‘Ireland in Schools’ Staffordshire Pilot Scheme QLS, Staffs

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

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

Contents
Introduction
Weekly Planning
Worksheets
Context questions
Chapters 1 & 2
Chapter 3
Chapter 4
Chapters 5 & 6
Grammar, etc.
Similes
Vocabulary
Homophones
Complex sentences
Characters
Different types of fairies
Fairies & fairy magic
Mud people
Pictures of trolls
Root’s diary http://hometown.aol.co.uk/Iis05/Artemis_Fowl_Worksheets.pdf
See also Researching Ireland on the Internet at
About Artemis Fowl & Eoin Colfer http://hometown.aol.co.uk/Iis05/Ireland_Presentation_All.pdf
Introduction

For the past four years novels by Irish authors have formed the basis of a most successful and engaging unit
of work on Ireland in Year 7 English at Ryecroft CE (C) Middle School, Staffordshire.

Sandy Pierzchalla, Head of English & Drama, introduces the unit with a potted history of Ireland before
embarking on a six-week exploration of the Artemis Fowl, the keystone of the unit and , a popular choice with
boys and girls. Information about the book and the author are on the back cover of this booklet.

Exploration of the novel culminates in a research project, and presentation, on Ireland as a tourist destination,
details of which are available on the internet at:
http://hometown.aol.co.uk/Iis05/Ireland_Presentation_All.pdf.

Then, depending upon ability, pupils enjoy other Irish authors, including Marita Conlon-McKenna (Under
the Hawthorn Tree - a historical novel about the Irish Famine), Sam McBratney (Jimmy Zest) and Darren
Shan (Cirque du Freak). The last, a ‘living nightmare’ of vampires and tarantulas, has proved a ‘cult thing’
in the school and parents have thanked Sandy ‘profusely for introducing this book to their reluctant-reader
boys’.

The booklet contains the teaching scheme and other resources Sandy has developed for Artemis Fowl,
representing, Sandy is anxious emphasise, ‘not a prescriptive plan as to how it should be done’ but simply
‘how I delivered the materials’. The booklet is also available on the internet at:
http://hometown.aol.co.uk/Iis05/Artemis_Fowl_Worksheets.pdf.

Pierzchalla, Artemis Fowl, 2

YEAR 7 OBJECTIVES HOMEWORK
TERM Spring
W14 Word meaning in context 1. 30 minutes reading
WEEK 1
R8 Infer and deduce 2. Homophones sheet
TEACHER S Pierzchalla
R16 Author attitudes

STARTER INTRODUCTION DEVELOPMENT PLENARY

Lesson 1 Intro to Ireland – what do you
know? – brainstorm in
groups.
Feedback from each group.
Geography/ troubles.
Stereotypes – green, stupid
leprechauns, Blarney Stone,
St Patrick etc.
Teacher to give intro re Discuss any difficult Go through questions.
troubles in Ireland – brief vocabulary. Impressions of book
history - discuss. Answer questions on first to share.
Info on Eoin Colfer and chapter.
Artemis Fowl. HW 30 minutes
Read Prologue and beginning reading.
of chap 1.

Lesson 2 Starter on homophones – use Recap on beginnings of
correct spelling. Artemis.
Read chap 2.
Explain/reminder of
homophones of fowl/foul.
Also Fowl Manor/foul
manner.
Use of codes – begin Feedback on codes –
deciphering the alphabet and on message in
using the intro to the book
‘Booke of the People.’ Go through answers.
Questions on chap 2.
HW Homophones
sheet.

Lesson 3 Apostrophes – contractions Review Artemis Fowl from Draw picture of Holly Share drawings of
and possessives. Go over last lesson. labelled (using pp 31-32). Holly.
basic rules. Read part of chap 3 – ‘Holly’
– (up to p44).
Use whiteboards for
examples.

Lesson 4 Reminder of apostrophes – Review Artemis Fowl. Answer questions on Go through answers to
use whiteboards for different Read remainder of chapter 3. chapter 3. chap 3 – recap on plot
examples. How does the author speak to and any confusion.
the reader?

YEAR 7 OBJECTIVES HOMEWORK

TERM Spring
S1a Recognising and using 1. 30 minutes reading
WEEK 2
subordinate clauses 2. Complex sentences
TEACHER S Pierzchalla
R8 Infer & deduce
R16 Author attitudes

STARTER INTRODUCTION DEVELOPMENT PLENARY

Lesson 1 Simple and complex
sentences for detail. Badger –
Starter 7 (OHT) Main &
subordinate clauses – explain.
Use whiteboards.
Recap on Artemis Fowl. Character of Holly – what Feedback on character
‘Abduction’ – what does it type of person do you of Holly.
mean? think she is? – give
Begin chap 4- up to p70 (just reasons. Write HW 30 minutes
before Holly completes ritual.) approximately 3 reading.
paragraphs.

Lesson 2 Give – subordinate clause at
beginning – pupils compose
main clause using
whiteboards:-
Laughing hysterically…
Screaming loudly …
Recap - go over plot in detail.
Finish chap 4.
Questions on chap 4. Go through answers to
If you had fairy magic – questions.
how would you use it?
Shield (invisible). Discuss fairy magic.
Mesmer? Healing?

Lesson 3 Subordinate clause in middle
– give examples - use of
commas.
Eg Ben liked football.
Pupils use whiteboards.
Read chap 5 - up to p94 (after Translation of Gnommish. Go through
Butler creates diversion). Gnommish alphabet
Why has he done this? What on OHT for anyone
do you think Artemis will do? who has not yet got it.

Lesson 4 Whiteboards – subordinate Read remainder of chapter 5. Begin questions on chaps Go through first few
clauses – in all 3 places – Why does Artemis let Holly 5 & 6. questions.
examples. Then explain believe she has told him fairy
homework. secrets? HW Complex
sentences.

Pierzchalla, Artemis Fowl, 3

YEAR 7 OBJECTIVES HOMEWORK
TERM Spring
S3 Punctuation to clarify 1. 30 minutes reading
WEEK 3
meaning 2. Spelling
TEACHER S Pierzchalla
R8 Infer & deduce 3. Root’s diary
R16 Author attitudes

STARTER INTRODUCTION DEVELOPMENT PLENARY

Lesson 1 Paired spelling. Review Artemis Fowl from How does Root feel after Listen to beginnings
last week. the incident on the so far.
whaling boat?
Begin chapter 6 – up to page HW 30 minutes
123 where Holly shows teeth. Begin Root’s diary. reading
Spelling.

Lesson 2 Use of colons/semi colons –
review – Give selection of
sentences – pupils to extend
using colons (whiteboards).
Review story.
Read p123 – bottom of p131.
Continue with Root’s Listen to a selection.
diary at this point in the
story. Brainstorm.
Use variety of sentence
structures. Try to use at
least 2 colons or
semicolons.

Lesson 3 As yesterday – using
semicolons (whiteboards).
Review from last lesson.
Read pp 131 – 147 after
explanation of blue rinse.
Finish diary if necessary. Listen to selection.
Continue with translation HW Root’s diary.
of Gnommish –
translation of words at
bottom of page.

Lesson 4 Dictionary scan. Review story. Finish questions on chaps Go through answers.
Read remainder of chapter 6. 5 & 6 (started last week).

YEAR 7 OBJECTIVES HOMEWORK

TERM Spring
R8 Infer & deduce 1. 30 minutes reading
WEEK 4
R16 Author attitudes 2. Spelling
TEACHER S Pierzchalla
3. Write paragraph of 2 types of
fairy

STARTER INTRODUCTION DEVELOPMENT PLENARY

Lesson 1 Paired spelling. Review Artemis from last week.
Read chap 7 ‘Mulch’ – up to
p173.
Who is author speaking to at
beginning of chapter?
What kind of character Go through vocabulary.
is Mulch? Listen to passage about
Is he likeable? Why? Mulch.
Vocabulary sheet to
complete. HW 30 minutes
If time - write 2 reading/Spelling.
paragraphs about your
opinion with reasons.

Lesson 2 Dictionary scan. Recap from last lesson. What do What do we know Go through and discuss.
you remember about a dwarf’s about fairy magic so
special skills? far?
Read from pp 173 – 188. Chart to complete.

Lesson 3 Countdown. Review from last lesson - Read What do we know Go through – share each
up to p192. about different types group’s findings.
of fairies?
Chart to complete –
assign each group a
type of fairy – elf, troll
etc.

Lesson 4 Crossword. Read up to end of chap 7. Write passage on 2 of Listen to some passages.
the creatures – at least
a paragraph for each. HW Write passage on
2 types of fairy.

Pierzchalla, Artemis Fowl, 4

YEAR 7 OBJECTIVES HOMEWORK
TERM Spring
R8 Infer & deduce 1. 30 minutes reading
WEEK 5
R16 Author attitudes 2. Spelling
TEACHER S Pierzchalla
S&L10 Report main points 3. Work on presentation

STARTER INTRODUCTION DEVELOPMENT PLENARY

Lesson 1 Paired spelling. Review Artemis from What do fairies think of mud Go through & discuss.
last week. people?
Read chap 8 – up to Chart to complete. HW 1. 30 minutes
p217. reading
2. Spelling.

Lesson 2 Anagrams – selection to
decipher using clues.
Review Artemis. Passage from p224. Why are Listen to pupils’ similes.
they not full sentences – why
Read pp 217 – 227. so short?
Difficult vocabulary. Chapter called ‘Troll’ but we
don’t actually see the troll
until p224. Why? Point out
the build up.
Use of simile – why?
(Demonstrate razor through
rice paper.)
Pupils to devise own original
similes (sheet). Use of
figurative language.

Lesson 3 Dictionary scan. Review Artemis – finish What is expected – assign Recap on what is
chap 8. each group an area of Ireland. expected – pupils to
Explain work on Ireland Pupils to organise selves and report what they are
& h/w. sort out tasks. doing tomorrow.

Lesson 4 Research on town in Ireland – HW Work on

IT Room each group given a website. presentation.

YEAR 7 OBJECTIVES HOMEWORK

TERM Spring
R14 Language choices 1. 30 minutes reading
WEEK 6
S&L10 Report main points 2. Spelling
TEACHER S Pierzchalla
S&L14 Modify views 3. Evaluation of presentation

STARTER INTRODUCTION DEVELOPMENT PLENARY

Lesson 1 Paired spelling. Review Artemis Fowl– Work on presentation. Recap on expectations.
Read chap 9 – up to
p257. HW 30 minutes
reading
Spelling.

Lesson 2 OHT 1.10 Read remainder of Model a presentation on Feedback from each
One by one reveal quotations Artemis Fowl pp 257 - Uttoxeter. group – recap what is
– who do words apply to? 268. expected.
Why are they vomiting? Work on presentation for next
lesson.

Lesson 3 NC Level descriptors - Group presentations Oral feedback from each

expectations for S & L. today. other (if time).

Lesson 4 Finish presentations if Read p268 to end. Written evaluation of Listen to beginnings so
necessary. Opinion. Ending presentation to complete in far.
Feedback to all groups – satisfactory? draft.
grades etc. (Show Artic Incident & HW Evaluation of
Eternity Code etc.) presentation.

Pierzchalla, Artemis Fowl, 5

Context questions: chapters 1 & 2

Answer the following questions in full sentences:

1. What was Nguyen disguised as when Artemis met him in the café? (p 4)
2. What did Butler do to the pickpocket? (p 8)
3. How much was Nguyen paid for the information? (p10)
4. What did Artemis want from the ‘healer’ in the alleyway? (11)
5. Why was she no longer able to use her magic? (p 11)
6. How did Artemis trick her into doing what he wanted? (p 12-13)
7. Where is Fowl Manor? (p14)
8. How long had Butler been guarding Artemis? (p16)
9. Artemis is described as ‘a chip off the old block.’(p17) What does this expression mean?
10. What was Artemis’s goal? (p18)
11. What is Gnommish? (p19)
12. Why is Artemis worried about his mother? (p20)
13. What happened to Artemis Senior? (p29)
14. Why had Artemis been running the CNN’s web site (news and current affairs) for over a year? (p30)
15. What did Artemis do best? (p30)

Alphabets

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

Pierzchalla, Artemis Fowl, 6

Context questions: chapter 3

Answer the following questions in full sentences:

1. How tall was Holly? (p31)

2. Why had Root been ‘on Holly’s case’ since day one? (p32)
3. What was one of the advantages of living underground? (p32)
4. Where did the word ‘leprechaun’ originate from? (p33)
5. What does Holly eat for her breakfast? (p33)
6. What was the dwarf, Mulch, doing in the station lobby? (p34)
7. What was Commander Root’s nickname and why? (p 32)
8. Why did Commander Root pick on Holly? (p36-7)
9. Why does Holly think she deserves one more chance? (p38)
10. What do you learn about trolls from page 39?
11. Why does Holly lie about ‘running hot’ to Commander Root? (p40)
12. Why does Foaly wear a tinfoil hat at all times? (p42)
13. What equipment does Holly take with her when she goes above ground? (p43-4)
14. Why did Holly’s ancestors not stay above ground and fight it out with the mud people? (p50)
15. Why does Root say, ‘You’ll spend the next hundred years on drain duty.’? (p54)
16. How did Holly overcome the troll after she had landed on him? (p57)
17. What did the sphere do to the people in the restaurant? (p58)
18. What does Root tell Holly she must do at the end of Chapter 3? (p61-2)

Pierzchalla, Artemis Fowl, 7

Context questions: chapter 4

Answer the following questions in full sentences:

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

2. When Butler scans down the list of items Artemis wants him to get, which item puzzles Butler and why?
(p66)
3. What did Holly, and all fairies, love to do? (p67)
4. Why was Holly sad when she saw the dolphins? (p68)
5. Where was the most magical place on the planet? (p68)
6. How long had Artemis and Butler been staked out? (p70)
7. What did Holly do to protect her elfin ears? (p72)
8. Why was Holly dumbfounded? (p75)
9. What is the mesmer? (p75)
10. Where did Butler put Holly after they had tranquilised her? (p77)

Pierzchalla, Artemis Fowl, 8

Context questions: chapters 5 & 6

Answer the following questions in full sentences:

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

2. What does Root see that upsets him when Foaly blows up the screen? (p83)
3. Why does Root decide to reactivate himself? (p83-4)
4. What does Foaly mean when he tells Root ‘…we only allow one passenger per pod.’? (p87)
5. How did Butler create a diversion for Artemis? (p91-3)
6. What simile is used to describe the way Holly feels when she wakes up? (p97)
7. Why does Holly try to persuade Juliet to take off her sunglasses? (p99-100)
8. Why couldn’t Foaly keep track of Root once he gets on the whaling ship? (p104)
9. Why could a good-sized rat be a real threat to a fairy? (p107)
10. Why does Artemis say he has brought Root to the ship? (p109)
11. What had Artemis not expected about the fairy? (p113)
12. What did his mother’s bedroom used to be? (p115)
13. Who does Angeline think Artemis is? (p116-7)
14. What did Holly want to do to Artemis? (p119)
15. What does Artemis tell Holly he has done to her? (p121)
16. Who is the leader of the Retrieval Squad? (p127)
17. What is Root’s first name? (p127)
18. What is a blue rinse? (p127)
19. What simile is used to compare putting Butler’s head into Holly’s helmet? (p130)
20. What was every little fairy’s dream? (p131-2)
21. Why did Butler have a hood pulled over his eyes? (p135-6)
22. What does Holly ask Juliet to get her to eat? (p142)
23. In the old days how did fairies create a ‘time-stop’? (p145)
24. How long does Root have to sort out the mess? (p148)
25. What does Foaly give Root to take with him when he meets Artemis? (p149-50)
26. What is Artemis’s one demand? (p155)
27. What are his last words to Root before he leaves? (p156)

Pierzchalla, Artemis Fowl, 9

Answers

1. I don’t suppose you would consider peaceful surrender

2. a hypodermic dart
3. He is the best – he has more successful recons under his belt than any officer in history
4. Root has a fat stomach so Foaly is being sarcastic
5. He provoked a fight with the dockers
6. felt as though a sucker slug was drawing her brain out through her earhole
7. she wants to use the mesmer on her
8. the boat has a high lead content so they can’t penetrate it
9. rats are one of the few breeds that can see through a fairy shield
10. for a demonstration of his utter commitment to his goals
11. hadn’t expected the fairy to appear so human
12. used to be his parents’ lounge
13. his grandfather
14. incapacitate him with her elbow and use his hide for leverage
15. that he has used a truth serum and extracted all the fairy secrets from her
16. Lieutenant Cudgeon
17. Julius
18. a biological bomb which destroyed only living tissue
19. trying to fit a potato into a thimble
20. that one day he would grow up to don the uniform of the Retrieval commandos
21. so the fairies wouldn’t see goggles
22. fruit or vegetables (dolphin is a joke)
23. 5 elfin warlocks would form a pentagram around the target and spread a magic shield over it
24. less than 8 hours
25. a finger which contains a pressurized dart and an iris-cam
26. one tonne of twenty-four-carat gold in small unmarked ingots
27. None of your race has permission to enter here while I’m alive

Pierzchalla, Artemis Fowl, 10

Similes: chapter 8

A simile says something is like something else.

It is a comparison using the words ‘like’ or ‘as’
Eg ‘as cold as ice’ or ‘Jack’s bedroom is like a rubbish tip.’

Writers use simile to paint a picture in your mind of what they want you to see. In this section of
‘Artemis Fowl’ Eoin Colfer has used simile several times.

He held on like a rodeo rider.

(It didn’t seem right) like a diamond in a Lucky Bag.
Slicing through his Kevlar reinforced jacket like a razor through rice paper.

Invent some similes of your own. Try to make them original.

The snow was as white as………………………………..

I felt as happy as …………………………………………

Inside the dog’s mouth was like ………………………………

I ran like …………………………………………………

The cat was as dead as …………………………………..

The moon looked like …………………………………………

He was as old as …………………………………………

Pierzchalla, Artemis Fowl, 11

Vocabulary

The vocabulary in Artemis Fowl is challenging in places. Use a dictionary to find the meanings of the
following words.

Write down the definition and then a sentence which includes the word and shows you know what it means.

1. prodigy
2. adolescent
3. garotte
4. cosh
5. anticipation
6. furtive
7. aversion
8. vial
9. amnesiac
10. immerse
11. acquisition
12. exploit
13. physician
14. intricate
15. pivotal
16. improvise
17. destitute
18. counterpart
19. genealogy
20. stereotype

Pierzchalla, Artemis Fowl, 12

Homophones

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

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

1. by buy
2. meet meat
3. our hour
4. right write
5. new knew
6. here hear
7. allowed aloud
8. buoy boy
9. grate great
10. holy wholly
11. fowl foul

Pierzchalla, Artemis Fowl, 13

Complex sentences

A simple sentence can be expanded by inserting a subordinate clause.

A subordinate clause gives extra information but does not make sense on its own. A subordinate clause
can be inserted at the beginning, in the middle or at the end of the sentence.

Eg Liam ran down the road

could become
Waving madly, Liam ran down the road.
or
Liam ran down the road because he was being chased by a dog.
or
Liam, a scared and frightened boy, ran down the road.
Notice how commas are used to cordon off the subordinate clause.

Make the following simple sentences into complex sentences by adding a subordinate clause either at the
beginning, middle or end of the sentence. Don’t forget to use commas appropriately.

1. The bag was heavy.

2. Jamie ran down the stairs.
3. Sarah did not like watching ‘The News’.
4. The library was closed.
5. Artemis was a criminal mastermind.
6. Holly enjoyed her job.
7. The car was new.
8. Jack was obsessed with football.
9. Mrs Pierzchalla loved to eat chocolate.
10. Aaron enjoys homework.

Words which may be helpful:

because until as before

who that whose which
where when since whenever
after although unless even though

Pierzchalla, Artemis Fowl, 14

Different types of fairies

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

Name Example Looks Likes & dislikes Any other info –

& page refs extra powers etc
ELF Holly & Root
31-2,
67,
72,
142

TROLL In restaurant
39,
43,
53,
55-7

CENTAUR Foaly
42,
45,
84

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

GOBLIN In cell with Mulch

163-67

Pierzchalla, Artemis Fowl, 15

Fairies & fairy magic

What do we know about fairies and fairy magic in general

Draw a table like the one below and use the following page references to help.
(Pages 11-12, 18-19, 52-4, 58, 65-8, 84, 99, 101, 124, 127, 131, 144)

Page ref Quotation What do we learn?

11-12 ‘…alcohol addiction had melted her skin 1. Alcohol melts skin and dulls senses
…’ 2. Fairies live for centuries
‘… rice wine has dulled your senses…’
‘…even fairies tethered to the human realm
can survive the ages..’
18-19

52-4

58

65-8

84

99

101

124

127

131

144

Pierzchalla, Artemis Fowl, 16

Mud people

What do fairies think of Mud People?

Draw a table like the one below and use the following page references to help
(Pages 50, 53, 55, 68, 105, 120, 125, 128)

Page ref Quotation What does it mean?

50 ‘…Mud people bred like rodents.’ 1. Comparing humans to rats
‘The Mud People destroyed everything 2. Destructive
they came into contact with.’ 3. Disgusting – unhygienic
‘Imagine going to the toilet inside your 4. Stupid – treating sewage.
own house…’
‘…Mud People had even managed to botch
that up…’
53

55

68

105

120

125

128

Pierzchalla, Artemis Fowl, 17

Pictures of trolls

Pierzchalla, Artemis Fowl, 18

Root’s diary
Imagine you are Commander Root at this point in the story. You are going to write his diary.
Remember: a diary is a recount of what has happened so much of it will be in the past tense (and first person.)

Things to include:

What has happened recently? (Holly coming into your Recon Squad, the troll incident, the whaler exploding
etc)
How are you feeling about things?
What are you going to do?

You can start off as follows:

Date (make it up)

Dear Diary,

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

one problem after another.

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

Pierzchalla, Artemis Fowl, 19

Artemis Fowl
Eoin Colfer, Viking, 0-67089-962-3
For some, Artemis Fowl is Ireland’s equivalent of Harry Potter. For
others, it is more like a video game than a book, with its preference
for snappy dialogue rather than characterisation and peppered as it
is with up-to-date references to the Internet, digital technology,
gratuitous violence and martial arts.
Nevertheless, the target audience seems to like the fact that Artemis
Fowl, one of the Mud People (Colfer’s answer to Muggles), is a
12-year-old criminal mastermind. Fowl pits his wits against the
Leprecon (Lower Elements Police Reconnaissance) to steal fairy
gold and restore the family fortune. Enter Captain Holly Short, a
tough female elf who packs fairy hardware and is taken hostage in
the Fowls’ Manor, set in North County Dublin ...
For further information, please see
http://journals.aol.co.uk/kha200/Ireland in Schools
or contact:
Professor Patrick Buckland, Chairman, ‘Ireland in Schools’
19 Woodlands Road, Liverpool, L17 0AJ
Tel: 0151 727 6817; email: kha200@aol.com
‘I was born in Wexford, a large town on Ireland’s south east coast
in 1965. I arrived on this earth a year after my brother Paul, and
was later followed by Eamon, Donal and Niall. Dad retired as an
elementary school teacher about eight years ago but remains an
historian and artist of note. Mam was obviously a very busy
mother but also was and still is an excellent drama teacher. Being
one of five brothers was usually great as you always had
company, sometimes it wasn't so great as you always....had
company. Seriously though there was never a shortage of things
to do and places to go.
All of us went to the primary school where Dad taught, and it was
in Wexford CBS that I first developed my interest in writing and
began my habit of writing my own stories. At the time I used to
accompany my literary efforts with my own illustrations. I was
a one man production line.
My friends however were not too impressed with my work. You
see in my first ‘opus’ which was based on the Viking stories we
were doing in history, I had made sure to include all my friends
in some part of the story...with myself...of course as the dashing
hero. Their feeling of importance at being characters in a story
waned in the final chapter where in the climactic battle scene
they were all slaughtered with only one survivor...who just
happened to be ... me ... well I did write the book.
In 1986 I qualified as a Primary teacher and returned to work in
Wexford. Though working by day I never lost my love of writing
and illustrating and rarely a day passed when I didn't put pen to
paper in some form or other. I also got involved in the local
amateur drama group and the Wexford Light Opera Society.
Most of my former pupils will attest to my love of Irish history
and in particular the traditional magical Irish legends. For my
next book I decided to put a 20th century slant on these millennia
old myths and legends. My next move proved to be one of the
best moves I have made as a writer when I decided to send my
manuscript to a literary agent named Sophie Hicks.
She immediately liked the book and Sophie oversaw the
publication of Artemis Fowl in hardback in 2001 and in
paperback on ‘Fowl Friday’ 8th March 2002. Miramax
Films\Tribeca Productions have optioned the rights for the film
version and are currently working on the project which I hope
will be filmed in Ireland.
Following the success of Artemis Fowl, I was able to resign from
teaching and concentrate fully on writing and more Artemis Fowl
stories.’
‘Ireland in Schools’ Staffordshire Pilot Scheme QLS, Staffs

Researching Ireland on the Internet

A presentation by Year 7

By

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

Contents

1. Your task
2. Preparing your presentation
3. Evaluating your presentation
1. Your task
Your task is to research a given area of Ireland using the internet, (and any other sources), in order to
persuade someone to visit.

To begin with, your group will be given a particular area and a website. You should prepare for a group
presentation lasting approximately five minutes. You should aim to give information on the following key
questions.

Key questions

1. Where in Ireland is your area? (Maybe use a map.)

2. How would a tourist get there?
3. Why would anyone want to visit your area?
4. What are the visitor attractions?
5. What is there to see and do?
6. Do they have any specialities? Fishing? Climbing? etc
7. Where could they stay? Eat?
8. Does it appeal to any people in particular? (Families? Retired people? People who enjoy sports? etc.)
9. Are there any other points of interest?
2. Preparing your presentation
In your group presentation to the class use maps, pictures etc.

Everyone in your group should take part.

Don’t forget to speak clearly and make sure everyone knows what they are doing.

You may use the following to help with your presentation.

Our presentation is about ….

It is situated in …
A tourist would be able to get there by …
Some of the attractions are …
One of the places of interest is …
Another tourist attraction is …
This area of Ireland is well known for …
... would particularly appeal to ... because ...
Many people enjoy …
If you don’t like ... there is always …

Use persuasive language

superb attractive picturesque outstanding

beautiful stunning unbeatable something for everyone
delightful relaxing fun action-packed

Have a conclusion

Don’t forget a conclusion so we know you are finished.

Use a snappy persuasive phrase! eg ‘… the place to visit this year!’ ‘… the real Ireland’ ‘Want it all?
….’s got it!’ etc.

Some websites

South East Ireland (Tipperary, Kilkenny, Waterford, Wexford) www.southeastireland.com

Shannon (Clare, North Tipperary, Limerick)
South West Ireland (Cork & Kerry)
Dublin
Belfast
Derry/Londonderry
Others (may be useful for some areas)
www.shannonregion.tourism.ie
www.corkkerry.ie www.kerryguide.com
www.visitdublin.com
www.gotobelfast.com
www.derryvisitor.com
www.irelandnorthwest.iewww.ecast-midlands.travel.ie
www.irelandwest.iewww.discovernorthernireland.com
3. Evaluating your presentation
Write an evaluation of your presentation.

Write in full sentences and in paragraphs.

Be as detailed and honest as possible and ensure you cover all of the following:

Our presentation was about …..

I worked with … and we gave our presentation on (date)
What did YOU contribute, both to the production and the finished presentation?
Did you speak clearly and could everyone understand and hear you?
If you were to do the talk again, how could you have improved it?
What did you learn from giving the talk? (nerve-racking speaking in front of a class, more difficult
than it looks, there are sometimes difficulties working as a team eg … etc.)

For further information, please see http://journals.aol.co.uk/kha200/Ireland in Schools or contact:

Professor Patrick Buckland, Chairman, ‘Ireland in Schools’
19 Woodlands Road, Liverpool, L17 0AJ. Tel: 0151 727 6817; email: kha200@aol.com