Fire and Ice information 2016

Brand new Junior Cycle English for 2016

Written in line with the SEC Sample Papers and the latest Assessment Guidelines All Learning Outcomes translated into practical skills-based Learning Intentions Written and oral summative tasks with accompanying success criteria conclude each chapter Chapters are all carefully scaffolded toward the summative tasks to ensure student success Detailed exam chapter with sample Reflection Notes, Assessment Tasks and exam answers in Book 2 Imaginative and inspiring content arranged into manageable themes

Every textbook comes with a FREE eBook!

(Unique code inside cover)

Textbook Free My Collection of Texts booklet with Book 2 Teacher’s Resource Books

‘Education is not the filling of a pail, but the lighting of a fire.’

Additional digital resources on

www.gillexplore.ie, our new smart, reliable and easy-touse resources platform

The complete package for Junior Cycle English

Additional resources for Fire and Ice 1 and 2 are available on GillExplore.ie, our new smart, reliable and easy-to-use resources platform. The convenient way to explore and access all of Gill Education’s digital resources, GillExplore.ie is designed to enrich the teaching and learning experience in your classroom.

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What teacher reviewers have said about Fire and Ice

‘The exercises are of a very high standard and in keeping with the requirements of the new specification. They provide a lovely balance between writing, reading, analysis and creativity. Computer/tech-based tasks (writing blogs, etc.) are integrated into the chapters, again as required by the new Junior course.’

‘I definitely felt that the specifications for the new JCSA were addressed: oral, writing, reading, pair work, group work, peer assessment, formative assessment, research and attention to digital texts.’

‘The use of guidelines and success criteria is enormously helpful for the students.

Placing them alongside the exercises (rather than in an accompanying portfolio as some publishers have done) is much more convenient for the pupils and the teachers.’

‘These chapters will encourage young people to think about their own attitudes towards the world in which they live. This is one aim of the new specification.’ ‘[The books are] very well organised, with the objectives clearly laid out at the start of every single chapter. The ‘Success Criteria’ directions are excellent and follow the specifications of the JCSA in their recommendations.

This brand new Junior Cycle English series has been carefully compiled to help you achieve all the objectives of the new course and to lead you and your students seamlessly to the classroom-based assessments (CBAs), Assessment Task (AT) and final exam. verbs

• Fire and Ice is the most up-to-date English

Re m em be r

Strong verbs and adjectives help you to create powerful images. An image is a description which appeals to the reader’s senses (sight, hearing, touch, taste and smell). You have already learned how to use adjectives. In primary school you learned about verbs – do you remember what they are?

A verb is a do action word, ing or e.g played, sharin . to run, g, to study.

series and is in line with the SEC Sample Papers and latest Assessment Guidelines

How do we make verbs work harder? By choosing the most accurate verb.

Identify the verbs in these sentences.

p p p

The tractor drove down the road He kicked the ball into the net The cat drank its milk

W1.5

Passions and Pastimes

• Caters for all your planning needs for Junior

He smashed the ball into the net

Cycle English

The cat lapped up its milk

Mood Visuals, target audience and logos

Discussing poetry Discussing memories

As I explore this collection I will learn about:

Presenting information creatively

Multi-modal presentation

Mime and gesture Using tone in speech

Speaking confidently

• Thematic approach as recommended by the

Now, do you see a difference between these three sentences? By using a specific verb you can paint a much clearer picture for the reader. For example, you can really ‘see’ a big old tractor bouncing down a country road!

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Similes

Performing a poem

The tractor bounced down the road

Collection

JCT and evident in the Sample Papers

Now in your copy, rewrite the following sentences by replacing the highlighted verbs with more powerful or specific verbs.

1. The dog ran down the road behind the car.

2. Ms O’Reilly looked at Andrejz.

• Genre chapters (Fire and Ice 2) are designed

3. John ate his dinner before training.

4. As Mr McDonagh spoke to the class, Oisín played with his phone under the desk.

to accompany and support the study of drama, novel, short story, poetry and film

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Working with another student, identify the most powerful verbs and adjectives in this description.

• Learning Outcomes are referenced for

He slumped heavily against the crumbling stone wall and gulped a salty tear while she marched away without a backward glance.

teachers and translated into student-friendly spidergrams

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Imagine what happened immediately before and after the moment described.

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NeW BegINNINgS

Our Oral Communication Task

In groups, pick your favourite story opener from your group. You will now perform it as a radio play and record it. Remember that your radio listeners are not reading the story; instead they are hearing it.

Success Criteria We must • Appoint a narrator to read the opening paragraph describing the setting • Appoint actors to speak the character parts in the story, giving them directions regarding tone of voice so the actors know how they should speak their lines • Create atmosphere by adding a piece of music in the background • Add sound effects

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• Each lesson is framed by a student-friendly

Reflect on your classmate’s work and then write down two things you think he/ she did well and one thing he/she could improve on.

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FIRE AND ICE 1

For my portfolio

task I will:

Create a presentation

on a poem

Learning Outcomes

unication task I will: For my oral comm ance of a poem

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Give a dramatic perform

PASSIONS AND PASTIMES

We should

the grammatical rudiments of English, supporting students’ writing skills

• Brainstorm the sounds needed to make this believable as a stormy night on a windswept cliff with a detective travelling up a long driveway and knocking on a door • Appoint a sound engineer who, with the help of the group, will figure out how to create these sound effects using common items

l l

•

My Portfolio Task

Write the opening page of a story in which a detective visits a large lonely house on a cliff near a graveyard overlooking the sea. It is a stormy winter’s night. The house (give it a name) is seen by local people as a place of mystery and fear.

There are local rumours of séances and black magic. A twelve-year-old boy who lived there and was heir to the house and family fortune has disappeared. The detective has come to interview a relative about the disappearance.

Success Criteria

summative tasks

I should

I must • Describe the setting, i.e. the cliff, the house, both inside and out, the time of night, the stormy weather • Use some of the words and phrases from this collection to describe a storm (reviewing ‘The Visitor’ for examples) • Include dialogue between my characters • Arrange my story in paragraphs • Read what I’ve written to check for missing punctuation marks ( , . ! ? ) or missing words • Use a dictionary to check spellings I’m not sure of

• Give my story an interesting and maybe mysterious title • Use adjectives and action verbs • Use a thesaurus to find synonyms so that I do not repeat words • Include tone of voice, gestures and facial expressions when writing dialogue

I could • Think of a good name for the house • Think of interesting names for the detective and the relative • Reveal what the detective is thinking as he or she walks/drives up the long avenue to the house • Use a variety of sentence lengths, some short, some long, to give rhythm and flow to my story when it is read aloud • Read my story aloud to check how it sounds, then make any changes necessary

Reflection Question

Did I use stories or poems I have read to give me ideas for my storyline/dialogue/descriptions?

in Action

A Film Clip

•

Detailed exam chapter with sample Reflection Notes, Assessment Tasks and exam answers in Fire and Ice 2

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PASSIONS AND PASTIMES

vocabulary for writing about a drama either in a play or a film

WATCH

• Clear success criteria are provided for all

CD8.1

Life is Beautiful (Roberto Benigni, dir.)

You will now watch a clip from the 1997 Oscar-winning Italian film, Life is Beautiful. In this scene, a Nazi camp officer comes into the hut, bellowing orders at the inmates. When he asks for a translator, the father volunteers and ‘translates’ the orders into a funny game so that his son will not be frightened. As the little boy listens to his father’s ‘translation’, the camera moves from face to face. The boy is silent, but his eyes and his facial expressions show that his father is protecting him from fear and making it seem that the camp officers and the prisoners are all playing a funny game.

W8.2

Complete the grid below. Fill it with words that describe the clothes, voices, eyes and facial expressions you see and hear with these three characters.

Characters

Self-Assessment

Costume

Voice (tone, volume)

Eyes and facial expressions

The camp officer

Re-read what you have written and then write down two things you think you did well and one thing you could improve on.

Guido (the father)

Redrafting

Reviewing the success criteria again to make sure you have met all the requirements, and taking into account your own self-assessment notes, you can now revise your story opener to create a second draft. When you are happy with it, you can put it in your portfolio.

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MYSTERY AND MENACE

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Its alliteration – are there clever examples of alliteration? Why do you think the poet used it at that particular point?

Its onomatopoeic words – are there any in the poem? Do they add humour or add to the sound imagery of the poem?

The poem I like best is the shape poem, ‘She – is like a bubble’ by Elaine George. This poem is very clever because the shape of the poem reflects the object – a bubble – from the first line.

The poet also uses a simile to compare the girl to this delicate object: ‘she is like a bubble’.

A bubble is a noun, a thing, and normally people are not compared to such unusual objects.

Bubbles are light, clear and fragile; they are so light that when a person blows a bubble, they float up to the sky or they pop! I think the poet is trying to say that this person is special like the delicate bubble. Both the object and the person give the poet joy.

What I will learn:

Video and audio material has been embedded in lessons throughout the themes

Now choose your favourite poem from this collection so far.

Remembering to use PIE, write a paragraph (10–11 lines) giving your opinion about the strengths of the poem.

You will find some helpful phrases for stating your opinion on the next page. Some of the things you might like are: The name of the poem Alliteration, Its rhyme – when two words sound the same Onomatopoe p. 126 Its rhythm – the beat of the poem when ia, p. 93 you speak it l Its musicality – how the poem sounds like a song when you speak it l Its language – interesting choice of words (verbs, nouns, adjectives) .

Are the words simple or difficult? Did this affect your enjoyment of the poem? Is the language informal (causal) or formal (proper)? l Its themes – what are the main ideas of the poem? Did you enjoy them or agree with them? l Its images – what kind of pictures does the poet use? Did one or two stand out for you? Why did you enjoy them?

• Lessons in a chapter combine to provide the

You have learned many writing and speaking skills throughout this collection. Now it’s time to Show What You Know!

Draw your favourite image from the poem.

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Write, Listen, Watch, Speak, Explore and Create

show what you know

Describe how the crow and the scarecrow manage to stay together.

l

• Simple directions are used: Prepare, Read,

skills to complete an Oral Communication task and a sample for the Collection of Student’s Texts

Is it strange that a crow and a scarecrow should fall in love?

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helps students to answer questions correctly

Top Tip

1.

2.

3.

CREATE

• The PIE strategy (point, illustrate, explain)

• Change the name of the story to something that will attract an audience hearing advance publicity for the programme

131

EXPLORE

• ‘Mind Your Language’ sections focus on

The job of the sound engineer is to find objects that can sound like, for example, howling wind, a fog horn out at sea, footsteps, the doorbell/knock on the front door, the creaking of the door as it opens, etc. You will have to use your imagination to come up with things you can easily find that will make realistic sound effects. For example, the sound of an umbrella rapidly opening and closing imitates bats flying; shaking a thin sheet of metal makes a stormy sound.

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in this collect The skills you learn final tasks you know in your you to show what ion. at the end of this collect

learning intention, ‘What I Will Learn’

We could Peer Assessment

KNOW SHOW WHAT YOU ion will enable

Re me mb er

5. Marcus looked at his watch, put his laptop into the bag and left the room.

The little boy

EXPLORE

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202 FIRE AND ICE 1

Using the CCMC approach, describe the setting in this scene. For ‘Message’, ask the question, ‘Why did the director leave the door behind the soldiers slightly open?’

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FREE Booklet

My Collection of Texts Every student will receive a booklet for their final four texts, from which they’ll choose two for their CBA 2.

This booklet will contain:

• Information about how to present these texts (e.g. each in a different genre).

• Reflection sheets to allow them to assess their work and the skills they have learned.

• Perforated pages for removal for the CBA. • A pocket to insert previous drafts.

Fire and Ice

With planning covered in detail within the structure of the textbooks, the Teacher’s Resource Book concentrate on providing valuable additional material to encourage active learning and group work.

by Robert Frost

Some say the world will end in fire, Some say in ice.

From what I’ve tasted of desire I hold with those who favor fire.

But if it had to perish twice, I think I know enough of hate To say that for destruction ice Is also great And would suffice.

• Yearly Lesson Plan – mirrors the format given at in-service • Chapter-by chapter learning outcome table – ideal for planning

• Reflection page templates for summative writing and speaking tasks

• Lesson Worksheets, Graphic Organisers and differentiated Worksheets to accompany the lessons in the textbook

Digital Resources for Teachers Digital texts form an integral part of many lessons in Fire and Ice and are easily accessed offline within the FREE eBook or online at www.gillexplore.ie. GillExplore.ie is our new smart, reliable and easy-to-use resources platform, designed to enrich the teaching and learning experience in your classroom:

• Recordings of all poetry and selected prose • Curriculum-focused video and aural material Book 1 sample digital content

Book 2 sample digital content

The title Fire and Ice highlights the authors’ commitment to the dual role of an English textbook. It fires the imagination, making the English classroom an enjoyable and creative environment. It also teaches that cool, intelligent, careful attention to clarity and accuracy builds confidence in spoken and written English.

Students who follow the course offered in Fire and Ice 1 and 2 will ultimately create their own oral and written texts and sit a final examination full of confidence in their own abilities.

The Authors

Pauline Kelly taught in Marian College for 24 years. National leader of Junior Cycle English Support Service for two years, she is now an Associate Facilitator. She has studied the teaching of language at American and French universities and holds a postgraduate diploma in Children’s Literature. She has worked as English advisor and trainer with the SLSS and PDST and is a teacher trainer with Trinity School of Education. Pauline is the author of many best-selling English textbooks.

Deirdre Murphy teaches in Newbridge College, Kildare, and has previously taught in St. Joseph of Cluny, Dublin, and Scoil Dara, Kildare. She is the co-writer of free educational resources for RTÉ Radio 1, Documentary on One in association with RTÉ Learning and Development and Junior Cycle for Teachers. Deirdre holds a Masters in Film and Communications as well as a Diploma in drama education, and is a Mentor to teachers on the Erasmus Programme.

Each FIRE AND ICE 1 AND 2 comes with a FREE eBooK You and your students will love the easy-to-use Fire and Ice interactive eBooks. FREE with every textbook purchased, they include curriculumfocused videos, podcasts and weblinks, and enable searching, note-taking, highlighting and bookmarking.

show what you kn ghout ing skills throu g and speak You Know! d many writin to Show What You have learne Now it’s time this collection.

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Criteria

I should

I must

Clip

What I will lear n: vocabu lary for writing either in about a a play or drama a film

ld earanc Write the openin ’s night. The A twelve-year-o relative about the disapp a stormy winter a black magic. the sea. It is to interview séances and rumours of ve has come There are local eared. The detecti e has disapp family fortun

Success

Tomás Seale teaches in St. Mark’s Community School, Tallaght. He is co-writer of free educational resources for RTÉ Radio 1, Documentary on One in association with RTÉ Learning and Development and Junior Cycle for Teachers. Tomás holds a Diploma in drama education and is a Mentor to students taking part in the annual Act Up festival, run by Tallaght Community Arts. He is a member of iNote and the HTAI.

WAT CH

and maybe an interesting Give my story mysterious title verbs do es and action ms so that I • Use adjectiv rus to find synony • Use a thesau s and facial not repeat words of voice, gesture tone Include dialogue • when writing expressions

CD8.1

•

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•

I could

for the house ve a good name for the detecti • Think of interesting names • Think of he or she and the relative is thinking as the detective house • Reveal what avenue to the up the long short, walks/drives lengths, some of sentence story variety a and flow to my • Use give rhythm some long, to aloud , then read is sounds it when check how it story aloud to • Read my s necessary make any change

ion Reflection Quest have or poems I

Did I use stories my me ideas for ns? read to give gue/descriptio storyline/dialo

Life is

Beautifu

l (Robert You will now o Benig camp offic watch a clip from ni, dir.) er comes the 199 voluntee rs and ‘tran into the hut, bello 7 Oscar-winnin g Italian listens to wing orde slates’ the film, his rs facial expr father’s ‘translati orders into a funn at the inmates. Life is Beautifu l. In this When he essions on’, the y game scen and the show that camera so asks for prisoners moves from that his son a translato e, a Nazi his fath will not er is prot are all play r, the fath face be frigh to face. ecting him ing a funn er tened. As The boy from fear y game. the little is silen and mak ment boy ing it seem t, but his eyes Self-Assess and his that the Complete you have camp offic the grid Re-read what down W8.2 write expr belo ers then essions w. Fill it did written and you see with word you think you and hear s that desc two things could with ribe the these thre thing you clothes, e characte well and one Characte voices, rs. rs eyes and on. ve impro facial Costum e Redrafting

The acam criteri p officer the success Reviewing sure you have again to make ts, and requiremen met all the own account your can taking into you ent notes,Guid o (the self-assessm opener father) your story now revise When second draft. can to create a with it, you you are happy lio. portfoThe little boy put it in your MYSTE RY

E AND MENAC

202

e, volume)

Eyes and

facial expr

essions

WE’RE HERE TO HELP!

D

EXPL ORE

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Voice (ton

Mary-Elaine Tynan teaches in Mount Temple Comprehensive in Dublin. She has co-created numerous teaching and learning resources for the new Junior Cycle specification with RTÉ Radio 1, Documentary on One, RTÉ television, the BAI and other organisations. Mary-Elaine holds an MA in English Literature and teaches English methodology on the PME in Trinity College.

FIRE AND ICE 1

73

Using the CCMC approach the ques tion, ‘Wh , y did the describe the setti director leave the ng in this scen e. For door behi nd the sold ‘Message’, ask iers sligh tly open ?’

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