Touchstones Activity Book by Edco Ireland

om pa ny

Ire la n

na l

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

at io

ACTIVITY BOOK CLARE MADDEN The Educational Company of Ireland

00_Touchstones Activity book.indb 1

11/03/2022 09:07

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

Ire la n

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

om pa ny

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

ISBN 978-1-80230-018-5

na l

Illustrations: Shirley Chiang, Shutterstock

at io

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.

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.

01_Touchstones Activity book_Chapter1.indd 2

11/03/2022 15:55

CONTENTS Unit 1: Fiction

Ire la n

7 7 9

Unit 2: Poetry

at io

na l

om pa ny

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

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

00_Touchstones Activity book.indb 3

12 12 13 14 15 16 16 17 18 18 19 19 20 22

24 25 26 27 28 29 30 31 32 33 33 34 35

11/03/2022 09:07

36 38 40 41 42

Ire la n

44 45

49 50 51 52 53 54 56 57 58 60 61 61 62 64 65 66 67 69 70 72

at io

na l

om pa ny

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

Unit 3: Film

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

00_Touchstones Activity book.indb 4

75 75 77 78 79 81 82

11/03/2022 09:07

86 88 89

90 91

93 93

at io

na l

om pa ny

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

Ire la n

Unit 4: Drama

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

94 95 96 97 98 99 101 102 103 104 105 106 108 109

Unit 5: Shakespeare

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?

00_Touchstones Activity book.indb 5

111 112 113 115 115 118 118 119 121 121 123 124 125 126

11/03/2022 09:07

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

128 130 131

132

Ire la n

133 133 134

135

137

137 138 139 140 140 143 145 147

om pa ny

136

at io

7.1 Fill Your Bookshelves 7.2 The Ten-Text Challenge

na l

Unit 7: Reading

148 149

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

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

156

Retrieval Practice: The Quad

157

Retrieval Practice: Loads Of Lists

158

Word Exploration Grids

159

00_Touchstones Activity book.indb 6

11/03/2022 09:07

UNIT 1

FICTION Ire la n

1.1 What do I know?

na l

om pa ny

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

at io

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

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

7 00_Touchstones Activity book.indb 7

11/03/2022 09:07

TOUCHSTONES 1 Extract

Narrative perspective

How do you know?

Ire la n

The Hunger Games

om pa ny

The Fellowship of the Ring

na l

The Curious Incident of the Dog in the Night-time

at io

Ender’s Game

Little Women

8 00_Touchstones Activity book.indb 8

11/03/2022 09:07

UNIT 1

FICTION

1.4 Five Senses

Which sense is being appealed to?

Oliver Twist by Charles Dickens

Sight

om pa ny

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.

Ire la n

Highlight which phrases appeal to senses

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.

The Lion, the Witch and the Wardrobe by C.S. Lewis

at io

na l

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.

The Shadow of the Wind by Carlos Ruiz Zafón

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.

9 00_Touchstones Activity book.indb 9

11/03/2022 09:07

TOUCHSTONES 1 1.5 Characters

What is revealed about their physical characteristics and personality?

om pa ny

Bagheera from The Jungle Book

What are you left wondering about the character?

Ire la n

Character

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?

Huckleberry Finn’s father from The Adventures of Huckleberry Finn

at io

na l

Jack from Lord of the Flies

Hagrid from Harry Potter and the Philosopher’s Stone

Mrs Joe from Great Expectations

10 00_Touchstones Activity book.indb 10

11/03/2022 09:07

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.

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.

I avenged her by planting beautiful flowers everywhere.

Cunning

Ire la n

Appease

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

Sarah was cunning by telling everyone her business.

om pa ny

Immortal A

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

John was immortal, but he died in the war.

at io

na l

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.

11 00_Touchstones Activity book.indb 11

11/03/2022 09:07

TOUCHSTONES 1 1.7 The Iliad: Plot Place the plot points listed on page 24 of your textbook in the correct order. 2

Ire la n

1.8 The Iliad: Quote Quest

om pa ny

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

Quote

at io

na l

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

Agamemnon was a cruel and unreasonable man.

Hector is angry and ashamed of Paris.

Achilles was a mighty warrior.

The war remained winnerless.

12 00_Touchstones Activity book.indb 12

11/03/2022 09:07

UNIT 1

FICTION

1.9 The Iliad: Character Map

Aries

Aphrodite

Apollo

GREEKS

om pa ny

TROJANS

Ire la n

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

Menelaus

na l

brothers Hector

Chryses (Chryseis’ father)

at io

Paris

Helen

Chryseis

Andromache

Achilles

Patroclus

13 00_Touchstones Activity book.indb 13

11/03/2022 09:07

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

Ire la n

om pa ny

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

na l

at io

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.

I have chosen

are:

The reasons why I have chosen

as my hero of heroes.

14 00_Touchstones Activity book.indb 14

11/03/2022 09:07

UNIT 1

FICTION

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

om pa ny

Ire la n

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

at io

na l

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

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

15 00_Touchstones Activity book.indb 15

11/03/2022 09:07

TOUCHSTONES 1 1.12 The Secret Life Of Walter Mitty: Plot

Ire la n

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.

om pa ny

na l

at io

1.13 The Secret Life Of Walter Mitty: Quote Quest

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

Statement

Quote

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

Imaginary Walter is a well-respected doctor.

16 00_Touchstones Activity book.indb 16

11/03/2022 09:07

UNIT 1

FICTION

Walter doesn’t like the parking valets.

Ire la n

Imaginary Walter is a talented marksman.

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

om pa ny

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

at io

na l

Walter Mitty

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

Walter Mitty is

. We see this when .

Walter Mitty’s wife is

Imaginary Walter Mitty is

. We see this when .

17 00_Touchstones Activity book.indb 17

11/03/2022 09:07

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

om pa ny

How people treat him

Ire la n

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

at io

na l

Fairy tale

18 00_Touchstones Activity book.indb 18

11/03/2022 09:07

UNIT 1

FICTION

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

Ire la n

Climax n

lem

Resolution

om pa ny

tio

ob Pr

Opening (sets the scene)

g llin Fa

si Ri

t ac

na l

1.18 Fractured Fairy Tales: Story Sketch

at io

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

19 00_Touchstones Activity book.indb 19

11/03/2022 09:07

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

Ire la n

Basic details – name, age, nationality. Is your character a human or animal? Character’s positive traits

om pa ny

Character’s negative traits

What is your character’s biggest fear?

na l

at io

What is your character’s greatest achievement?

Who is your character’s favourite person?

What would your character

do without thinking?

What is your character confident about?

What is your character’s strongest memory?

20 00_Touchstones Activity book.indb 20

11/03/2022 09:07

UNIT 1

FICTION

What does your character dream of?

Ire la n

What type of education has your character had?

What is your character’s family situation?

at io

na l

Does your character have anything they keep a secret?

om pa ny

Does your character have a job?

21 00_Touchstones Activity book.indb 21

11/03/2022 09:07

TOUCHSTONES 1 1.20 Personal Dictionary

Ire la n

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.

om pa ny

Narrative perspective

First-person perspective

Reliable narrator

Third-person omniscient narrator

at io

na l

Third-person limited narrator

Character

22 00_Touchstones Activity book.indb 22

11/03/2022 09:07

UNIT 1

FICTION

Setting

Ire la n

Immortal

om pa ny

Appease

Cunning

na l

Avenge

at io

Pandemonium

Insinuating

Inscrutable

Insolent

23 00_Touchstones Activity book.indb 23

11/03/2022 09:07

UNIT 2

POETRY d

2.1 What do I know?

Poets

Rules of poetry

What do you know about poetry?

Techniques poets use

Poems

at io

na l

om pa ny

Ire la n

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.

24 00_Touchstones Activity book.indb 24

11/03/2022 09:07

UNIT 2

POETRY

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

‘From Above’ – Cale Young Rice

What do I care if the trees are bare

Ire la n

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.

For crows that cark

om pa ny

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!

at io

na l

So enough, the day is good!

Structure

Speaker

Rhyme

Rhythm

25 00_Touchstones Activity book.indb 25

11/03/2022 09:07

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

‘We Real Cool’ – Gwendolyn Brooks

Ire la n

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

Lurk late. We

Sing sin. We Thin gin. We

om pa ny

Strike straight. We

Left school. We

Jazz June. We

at io

na l

Die soon.

Structure

Speaker

Rhyme

Rhythm

26 00_Touchstones Activity book.indb 26

11/03/2022 09:07

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

cool. We school. We

. We . We . We

at io

na l

soon.

om pa ny

. We

Ire la n

at the

The

27 00_Touchstones Activity book.indb 27

11/03/2022 09:07

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

‘Refugees’ by Brian Bilston

Ire la n

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

Chancers and scroungers Layabouts and loungers

om pa ny

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

na l

Share our food

Go back to where they came from

Share our homes

at io

Share our countries Instead let us

Build a wall to keep them out

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

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

The world can be looked at another way

(now read from bottom to top)

Structure

Speaker

Rhyme

Rhythm

28 00_Touchstones Activity book.indb 28

11/03/2022 09:07

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’

om pa ny

This poem’s subject is the Holocaust.

Ire la n

‘they came for the Socialists’

Statement

at io

na l

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

The poet himself was taken away.

The poet regrets his lack of action.

29 00_Touchstones Activity book.indb 29

11/03/2022 09:07

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.

‘First They Came’ by

And I Because

Then they came for

Ire la n

First they came for

om pa ny

And I Because

Then they came for And I

Because Then they came for

na l

And I

at io

Because

And

Then they came for

30 00_Touchstones Activity book.indb 30

11/03/2022 09:07

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

at io

na l

Something you felt afterwards

om pa ny

Ire la n

Something you liked

31 00_Touchstones Activity book.indb 31

11/03/2022 09:07

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

The poet is exaggerating.

Statement

at io

na l

The playground is not a safe place.

The teachers are not helping the child.

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

32 00_Touchstones Activity book.indb 32

11/03/2022 09:07

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

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

with a

2.11 ‘Back in the Playground Blues’: Writing

at io

na l

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

33 00_Touchstones Activity book.indb 33

11/03/2022 09:07

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

Something you didn’t understand

at io

na l

Something you felt afterwards

om pa ny

Ire la n

Something you liked

34 00_Touchstones Activity book.indb 34

11/03/2022 09:08

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

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.

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.

In hers and coughed out angry tearless sighs. At ten o’clock the ambulance arrived With the corpse, stanched and bandaged by the nurses.

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,

35 00_Touchstones Activity book.indb 35

11/03/2022 09:08

TOUCHSTONES 1 Stanza

One-sentence summary

Ire la n

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.

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

Line/Phrase

na l

Statement

The baby is blissfully unaware of what has happened.

36 00_Touchstones Activity book.indb 36

11/03/2022 09:08

UNIT 2 Statement

Line/Phrase

POETRY

Sentence

Ire la n

The poet’s community are rallying around the family.

om pa ny

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

at io

This is a senseless tragedy.

na l

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

37 00_Touchstones Activity book.indb 37

11/03/2022 09:08

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

The glasses danced on the shelf during the earthquake.

om pa ny

The leaves fell like rain.

The fireworks were a lantern in the sky.

at io

na l

The fire roared to life.

Ray slept like a log.

How do you know?

The rusty door hinge screamed every time the door opened.

38 00_Touchstones Activity book.indb 38

11/03/2022 09:08

UNIT 2 Sentence

Metaphor

Simile

Personification

POETRY

How do you know?

Ire la n

Patricia was as sweet as pie.

The wind was like a piercing arrow.

om pa ny

Fruit is fuel for a healthy body.

at io

Alfie is like a rocket on his bike.

na l

Bobby’s voice is velvet.

The snow whispered as it fell to the ground.

The train screamed down the tracks.

39 00_Touchstones Activity book.indb 39

11/03/2022 09:08

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

1 Someone who is angry

2 A hot day

om pa ny

3 A cold day

4 A crying baby

na l

5 Someone running

at io

6 A ship sailing

7 An angry dragon

8 Someone smiling

9 A smelly sock

10 A graceful ballerina

40 00_Touchstones Activity book.indb 40

11/03/2022 09:08

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

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.

the wind.

as Max hit

Ire la n

baseball bat

1 The

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

11 The

time to get up.

stars

at us from the night

sky.

12 The

chocolate cake was

name.

refrigerator

a sad tune.

13 The

41 00_Touchstones Activity book.indb 41

11/03/2022 09:08

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

Your own background knowledge

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

at io

List the clues

na l

List the clues

om pa ny

Picture 2

Picture 4

List the clues

42 00_Touchstones Activity book.indb 42

11/03/2022 09:08

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

List the clues

Your inference

Ire la n

Your own background knowledge

List the clues

His car is as ugly as sin.

at io

The wind was howling last night.

Your own background knowledge

Your inference

List the clues

43 00_Touchstones Activity book.indb 43

11/03/2022 09:08

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

Ire la n

Your own background knowledge

List the clues

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

List the clues

‘You start to freeze

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

Your inference

List the clues

44 00_Touchstones Activity book.indb 44

11/03/2022 09:08

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

Your own background knowledge

om pa ny

List the clues

‘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

List the clues

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

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

Your inference

List the clues

45 00_Touchstones Activity book.indb 45

11/03/2022 09:08

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

at io

na l

Something you felt afterwards

om pa ny

Ire la n

Something you liked

46 00_Touchstones Activity book.indb 46

11/03/2022 09:08

UNIT 2

POETRY

2.23 ‘The door’: Summary

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.

at io

na l

om pa ny

Ire la n

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

47 00_Touchstones Activity book.indb 47

11/03/2022 09:08

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

List the clues

Ire la n

om pa ny

‘even if there’s only the hollow wind’

Your inference

Your own background knowledge

List the clues

‘If there’s a fog, it will clear.’

at io

‘At least there’ll be a draught.’

Your own background knowledge

Your inference

List the clues

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.

48 00_Touchstones Activity book.indb 48

11/03/2022 09:08

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.

at io

na l

om pa ny

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.

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

49 00_Touchstones Activity book.indb 49

11/03/2022 09:08

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

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

List the clues

What time of year is it in the poem?

Your own background knowledge

Your inference

List the clues

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

50 00_Touchstones Activity book.indb 50

11/03/2022 09:08

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

at io

na l

om pa ny

Ire la n

Example of personification

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

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 .

51 00_Touchstones Activity book.indb 51

11/03/2022 09:08

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

at io

na l

Something you felt afterwards

om pa ny

Ire la n

Something you liked

52 00_Touchstones Activity book.indb 52

11/03/2022 09:08

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

3 When he is reflecting later about his experience

at io

na l

om pa ny

Extremely happy

Depressed

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

53 00_Touchstones Activity book.indb 53

11/03/2022 09:08

TOUCHSTONES 1 2.30 ‘Daffodils’: Challenging Vocabulary

Solitude

Ire la n

Synonyms:

Definition:

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.

om pa ny

Example:

Synonyms:

Jocund Example:

at io

na l

Definition:

54 00_Touchstones Activity book.indb 54

11/03/2022 09:08

UNIT 2

Pensive

Synonyms:

Ire la n

Definition:

POETRY

om pa ny

Example:

at io

na l

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

55 00_Touchstones Activity book.indb 55

11/03/2022 09:08

TOUCHSTONES 1 2.31 ‘Daffodils’: Personification

om pa ny

Ire la n

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’

at io

na l

A host, of golden daffodils’

‘The waves beside them danced’

‘Tossing their heads in sprightly dance’

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

56 00_Touchstones Activity book.indb 56

11/03/2022 09:08

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

List the clues

om pa ny

List the clues

‘I wandered lonely as a cloud’

at io

‘They flash upon that inward eye’

Your own background knowledge

Your inference

List the clues

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?

57 00_Touchstones Activity book.indb 57

11/03/2022 09:08

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

Please put away your paints and practise the piano

om pa ny

Her heels clacked on the hardwood floor

Son of a gun

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?

The cat is out of the bag

58 00_Touchstones Activity book.indb 58

11/03/2022 09:08

UNIT 2 Sentence

Alliteration

Assonance

Onomatopoeia

POETRY

How do you know?

Ire la n

Chips and dip

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

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

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

The clanging pots and pans awoke the baby

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

59 00_Touchstones Activity book.indb 59

11/03/2022 09:08

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

Poet’s writing choices

Speaker:

om pa ny

Punctuation:

Rhythm:

‘The Sound Collector’ By Roger McGough Summary:

Mood:

Rhyme:

na l

Personification:

at io

Metaphor:

Simile:

Personal connection to the poem:

Onomatopoeia:

Alliteration:

Links to other texts:

Assonance:

Tone:

60 00_Touchstones Activity book.indb 60

11/03/2022 09:08

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

om pa ny

Ire la n

Something you liked

2.36 ‘Base Details’: Personal Response

Something you were interested in

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

Something you felt afterwards

61 02_Touchstones Activity book_Chapter2.indd 61

11/03/2022 14:11

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

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

om pa ny

The Majors are enjoying their time at war.

The Majors are overweight and unfit.

at io

The Majors are minimising the gravity of the violence.

na l

The soldiers are in grave danger.

The Majors are not young.

62 00_Touchstones Activity book.indb 62

11/03/2022 09:08

UNIT 2

POETRY

Explain how the poet feels about the Majors. 1 In my opinion the poet feels: bitter

enraged

incandescent with rage

Ire la n

2 When do we see this in the poem?

at io

na l

om pa ny

3 What does this show the reader?

63 00_Touchstones Activity book.indb 63

11/03/2022 09:08

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

Poet’s writing choices

Speaker:

om pa ny

Punctuation:

Rhythm:

‘Base Details’

By Siegfried Sassoon Summary:

Mood:

Rhyme:

na l

Personification:

at io

Metaphor:

Simile:

Personal connection to the poem:

Onomatopoeia:

Alliteration:

Links to other texts:

Assonance:

Tone:

64 00_Touchstones Activity book.indb 64

11/03/2022 09:08

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

at io

na l

om pa ny

And like a thunderbolt he falls.

Ring’d with the azure world, he stands.

Ire la n

He clasps the crag with crooked hands;

‘The Eagle’ – Alfred, Lord Tennyson

65 02_Touchstones Activity book_Chapter2.indd 65

11/03/2022 14:31

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

Poet’s writing choices

Speaker:

om pa ny

Punctuation:

Rhythm:

‘The Eagle’

By Alfred, Lord Tennyson Summary:

na l

Personification:

at io

Metaphor:

Personal connection to the poem:

Simile:

Mood:

Rhyme:

Onomatopoeia:

Alliteration:

Links to other texts:

Assonance:

Tone:

66 00_Touchstones Activity book.indb 66

11/03/2022 09:08

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

A B B C

om pa ny

D D E E

na l

F G

at io

G H

K K L L

67 00_Touchstones Activity book.indb 67

11/03/2022 09:08

TOUCHSTONES 1 M N N

Ire la n

O P P

om pa ny

Q R R S S

na l

at io

U U

X Y Y Z Z

68 00_Touchstones Activity book.indb 68

11/03/2022 09:08

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

Ire la n

How will you divide up the lines?

How will you stage your performance?

at io

na l

What visual effects will you use?

69 00_Touchstones Activity book.indb 69

11/03/2022 09:08

TOUCHSTONES 1 2.43 The Poets’ Toolbox: Word Exploration

om pa ny

Simile

Ire la n

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

at io

na l

Metaphor

Rhythm

70 02_Touchstones Activity book_Chapter2.indd 70

11/03/2022 14:11

UNIT 2

Poetry

Ire la n

Rhyme

na l

om pa ny

Alliteration

Onomatopoeia

at io

Assonance

71 02_Touchstones Activity book_Chapter2.indd 71

11/03/2022 14:12

TOUCHSTONES 1 2.44 Personal Dictionary

Word

Ire la n

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

Structure

om pa ny

Speaker

Rhyme

at io

na l

Rhythm

Subject

Theme

Tone

72 00_Touchstones Activity book.indb 72

11/03/2022 09:08

UNIT 2 Word

Definition

POETRY

Use it in a sentence

Mood

Ire la n

Simile

om pa ny

Metaphor

Personification

na l

Alliteration

at io

Assonance

Onomatopoeia

Annotation

Quotation

73 00_Touchstones Activity book.indb 73

11/03/2022 09:08

TOUCHSTONES 1 Word

Definition

Use it in a sentence

Inference

Ire la n

Sullen

om pa ny

Diadem

Solitude

na l

Jocund

Petulant

at io

Pensive

Azure

74 00_Touchstones Activity book.indb 74

11/03/2022 09:08

UNIT 3

FILM d

3.1 What do I know?

na l

om pa ny

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!

Romantic comedy

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

75 00_Touchstones Activity book.indb 75

11/03/2022 09:08

TOUCHSTONES 1 Fantasy epic

om pa ny

Ire la n

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.

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

76 00_Touchstones Activity book.indb 76

11/03/2022 09:08

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

Ire la n

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

Marie Antoinette

at io

Guess the film genre.

na l

Describe the colour palette.

Predict what you think might happen.

77 00_Touchstones Activity book.indb 77

11/03/2022 09:08

TOUCHSTONES 1 3.4 Cinematography

What camera angle is being used here?

What type of shot do you think this is?

Ire la n

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

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

na l

at io

78 00_Touchstones Activity book.indb 78

11/03/2022 09:08

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

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

om pa ny

Raiders of the Lost Ark

Inception

at io

na l

79 00_Touchstones Activity book.indb 79

11/03/2022 09:08

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

Montage

Cross-cutting

Ire la n

Explain the editing technique in your own words.

om pa ny C na l

at io

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

What is the purpose of using this technique?

80 00_Touchstones Activity book.indb 80

11/03/2022 09:08

UNIT 3

FILM

3.6 Spotify Soundtrack

Text name: Reason for choice

Ire la n

Artist

at io

na l

om pa ny

Song

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.

81 00_Touchstones Activity book.indb 81

11/03/2022 09:08

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

Ire la n

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

at io

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

na l

Two spaceships race through space, shooting at each other

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

82 00_Touchstones Activity book.indb 82

11/03/2022 09:08

UNIT 3 Scene Description

Sound Effects

FILM

Genre

Ire la n

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

at io

na l

om pa ny

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

83 00_Touchstones Activity book.indb 83

11/03/2022 09:08

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

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.

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

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.

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

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

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.

84 00_Touchstones Activity book.indb 84

11/03/2022 09:08

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:

Poignant

Ire la n

Definition:

Synonyms:

Synchronicity Example:

at io

na l

Definition:

om pa ny

Example:

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

85 00_Touchstones Activity book.indb 85

11/03/2022 09:08

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

Ire la n

Plot

Fill in the table below with your thoughts.

Genre

Theme

Message

at io

na l

Setting

86 00_Touchstones Activity book.indb 86

11/03/2022 09:08

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.

Sound

Editing techniques

Shots

Camera angles

at io

na l

Colour palette

om pa ny

Ire la n

Mise-en-scène

87 00_Touchstones Activity book.indb 87

11/03/2022 09:08

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

Blog banner picture – something to do with the film

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

Tagline – sell or pan the film in one sentence

Explain what the film is about

Talk about the interesting characters in the film

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

88 00_Touchstones Activity book.indb 88

11/03/2022 09:08

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

Idea title

Ire la n

What rating out of 10 would you give the film?

Idea in one line

Synopsis

na l

Target audience

at io

Genre

Ideal actors

Similar films

89 00_Touchstones Activity book.indb 89

11/03/2022 09:08

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:

om pa ny

Ire la n

SCENE

Angles:

Angles: SCENE

na l

SCENE

at io

Shot:

Angles: SCENE

SCENE

Angles:

Shot:

Angles:

90 00_Touchstones Activity book.indb 90

11/03/2022 09:08

UNIT 3

FILM

3.14 Personal Dictionary

Definition

Use it in a sentence

Ire la n

Word

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

Mise-en-scène

Colour palette

High camera angle

at io

na l

Cinematography

Eye-level camera angle

Low camera angle

91 00_Touchstones Activity book.indb 91

11/03/2022 09:08

TOUCHSTONES 1 Close-up shot

Ire la n

Wide shot

Establishing shot

om pa ny

Montage

na l

Cross-cutting

Soundtrack

at io

Bridging

Poignant

Synchronicity

92 00_Touchstones Activity book.indb 92

11/03/2022 09:08

UNIT 4

4.1 What do I know?

4.2 Set Design

na l

om pa ny

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.

DRAMA

Name of play:

at io

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

93 00_Touchstones Activity book.indb 93

11/03/2022 09:08

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

Ire la n

Evidence from the text

at io

na l

Costume sketch

94 00_Touchstones Activity book.indb 94

11/03/2022 09:08

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

Mr Mylod

Ire la n

Character

om pa ny

Evidence from the text

na l

What does this tell us about the character?

Scene B

The students

Evidence from the text

Mr Mylod

at io

Character

What does this tell us about the character?

95 00_Touchstones Activity book.indb 95

11/03/2022 09:08

TOUCHSTONES 1 4.5 Stage Directions: Writing

Ire la n

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

om pa ny

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

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!

96 00_Touchstones Activity book.indb 96

11/03/2022 09:08

UNIT 4

DRAMA

4.6 A Christmas Carol: Writing

at io

na l

om pa ny

Ire la n

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.

97 00_Touchstones Activity book.indb 97

11/03/2022 09:08

TOUCHSTONES 1 4.7 A Christmas Carol: Acting/Directing

om pa ny

Ire la n

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

Voice

Text name:

na l

Scene:

Context of the scene within the play

at io

Character name:

Relationships with other characters Gestures and movement

Facial expressions

98 00_Touchstones Activity book.indb 98

11/03/2022 09:08

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.

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

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!

’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,

An’ the bleedin’ thing won’t go.

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

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

99 00_Touchstones Activity book.indb 99

11/03/2022 09:08

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

Ire la n

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!

’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

Of the house next door to us.

I tried to do it one night,

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

But I had to stand on a crate,

100 00_Touchstones Activity book.indb 100

11/03/2022 09:08

UNIT 4

DRAMA

4.9 Blood Brothers: Performing

om pa ny

Ire la n

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:

Voice

na l

Scene:

Context of the scene within the play

at io

Character name:

Relationships with other characters Gestures and movement

Facial expressions

101 00_Touchstones Activity book.indb 101

11/03/2022 09:08

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

STAGE

APRON

AUDIENCE

STAGE AREA

STAGE

AUDIENCE

STAGE

AUDIENCE

Ire la n

A theatre-in-the-round stage

Choose a stage type

at io

na l

om pa ny

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

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

Lighting decisions

Your sound effects and music choices

102 00_Touchstones Activity book.indb 102

11/03/2022 09:08

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

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

at io

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

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

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

103 00_Touchstones Activity book.indb 103

11/03/2022 09:08

TOUCHSTONES 1

Ire la n

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

om pa ny

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

tio

Resolution

t ac

ing

Opening (sets the scene)

lem

si Ri ob Pr

Climax

ll Fa

at io

na l

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

104 00_Touchstones Activity book.indb 104

11/03/2022 09:08

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

STAGE

APRON

AUDIENCE

STAGE AREA

STAGE

AUDIENCE

STAGE

AUDIENCE

Ire la n

A theatre-in-the-round stage

Choose a stage type

at io

na l

om pa ny

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

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

Lighting decisions

Your sound effects and music choices

105 00_Touchstones Activity book.indb 105

11/03/2022 09:08

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

Ire la n

Stage type

Intended effect on the audience

Aspect of stage craft

na l

Costumes

at io

Lighting

106 00_Touchstones Activity book.indb 106

11/03/2022 09:08

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

Music and sound effects

om pa ny

Set design

Props

at io

na l

Positioning of actors

107 00_Touchstones Activity book.indb 107

11/03/2022 09:08

TOUCHSTONES 1 4.15 From Page To Stage: Acting/Directing

om pa ny

Ire la n

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

Voice

Text name:

na l

Scene:

Context of the scene within the play

at io

Character name:

Relationships with other characters Gestures and movement

Facial expressions

108 00_Touchstones Activity book.indb 108

11/03/2022 09:08

UNIT 4

DRAMA

4.16 Personal Dictionary

Definition

Use it in a sentence

Ire la n

Word

Stage

om pa ny

Proscenium arch stage

at io

na l

Theatre-inthe-round stage

Three-sided stage

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.

Flexible stage

Set design

109 00_Touchstones Activity book.indb 109

11/03/2022 09:08

TOUCHSTONES 1 Word

Definition

Use it in a sentence

Ire la n

Props

Lighting

om pa ny

Sound

at io

Acting

Stage directions

na l

Costumes

110 00_Touchstones Activity book.indb 110

11/03/2022 09:08

UNIT 5

5.1 What do I know?

at io

na l

om pa ny

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.

SHAKESPEARE

111 00_Touchstones Activity book.indb 111

11/03/2022 09:08

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

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

Mostly recorded music

Extremely popular form of entertainment

Theatre in today’s world

at io

na l

Theatre in Shakespeare’s day

112 00_Touchstones Activity book.indb 112

11/03/2022 09:08

UNIT 5

SHAKESPEARE

5.3 Shakespeare’s Punctuation: Reading

Ire la n

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!

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

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.

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.

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.

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.

113 00_Touchstones Activity book.indb 113

11/03/2022 09:08

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

Oh, she doth teach the torches to burn bright!

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,

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

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

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

A dagger of the mind, a false creation,

Proceeding from the heat-oppressèd brain?

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

114 00_Touchstones Activity book.indb 114

11/03/2022 09:08

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

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,

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.

An ass’s nole I fixèd on his head.

at io

5.5 Shakespeare’s Words: Insults

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

facial expressions

movements and gestures

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

Tone of voice

115 00_Touchstones Activity book.indb 115

11/03/2022 09:08

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

Ire la n

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

Choose an adjective

at io

na l

Choose a pronoun

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).

116 00_Touchstones Activity book.indb 116

11/03/2022 09:08

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

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

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

Shrewd: mischievous

Unjust: dishonest

SHAKESPEARE

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

117 00_Touchstones Activity book.indb 117

11/03/2022 09:08

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

willingly

pronounce

lest

for what reason

fain

goodbye

perjury

yes

om pa ny

Ire la n

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.

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.

And thy fair virtue’s force perforce doth move me

On the first view, to say, to swear, I love thee. The Merchant of Venice, Act III Scene II Portia: Beshrew your eyes,

They have o’erlooked me and divided me.

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

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

And so all yours.

118 00_Touchstones Activity book.indb 118

11/03/2022 09:08

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

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

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

5.8 Shakespeare’s Grammar: Contractions

na l

1 Match the contractions below with their matching full word.

Oe’erworn Tend’ring ’Tis ’Twas

Murd’rous

at io

Contractions

Full word It is It was Between The untimely Tendering Overworn

’Tween

Murderous

Th’untimely

119 00_Touchstones Activity book.indb 119

11/03/2022 09:08

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…

Ire la n

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

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,

E’er since pursue me.

120 00_Touchstones Activity book.indb 120

11/03/2022 09:08

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.

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

om pa ny

Schoolmasters will I keep within my house.

Ire la n

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?

Beautiful tyrant! Fiend angelical!

Dove-feathered raven, wolvish-ravening lamb!

121 00_Touchstones Activity book.indb 121

11/03/2022 09:08

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.

at io

na l

Had I it written, I would tear the word.

om pa ny

Ire la n

Are burnt and purged away.

122 00_Touchstones Activity book.indb 122

11/03/2022 09:08

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

Version 1

om pa ny

Ire la n

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

at io

Comment on the lighting used in the scene.

na l

Comment on the costumes of the characters.

Comment on the acting in the scene.

123 00_Touchstones Activity book.indb 123

11/03/2022 09:08

TOUCHSTONES 1

om pa ny

Ire la n

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?

Romeo’s compliment

at io

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…

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…

124 00_Touchstones Activity book.indb 124

11/03/2022 09:08

UNIT 5

SHAKESPEARE

5.13 Romeo And Juliet: Writing

Ire la n of

at io

na l

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!

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

125 00_Touchstones Activity book.indb 125

11/03/2022 09:08

TOUCHSTONES 1 5.14 Who Was William Shakespeare? Record the important information you have collected about Shakespeare in the table below.

om pa ny

Ire la n

Shakespeare’s early life

at io

Shakespeare’s adult life

na l

Source

126 00_Touchstones Activity book.indb 126

11/03/2022 09:08

UNIT 5

SHAKESPEARE

Source

om pa ny

Ire la n

Shakespeare’s work

at io

na l

Source

127 00_Touchstones Activity book.indb 127

11/03/2022 09:08

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.

NON-FICTION

om pa ny

Newspapers

na l

Advertising

at io

Social media

Speeches

128 00_Touchstones Activity book.indb 128

11/03/2022 09:09

NON-FICTION

UNIT 6

Ire la n

Being persuasive

om pa ny

Emails

Letters

at io

na l

Magazines

129 00_Touchstones Activity book.indb 129

11/03/2022 09:09

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

Ire la n

Sender’s address

om pa ny

Date Greeting

at io

Sign off

Written in first-person narrative perspective

na l

Information the sender wants the reader to know

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

130 00_Touchstones Activity book.indb 130

11/03/2022 09:09

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

From line

Time and date electronically stamped

om pa ny

To line

Subject line

at io

Information the sender wants the recipient to know

na l

Greeting

Written in first-person narrative perspective

Sign off

131 00_Touchstones Activity book.indb 131

11/03/2022 09:09

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

Written mainly in the present tense

Interleaved with interviews with locals

om pa ny

Written in first-person narrative perspective

Uses personal anecdotes

at io

Uses hard-hitting facts

na l

Uses imagery

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

132 00_Touchstones Activity book.indb 132

11/03/2022 09:09

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.

Name of destination

Describe how it looks (colours, people, nature)

What might you see there

at io

na l

om pa ny

Facts about the destination

Ire la n

Location

6.6 Newspapers: Front Page

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

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

The name of the journalist who wrote the article

Headline

An explanation of what is in an image

133 00_Touchstones Activity book.indb 133

11/03/2022 09:09

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

Headline summarises the article

om pa ny

The first sentence summarises the entire article

at io

na l

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

Short paragraphs

Written in third-person narrative perspective

Written in the past tense

134 00_Touchstones Activity book.indb 134

11/03/2022 09:09

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

What will you name your newspaper? Lead article and image

om pa ny

What will your article be about?

Secondary article and image

What will your article be about?

at io

What other stories would be important for your audience?

na l

Article menu

Touchstones Activity Book

Articles inside

1.4 Five Senses

2.2 ‘From Above’: Annotation

1.9 The Iliad: Character Map

1.6 The Iliad: Vocabulary

2.1 What do I know?

2.3 ‘We real cool’: Annotation