Why dost

om pa ny

not believe me?

h) This is

doing.

i) All I have is now

.

j) How art

?

C

5.8 Shakespeare’s Grammar: Contractions

na l

1 Match the contractions below with their matching full word.

Oe’erworn Tend’ring ’Tis ’Twas

uc

Murd’rous

at io

Contractions

Full word It is It was Between The untimely Tendering Overworn

’Tween

Murderous

©

Th

e

Ed

Th’untimely

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TOUCHSTONES 1 2 Read through the lines below from some of Shakespeare’s plays. Can you pick out the word that has been contracted and then figure out what the full word is?

Line

Contraction

Full Word

The Taming of the Shrew Act I Scene I

The Taming of the Shrew Act III Scene II Baptista: This is the ’pointed day…

The Taming of the Shrew Act III Scene II

All’s Well That Ends Well Act IV Scene II

om pa ny

Biondello: Why, Petruchio is coming in a new hat and an old jerkin, a pair of old breeches thrice turn’d, a pair of boots that have been candle cases, one buckled, another laced; and old rusty sword ta’en out of the town armoury…

of

Ire la n

d

Baptista: Gentleman, content ye. I am resolv’d.

C

Betram: It is an honour ‘longing to our house…

Twelfth Night Act I Scene I

na l

Duke: Oh, when mine eyes did see Olivia first, Methought she purg’d the air of pestilence.

at io

That instant was I turn’d into a hart,

And my desires, like fell and cruel hounds,

©

Th

e

Ed

uc

E’er since pursue me.

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UNIT 5

SHAKESPEARE

5.9 Shakespeare’s Grammar: Word Inversions Change the order of the words in the lines below to a normal word order. All the lines come from Shakespeare’s comedy The Taming of the Shrew.

Leave shall you have to court her at your pleasure.

C

My business asketh haste, And every day I cannot come to woo.

om pa ny

Schoolmasters will I keep within my house.

of

Ire la n

d

Sorry am I that our goodwill effects Bianca’s grief.

5.10 Translating Shakespeare

na l

Translate these extracts from Shakespeare’s plays into modern-day English using all the knowledge and skills you have gathered from your Shakespeare activities so far.

at io

Romeo and Juliet, Act III Scene II

O serpent heart hid with a flowering face!

Did ever dragon keep so fair a cave?

uc

Beautiful tyrant! Fiend angelical!

©

Th

e

Ed

Dove-feathered raven, wolvish-ravening lamb!

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TOUCHSTONES 1 Hamlet, Act I Scene V I am thy father’s spirit, Doomed for a certain term to walk the night And for the day confined to fast in fires, Till the foul crimes done in my days of nature

Romeo and Juliet, Act II Scene II By a name I know not how to tell thee who I am.

My name, dear saint, is hateful to myself Because it is an enemy to thee.

©

Th

e

Ed

uc

at io

na l

C

Had I it written, I would tear the word.

om pa ny

of

Ire la n

d

Are burnt and purged away.

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UNIT 5

SHAKESPEARE

5.11 Romeo And Juliet: Films When you have watched the three different versions of the balcony scene, complete the table below with your thoughts on each one.

Version 2

Version 3

Franco Zefferelli 1968

Baz Lurhman 1996

Royal Shakespeare Company 2018

d

Version 1

om pa ny

of

Ire la n

When and where do you think this version of Romeo and Juliet is set?

e

Ed

uc

at io

Comment on the lighting used in the scene.

na l

C

Comment on the costumes of the characters.

©

Th

Comment on the acting in the scene.

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TOUCHSTONES 1

om pa ny

of

Ire la n

d

Which version of Romeo and Juliet would you prefer to watch and why? Give at least three reasons. You could talk about the acting, the costumes, the lighting and the setting.

5.12 Romeo And Juliet: Compliments

Read through Romeo’s compliments in the table below and add your thoughts.

What is Juliet’s beauty being compared to?

na l

It is the east, and Juliet is the sun.

Good compliment or total cheese?

C

Romeo’s compliment

at io

Two of the fairest stars in all the heaven,

uc

Having some business, do entreat her eyes

Ed

To twinkle in their spheres till they return.

What if her eyes were there, they in her head?

©

Th

e

The brightness of her cheek would shame those stars…

O, speak again, bright angel!

For thou art As glorious to this night, being o’er my head, As is a wingèd messenger of heaven…

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UNIT 5

SHAKESPEARE

5.13 Romeo And Juliet: Writing

Ire la n of

©

Th

e

Ed

uc

at io

na l

C

om pa ny

But, soft! what light through yonder window breaks?

It is the east, and Juliet is the sun!

Arise, fair sun, and kill the envious moon, Who is already sick and pale with grief, That thou her maid art far more fair than she: Be not her maid, since she is envious; Her vestal livery is but sick and green, And none but fools do wear it; cast it off.

It is my lady, O! it is my love: O, that she knew she were.

She speaks, yet she says nothing: what of that?

Her eye discourses; I will answer it.

I am too bold, ’tis not to me she speaks: Two of the fairest stars in all the heaven, Having some business, do entreat her eyes To twinkle in their spheres till they return.

What if her eyes were there, they in her head?

The brightness of her cheek would shame those stars, As daylight doth a lamp; her eye in heaven Would through the airy region stream so bright That birds would sing and think it were not night.

See how she leans her cheek upon her hand: O, that I were a glove upon that hand, That I might touch that cheek!

d

Try creating a modern version of Romeo’s speech about Juliet by finding and using modern song lyrics.

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TOUCHSTONES 1 5.14 Who Was William Shakespeare?

Record the important information you have collected about Shakespeare in the table below.

om pa ny

of

Ire la n

d

Shakespeare’s early life

©

Th

e

Ed

uc

at io

Shakespeare’s adult life

na l

C

Source

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UNIT 5

SHAKESPEARE

Source

C

om pa ny

of

Ire la n

d

Shakespeare’s work

©

Th

e

Ed

uc

at io

na l

Source

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UNIT 6

6.1 What do I know?

Ire la n

What do you already know about non-fiction texts? Download everything from your memory that you already know about each topic into the table below.

d

NON-FICTION

om pa ny

of

Newspapers

na l

C

Advertising

Ed

uc

at io

Social media

©

Th

e

Speeches

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NON-FICTION

UNIT 6

Ire la n

d

Being persuasive

om pa ny

of

Emails

C

Letters

©

Th

e

Ed

uc

at io

na l

Magazines

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TOUCHSTONES 1 6.2 Letters: Quote Quest Complete the table below, finding examples of the features of a letter in Robert Pirosh’s letter on page 204 of your textbook.

Features of a letter

Example(s) from the text

of

Ire la n

d

Sender’s address

om pa ny

Date Greeting

at io

Ed

Sign off

uc

Written in first-person narrative perspective

na l

C

Information the sender wants the reader to know

©

Th

e

What features are missing? Do you think that including them would change the impact of the letter?

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NON-FICTION

UNIT 6

6.3 Emails: Quote Quest Complete the table below, finding examples of the features of an email in the spider email thread on pages 208–209 of your textbook.

Features of an email

Example(s) from the text

Ire la n

d

From line

of

Time and date electronically stamped

om pa ny

To line

C

Subject line

uc

at io

Information the sender wants the recipient to know

na l

Greeting

Ed

Written in first-person narrative perspective

©

Th

e

Sign off

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TOUCHSTONES 1 6.4 Travel Writing: Quote Quest Complete the table below, finding examples of the features of travel writing in the National Geographic article on pages 212–213 of your textbook.

Features of travel writing

Example(s) from the text

Ire la n

d

Written mainly in the present tense

of

Interleaved with interviews with locals

om pa ny

Written in first-person narrative perspective

C

Uses personal anecdotes

uc

at io

Uses hard-hitting facts

na l

Uses imagery

©

Th

e

Ed

What features are missing? How do you think the article would change if these features were included?

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NON-FICTION

UNIT 6

6.5 Travel Writing: Research Use the table below to record your thoughts and ideas for your travel writing piece on your destination of choice.

d

Name of destination

Describe how it looks (colours, people, nature)

What might you see there

uc

at io

na l

C

om pa ny

of

Facts about the destination

Ire la n

Location

6.6 Newspapers: Front Page

Ed

Match the features of a newspaper front page to their definitions. Try to do this from memory without looking at the textbook.

©

Th

e

Feature

Definition

Masthead

Summary line about the lead story

Caption

A short summary of the most important articles in the paper

Byline

The most important main story

Lead article

The name of the newspaper

Secondary article

A product or service being promoted or sold

Article menu

The second most important story

Advertisement

The name of the journalist who wrote the article

Headline

An explanation of what is in an image

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TOUCHSTONES 1 6.7 Newspaper Articles: Quote Quest Complete the table below, finding examples of the features of a newspaper article in the Donald Trump rally news article on page 219 of your textbook.

Features of a newspaper article

Example(s) from the text

Ire la n

d

Headline summarises the article

om pa ny

of

The first sentence summarises the entire article

at io

na l

C

The first paragraph addresses the who, what, where, when and why of the story

Ed

uc

Short paragraphs

Th

e

Written in third-person narrative perspective

©

Written in the past tense

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NON-FICTION

UNIT 6

6.8 Newspaper Front Page: Planning Use the table below to jot down your ideas for your newspaper front page.

Masthead

Ire la n

d

What will you name your newspaper?

Lead article and image

om pa ny

of

What will your article be about?

Secondary article and image

C

What will your article be about?

uc

at io

What other stories would be important for your audience?

na l

Article menu

Ed

Advertisements

©

Th

e

Make sure these are linked to the focus of your newspaper and to your audience.

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TOUCHSTONES 1 6.9 Speeches: Writing Fill in the table below to help you plan your speech before you begin writing.

d

Title of your speech

Ire la n

1

Briefly list the points you want to cover in your speech

om pa ny

of

2

3

Exaggeration and emotion

©

Th

e

Ed

uc

Speech features you could use

at io

5

na l

C

4

List of three things

Facts and statistics

Directly addressing the audience

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NON-FICTION

UNIT 6

6.10 Speeches: Delivery Watch the persuasive speeches in the two films (see page 226 in your textbook) and write down your thoughts in the table below.

Elements of speech delivery

Remember the Titans

Independence Day

Ire la n

d

What do you think is the purpose of this speech?

om pa ny

of

How does the speaker try to engage with his audience?

na l

C

Is the speaker communicating clearly and convincingly?

at io

6.11 TV Advertisements

uc

After you have watched each TV advertisement (see page 228 in your textbook), answer the questions in the table below.

Eir

Esat Digifone

Vodafone

Cadbury

©

Th

e

Ed

What is being sold in this ad?

What elements of sound were used in this ad? (music, voice-over, sound effects, dialogue)

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TOUCHSTONES 1

d

Describe the visuals in the ad.

of

Ire la n

How does the ad grab the audience’s attention?

6.12 Radio Advertisements

om pa ny

After you have listened to each radio advertisement (see page 229 in your textbook), answer the questions in the table below.

Flash

Bord Bia

Barry’s, Christmas

at io

Ed

uc

What elements of sound were used in this ad? (music, voice-over, sound effects, dialogue)

na l

C

What is being sold in this ad?

Irish Jobs

©

Th

e

What emotions are the advertisers trying to generate in their listeners?

How does the ad grab the audience’s attention?

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NON-FICTION

UNIT 6

6.13 Print Advertisements Look at the four print advertisements on page 231 of your textbook and answer the following questions.

Penguins

Tree stump

Ire la n

d

What is being advertised here?

of

Who do you think the target audience is for this ad?

om pa ny

Comment on the use of visuals in this ad. (chosen image, colour, what’s happening)

na l

C

What do you think is the message of this ad?

Porcupine and goldfish

uc

at io

What is being advertised here?

Pug bread

e

Ed

Who do you think the target audience is for this ad?

©

Th

Comment on the use of visuals in this ad. (chosen image, colour, what’s happening)

What do you think is the message of this ad?

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TOUCHSTONES 1 6.14 Advertising Campaign: Planning Use the planning frame below to help you create your advertising campaign for your favourite book.

d

Name of book

Ire la n

Book synopsis

of

Target audience

om pa ny

Type of advertising

C

Best things about the book

at io

na l

What makes this book stand out?

uc

6.15 Theme Park: Research

Ed

Use the questions below as a guide as you research different theme parks for ideas for your own. Use the websites and YouTube channels of successful theme parks all over the world as your source of research (see page 232 in your textbook).

e

What theme have these parks chosen? Is it one unifying theme throughout or is the park sectioned off into various lands, each with their own specific theme?

Th

What are the best rides/attractions? What makes them the best?

©

What makes the park so appealing?

What is unique about the park?

What is in the park for small children?

Does the park cater for adults as well? How?

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NON-FICTION

UNIT 6 Theme park

Research notes

of

Ire la n

d

Tayto Park

©

Th

e

Ed

uc

PortAventura

at io

na l

C

om pa ny

Disneyland

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TOUCHSTONES 1

of

Ire la n

d

Alton Towers

at io

©

Th

e

Ed

uc

Chessington World of Adventures

na l

C

om pa ny

LEGOLAND

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NON-FICTION

UNIT 6

6.16 Theme Park: Planning Note all your ideas for your theme park in the table below. Remember that everything should be linked by one common unifying theme.

Element of theme park

Ideas

Ire la n

d

Theme

©

Th

e

Ed

Facilities

uc

at io

na l

C

om pa ny

of

Attractions

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TOUCHSTONES 1 Name

om pa ny

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Logo

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Slogan

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NON-FICTION

UNIT 6

6.17 Theme Park: Radio Ad Planning Plan your radio ad by thinking about how you are going to use each of the features of a radio advertisement (see page 228 in your textbook) to promote your theme park.

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Ire la n

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Attentiongrabbing idea

C na l

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Vital information you want to get across

om pa ny

Strong opening hook

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Voice-over

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TOUCHSTONES 1

Ire la n

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Sound effects

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Music

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na l

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Any special offer or deal to encourage customers?

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NON-FICTION

UNIT 6

6.18 Theme Park: Radio Ad Script

Voice-over

Sound effects

Music

om pa ny

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1

Text

Ire la n

Order

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Create your radio ad script by using all of the features of a radio ad. Look at the example of a radio ad script on page 243 of your textbook to help you.

2

na l

C

3

Th

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5

uc

at io

4

©

6

7

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UNIT 7

7.1 Fill Your Bookshelves

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om pa ny

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Ire la n

On the blank book spines below, jot down the name of any titles that appeal to you, that you may want to read over the coming year.

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READING

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UNIT 7

READING

7.2 The Ten-Text Challenge Whenever you finish reading a book this year, fill in the table below to record your reading.

Title

Author

Text type

Genre

Ire la n

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1

2

om pa ny

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3

4

C

5

na l

6

uc

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8

at io

7

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9

©

10

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UNIT 8

Ire la n

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SPELLING, PUNCTUATION AND GRAMMAR 8.1 Using Capital Letters

b) My favourite day of the week is tuesday.

om pa ny

a) When I visited south Africa last year, sam came with me.

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1 Underline the mistakes in the sentences below.

c) Ireland and malta fought to the very last second in the match last january.

C

d) harry potter is one of the best-selling children’s book series of all time.

at io

na l

e) john bought roy keane’s book in waterstones.

2 Rewrite the following paragraph using the correct rules for capital letters.

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ray had never been to kerry before and he certainly had never climbed carrauntoohil. That thursday it stood in front of him – a challenge to be overcome. clare, lily and alfie watched

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Ed

him leave from the car park and wished him well.

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UNIT 8

SPELLING, PUNCTUATION AND GRAMMAR

8.2 Using End Punctuation 1 Edit the piece of writing below using full stops, exclamation marks and question marks, and adding capital letters where appropriate.

Kirsty walked down the street in search of a hot coffee she stumbled into the café and

to turn around and run he caught her eye and gave her a smile 2 Answers the questions below and give examples.

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a) When should you use a full stop? Write a sentence as an example.

Ire la n

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rushed to the counter to her total surprise paddy was behind the counter was it too late

b) When should you use an exclamation mark? Write a sentence as an example.

na l

C

c) When should you use a question mark? Write a sentence as an example.

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d) When should you use a capital letter? Write a sentence as an example.

Ed

8.3 Using Commas

Insert a comma into each of the sentences below where you think they are missing.

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1 As Jack was the first customer to arrive he had to sit in the front row.

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2 Wexford Waterford Kilkenny and Dublin are popular tourist destinations in Ireland.

3 We waited for the dog to stop barking but he didn’t.

4 I learned all about weather climate change erosion rocks and farming in my Geography class.

5 Following the rain the wind started to pick up.

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TOUCHSTONES 1 8.4 Using Apostrophes 1 The sentences below are all missing an apostrophe. Add in the apostrophes where you think they should be.

b) Eves dog is hyper. c) The mans hand was shaking.

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d) After the match ended, the teams faces were downcast.

Ire la n

d

a) My dads singing is the worst in the world.

om pa ny

2 Rewrite the sentences below using apostrophes to show where letters could be left out.

The first one has been done for you. a) The news begins at six of the clock.

The news begins at six o’clock.

C

b) Do not go through that door.

na l

c) You are a terrible liar.

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d) I am going to be dressing up as a witch on Halloweven this year.

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uc

e) They will do their homework before tea.

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UNIT 8

SPELLING, PUNCTUATION AND GRAMMAR

8.5 Using Colons The sentences below are all missing a colon. Add in the colons where you think they should be.

1 I need to visit the following countries to complete my assignment Mexico, Mongolia, South

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Africa and Scotland.

2 Visiting the Cliffs of Moher meant I had to face my greatest fear heights.

clocks were striking thirteen.’

4 Grace wrote ‘I hope your birthday is as fabulous as you are.’

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3 The strong opening line hooks you from the start ‘It was a bright cold day in April, and the

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5 Everyone embarking on this adventure needs to have a bag packed with their essential items a coat, a torch, water, food supplies and a mobile phone.

8.6 Using Punctuation In Dialogue

Correct this extract from Roald Dahl’s Matilda by punctuating the dialogue correctly.

C

Daddy, she said, do you think you could buy me a book? A book? he said. What d’you

na l

want a flaming book for? To read, Daddy. What’s wrong with the telly, for heaven’s sake? We’ve got a lovely telly with a twelve-inch screen and now you come asking for a

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book! You’re getting spoiled, my girl!

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TOUCHSTONES 1 8.7 Using Adverbs aptly

astutely

shrewdly

capably

carefully

cheerfully

clearly

cleverly

competently

consistently

creatively

decidedly

dependably

directly

effectively

efficiently

enthusiastically

fairly

faithfully

flexibly

gladly

happily

honestly

impartially

independently

ingeniously

instinctively

justifiably

naturally

objectively

open-mindedly

passionately

professionally

proficiently

regularly

resiliently

resourcefully

straightforwardly

truthfully

Ire la n

aggressively

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1 Below is a list of adverbs that you may know already.

imaginatively inventively originally

reliably

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unfailingly

om pa ny

Choose three adverbs from the list that you are not familiar with. Look them up in the dictionary and write the definition in your own words in the table below.

Word

Definition in your own words

C

1

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na l

2

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3

Th

2 Complete the sentences below by using an appropriate adverb to fill in the blanks.

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a) Baby Max cried

, while his mother fetched new clothes for him.

b) Carys and Eileen queued

outside in the freezing cold.

c) The lunch arrived finally and the children ate

.

d) ‘It has been a long day,’ the manager said e) Tommy built the shed

. .

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UNIT 8

SPELLING, PUNCTUATION AND GRAMMAR

3 Rewrite the paragraph below adding adverbs to make the writing more engaging.

Yesterday, I decided to climb the tree. I started off by planning my route, branch by branch.

After this, I took some deep breaths and started my climb. I gathered my strength to

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drag myself all the way to the top. When I reached the summit, I looked out across the

om pa ny

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Ire la n

countryside at the setting sun.

8.8 Using Pronouns

Rewrite the sentences below, using a pronoun to avoid repetition of the noun.

na l

C

1 We looked all over the school for Michelle, but we couldn’t find Michelle anywhere.

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2 Cormac climbed the tree last weekend because Cormac enjoys climbing.

Ed

3 Don’t put your new shoes on the table! Put your new shoes on the floor.

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4 Uncle Bobby gave Sarah and Eve lots of chocolate because Uncle Bobby loved Sarah and Eve.

5 I took my car to the garage to get my car fixed.

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Retrieval Practice: Brain Dump

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om pa ny

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Write down everything you can recall about…

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Retrieval Practice: The Quad

Topic 2:

om pa ny

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Topic 1:

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Write down everything you can remember about the following four topics.

Last week

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Last lesson

Last term

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Last month

Topic 4:

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Topic 3:

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Retrieval Practice: Loads Of Lists List everything you can remember about the following topics.

Topic 2:

Topic 3:

Topic 4:

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Topic 1:

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Word Exploration Grids Synonyms:

Etymology:

Example:

na l

C

om pa ny

of

Ire la n

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Definition:

Synonyms:

Ed

uc

at io

Definition:

Example:

©

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Etymology:

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Synonyms:

Etymology:

Example:

Synonyms:

Etymology:

Example:

©

Th

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Ed

uc

at io

Definition:

na l

C

om pa ny

of

Ire la n

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Definition:

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