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Year Five English – Artemis Fowl

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Year Five English – Artemis Fowl Year Five English – Artemis Fowl Twelve-year-old criminal mastermind, Artemis Fowl, My name hatches an ingenious plot to steal all the gold in fairy land. Although a little dubious about the plan - indeed My class not even quite believing in the existence of fairies - his trusty bodyguard and companion, Butler, is on hand to help. However, they have not reckoned on Captain Holly Short, who as first female officer in the Lower Elements Police Reconnaissance unit, or LEPrecon, has much to prove. When she is kidnapped by Artemis, she is determined to stand her ground and protect the fairy secrets. Artemis Fowl – Criminally good! Name ____________________ Monday, 29th June The novel is not set in a ‘real’ place. Although we would say it is set in modern times, very much like our own, we don’t actually have the People living below us. We are asked to imagine things that don’t exist. As we read, we build up a picture of the world of the novel. This lesson will develop your skill of picking out important information and drawing conclusions from it. What can we learn about this fictional world from this extract? WAGOLL I can learn about when the book is set. The technology that is mentioned such as ‘digital camera’ and ‘portable phone’ makes me believe that we are looking Butler took the tiny tome reverentially. The around 20 to 30 years bodyguard activated a compact digital ago. camera and began photographing each wafer-thin page of the Book. The process took several minutes. When he was finished, the entire volume was stored on the camera’s chip. Artemis preferred not to take chances with information. Airport security equipment had been known to wipe many a vital disk. So he instructed his aide to transfer the file to his portable phone and from there e-mail it to Fowl Manor in Dublin. (p. 10) 2 Name ____________________ Here you have four extracts from the book, which tell us information about the setting. However, of course, we need to infer this information! With the break-up of communist Russia, Artemis Senior had decided to invest a huge chunk of the Fowl fortune in establishing new shipping lines to the vast continent. New consumers, he reasoned, would need new consumer goods. The Russian Mafia did not take too kindly to a Westerner muscling in on their market and so decided to send a little message. This message took the form of a stolen Stinger missile launched at the Fowl Star on her very past Murmansk. Artemis Senior was on board the ship, along with Butler’s uncle and 250,000 cans of cola. It was quite an explosion. (p. 21) The pressure elevators were powered by gaseous columns vented from the earth’s core. The LEP tech boys, under Foaly’s guidance, had fashioned titanium eggs that could ride on the currents. They had their own independent motors, but for an express ride to the surface there was nothing like the blast from a tidal flare. (p. 33) Although she was enjoying the night air, Holly could taste traces of pollutants. The Mud People destroyed everything they came into contact with. Of course they didn’t live in the mud any more. Not in this country, at least. Oh no. Big fancy dwellings with rooms for everything – rooms for sleeping, rooms for eating, even a room to go to the toilet! Indoors! Holly shuddered. Imagine going to the toilet inside your own house. Disgusting! The only good thing about going to the toilet was the minerals being returned to the earth, but the Mud People had even managed to botch that up by treating the … stuff … with bottles of blue chemicals. (p. 37) Butler raised an eyebrow. ‘Argh? Pathetic and inarticulate. Nice combination. Your mothers must be so proud.’ The stranger had crossed a sacred line. He had mentioned the men’s mothers. Nothing could get him out of a beating now, even the fact that he was obviously a simpleton. Albeit a simpleton with a good vocabulary. (p. 68) Choose your challenge on the next page: 3 Name ____________________ Setting image. Learning Statement: 4 Name ____________________ Tuesday, 30th June Match up the sentence structure to its definition. Sentence Structure Definition At least two clauses. One main clause (makes sense on its own) and one subordinate clause Simple Sentence (doesn't make sense on its own). e.g. Although it was raining, the man sat down and he ate his sandwich. One main idea/clause. Must Compound Sentence contain a noun and a verb. e.g. The man sat down. Two main ideas/clauses. Both must make sense on their own. Joined by a co-ordination Complex Sentence conjunction. e.g. The man sat down and he ate his sandwich. Can you write an example of each? 5 Name ____________________ Here is a child's review of Men in Black 3: I think that Will Smith is a great actor. He is particularly brilliant in Men in Black 3. It is funny and it is very entertaining. If you haven’t seen it yet, then put it on your to-do list. There are lots of eye-catching effects, such as fast cars. There are plenty of jokes and there are some twists in the story plot too. TASK Can you identify the three sentence types in the passage above? Challenge: Can you identify the subordinate clauses? APPLICATION It's your time to show me what you have learned! Can you write a six sentence account of what you know about Artemis so far? Use this structure: - Simple - Compound - Complex - Simple - Compound - Complex Challenge 1: Can you use a different co-ordinating or subordinating conjunction in every compound or complex sentence? Challenge 2: Can you take one of your complex sentences and vary the position of the subordinate clause as many times as you can? If you finish quickly, identify the sentence types in you work! You may wish to annotate or underline in different colours. 6 Name ____________________ FINAL TASK Here is a passage from Artemis Fowl: By now, you must have guessed just how far Artemis Fowl was prepared to go in order to achieve his goal. But what exactly was this goal? What outlandish scheme would involve the blackmailing of an alcohol-addicted sprite? The answer was gold. Artemis’s search had begun two years previously when he first became interested in surfing the Internet. He quickly found the more arcane sites: alien abduction, UFO sightings and the supernatural. But most specifically the existence of the People. Trawling through gigabytes of data, he found hundreds of references to fairies from nearly every country in the world. Each civilisation had its own term for the People, but they were undoubtedly members of the same hidden family. Several stories mentioned a Book carried by each fairy. It was their Bible, containing, as it allegedly did, the history of their race and the commandments that governed their extended lives. Of course, this Book was written in Gnommish, the fairy text, and would be of no use to any human. Space for any notes or responses to questions: You are going to be looking at the sentence structure in this passage. Choose your challenge: 7 Name ____________________ In your learning statement today, please reflect on Colfer's style of writing using examples that you have identified to support you! E.g. I have learned that Colfer has used lots of different sentence types and uses questions to draw in the reader. For example, he writes, 'But what exactly was this goal?' The question creates suspense and invites the reader to answer, even though he or she cannot actually do so. Learning Statement: 8 Name ____________________ Wednesday, 1st July Make sure you have read up to the end of Chapter 3 before completing this lesson! Here are some images of Artemis and Holly. We will be focusing on them over the next few lessons. If you could sum up each character in 3 words, what would they be? Word 1: Word 2: Word 3: Word 1: Word 2: Word 3: 9 Name ____________________ You will need to use the gingerbread man outline to record what you know about Artemis’ personality. You had a look at this last week so see what you can remember. Pop the personality information INSIDE the gingerbread man. Can you also add any information you have read or inferred about what Artemis looks like around the outside of the outline? 10 Name ____________________ Just as you have just done for Artemis, it is now time to do the same for Holly! You have only just met Holly so this may take a little longer. You may want to refer back to what you have read to help you. Can you also add any information you have read or inferred about what Holly looks like around the outside of the outline? 11 Name ____________________ In preparation for ‘pretend interviews’ of Artemis and Holly tomorrow, record down the questions you would like to ask them. Choose your challenge and then record your questions next to the character’s image. Learning Statement 12 Name ____________________ Thursday, 2nd July HOT SEATING TASK You will need to get in to character today! You will need to pretend that you are Holly. Ask yourself the questions you came up with yesterday. What do you think Holly would say in response? Do the same for Artemis. You should notice that the way the two characters respond is very different. Look at the WAGOLL below to see how I have made it clear that it is Holly answering.
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