SECOND LEVEL THIRD LEVEL FOURTH LEVEL LEARNING RESOURCES. Eoin Colfer. Resource created by Julie O Connell

Transcription

1 LEARNING RESOURCES SECOND LEVEL THIRD LEVEL FOURTH LEVEL Eoin Cofer Resource created by Juie O Conne

2 Contents 3 Mission 1: Ancient Oak Adventure 4 Mission 2: Ancient Oak Adventure: og entry 5 Mission 3: Sectiona view of Earth s core Haven City 5 Mission 4: Commander Root has assigned you a mission 6 Mission 5: Foay needs your hep 7 Mission 6: Character case fies 7 Mission 7: Hep Foay design a new weapon/gadget 9 Mission 8: LEP Recon Unit uniform design 9 Mission 9: Ca up poster for the LEP Recon Unit 10 Mission 10: LEP Recon Unit appication form 10 Mission 11: Drama: characterisation and roe pay 12 Homework Mission 1: Create a new character 13 Homework Mission 2: Create a new front cover 13 Some more activities for secondary schoos eves 3 and 4 16 Extra resource 1: Word map 17 Extra resource 2: Inside the Earth 18 Extra resource 3: Hierogyphics transation 19 Extra resource 4: Symbos from Artemis Fow 20 Extra resource 5: Appication form headings 20 Extra resource 6: Drama Lessons Pease note: Most of the activities in this resource pack can be used with eves 2, 3 and 4, except the extra activities for secondary schoos (from page 13) which are eves 3 and 4 ony. Artemis Fow Introductory Activities Look at the front and back cover of the nove. What can you te about: the genre the pot the main character other characters in the story the setting Why do you think the front cover is shiny? How does it make you fee? Why do you think there are symbos on the cover? What do you think they are for? Does it remind you of any other Language? Can you predict what the story might be about? Why do you think there is a ock on the front cover? Why do you think the author has used it on the front cover? 2

3 Read the burb. What do you find interesting? Does it remind you of any other books you have read? Why? CfE There are fairies in this story do you think they are stereotypica? What aspects of fairy ife might be stereotypica? Woud you choose to read this nove if you picked it up in a ibrary or book shop? Why / Why not? Read Eoin Cofer s Biography at and cick on Cofer Confidentia. You can aso read more about him at and cick on the About Eoin tab. Read the extract from the nove at the foowing ink: cick on the archive ink and read the synopsis and extract. Next, cick on the istening post and isten to Eoin Cofer read from his nove. Listen to Eoin Cofer tak about Artemis Fow in his video bog at the foowing ink: cick on Cofer Confidentia and isten to video cips one and two. What woud you ike to ask Eoin Cofer about Artemis Fow. Mission 1: Ancient Oak Adventure Commander Root is sending you on a mission to find an ancient oak tree and renew your fairy magic, so your powers and strength are restored fuy for your next mission. You have to choose an ancient oak tree, pick a seed and pant it in earth. You have to trave above ground during the night hours. Where woud you choose to visit and why? Re-read pages 67-70, where Captain Hoy Short traves above ground in the moonight, to perform a fairy ritua renewing her magic. She has to find an ancient oak tree, by the bend in a river and pick a seed and pant it again. Hoy traves aong the Itaian coast, up to Monaco and from there, across the Aps to France. She thinks about visiting Disneyand Paris, then fies over the Channe and cas out to dophins. She finay traves aong the Irish coastine to the ancient oak she has chosen. Use the word map (see extra resource 1) and pan your route. You can use cooured pen and arrows and/or, you can number the paces you fy over. You are imited to five things to do/paces to see, as time is short and you must return to Haven before sunrise. If you wish to see dophins or another creature, be sure to draw them on your map! Literacy Writing LIT 2-26a, LIT 2-27a, ENG 2-31a, LIT 3-26a, LIT a, LIT 4-26a, LIT 4-27a, ENG 4-31a, Reading LIT 2-11a, ENG 2-17a, LIT 2-14, 2-19a, LIT 3-11a, LIT 3-14a, ENG 3-17a, ENG 3-19a, LIT 4-11a, LIT 4-14a, ENG 4-17a, ENG 3-19a 3

4 Remember to incude the pace you have chosen to visit your ancient oak tree. To show where it is, you can draw an acorn or an oak tree on your map. Think about why you have chosen this specia pace to put your oak tree you wi need to expain this in the next activity. CfE Mission 2: Ancient Oak Adventure: og entry Commander Root has asked you to write a og entry about your mission to renew your Fairy magic. Use your word map and journey pan to hep you compete your og entry. Write about your mission where you went and why you chose the paces/things to visit. Describe the paces/things in detai. Use your senses to hep you. Think about what the different paces/things woud ook ike from above can you think of simies and metaphors to describe them? Did you wear a specia uniform or take any weapons/gadgets to protect you during your mission? Remember to describe them too what they ooked ike and what purpose they had (read P67 Hoy s uniform and weapons) Remember the main purpose of your mission to renew your fairy magic and restore your powers. State why you chose the pace for the ancient oak tree is it specia/meaningfu to you and why? Describe the specia pace fuy again use a your senses. How did it make you fee standing beside the ancient oak? Remember your size! How did you fee/what did you think when you found the seed? Where did you choose to pant the seed? Why? Literacy Writing LIT 2-26a, LIT 2-27a, ENG 2-31a, LIT 3-26a, LIT a, LIT 4-26a, LIT 4-27a, ENG 4-31a, Reading LIT 2-11a, ENG 2-17a, LIT 2-14, 2-19a, LIT 3-11a, LIT 3-14a, ENG 3-17a, ENG 3-19a, LIT 4-11a, LIT 4-14a, ENG 4-17a, ENG 3-19a, Socia Studies SOC 2-15a, 3-14a, 3-10a What happened to you once you panted the seed in to a piece of earth? Read page 189 (what happened to Hoy Short). Finay, state the time you arrived back in Haven and describe how you fet. 4

5 Mission 3: Sectiona view of Earth s core Haven City (See extra resource 2) Foay has asked you to make a diagram of what you think Haven City ooks ike. He needs to have a Mud Person s perspective on Haven. This wi hep him stay one step ahead of Artemis, shoud he decide to come and pay Haven a visit! In sma groups, make a arge diagram of the Earth s Core Think about and discuss what Haven City woud ook ike read P33,34,36. Think about the shafts that the LEP Recon unit trave in and aso where the different creatures might ive. You can incude Hoy s house, the Lower Eements Poice Station, the different tunnes, highways etc. First make a pan of Haven city decide what you wi incude and then make a rough sketch. CfE Socia Studies SOC 2-15a, SOC 3-14a, SOC 3-10a, Technoogies TCH 2-03b, TCH2-04a, TCH 2-04b, TCH 3-04a, TCH 3-13b, TCH 4-03b, TCH 4-09b, Expressive Arts Art and Design EXA 2-02a, EXA 2-05a, EXA 2-06a, EXA 3-02a, EXA 3-05a, EXA 3-03a, EXA 4-02a Do certain parts of the city have a specia purpose? You can annotate your diagram, expaining in note form. Next decide on the materias you wi need wi you use pencis, pens and crayons, or wi you add different features using different media eg. different cooured paper, materias, tinfoi etc? Wi any parts of your diagram be 3D? Extension: You coud make a mode of Haven City. Mission 4: Commander Root has assigned you a mission Design a Wanted Poster for Artemis Fow, to be dispayed a over Haven City. This poster needs to capture the attention of a Haven citizens and encourage them to hep capture Artemis. As a cass or in group think carefuy about what you know about Artemis his age and appearance (re-read the Proogue and the first page of chapter one). Discuss in groups the reasons for wanting him captured, what he ooks ike, weapons, gadgets, his inteigence etc. Discuss if you woud want him captured dead or aive and your reasons for this. Discuss an appropriate reward and why you have chosen this. Expressive Arts Art and Design EXA 2-02a, EXA 2-05a, EXA 2-06a, EXA 3-02a, EXA 3-05a, EXA 3-03a, EXA 4-02a, Literacy Writing LIT 2-26a, LIT a, LIT 3-26a, LIT 3-27a, ENG 3-31a, LIT 4-26a, LIT a 5

6 TOP TIPS FOR A WICKED WANTED POSTER! Incude a arge picture of the crimina. Make sure the text WANTED and the crimina s name is bod and is eye catching. Make the reward bod and worthwhie. Make any other text meaningfu and specific to the point. Shoud the creatures of Haven be wary of this crimina why? Is there anything ese the creatures in Haven shoud know about the crimina? eg. shoud he be feared/approached? Who shoud the creatures of Haven contact if they have any information about the crimina? How shoud they contact them? This Wanted Poster Activity coud aso be done for Much Diggums, the keptomaniac dwarf who has stoen god and is iving above ground, masquerading as a human dwarf with an aversion to ight! (pages ). CfE Mission 5: Foay needs your hep Now that Artemis has deciphered The Book and understands Gnommish, a new written anguage for Haven needs to be deveoped. Hep Foay to create a new anguage for the Fairy Fok, so their new secrets and rues can be kept away from Artemis. In sma groups, ook at the Egyptian hierogyphics (see extra resource 3) as we as the symbos on the bottom of the pages in the book Artemis Fow (extra resource 4). You coud aso try the Egyptian transator at Can you devise a new aphabet/anguage using a combination of a of these symbos and your own imagination? Read pages You can use ideas for ayout and text from this extract. Extension: When you have competed this, can you see if any of the groups in your cass can crack your code? Literacy Writing LIT 2-26a, LIT 2-27a, ENG 2-31a, LIT 3-26a, LIT a, LIT 4-26a, LIT 4-27a, ENG 4-31a, Technoogies TCH 2-03b, TCH2-04a, TCH 2-04b, TCH 3-04a, TCH 3-13b, TCH 4-03b, TCH 4-09b 6

7 Mission 6: Character case fies Both Artemis and the LEP Recon Unit need to find out further information about their enemies. Hep the LEP Recon Unit create case fies on Artemis, Buter and Juiet. Next hep Artemis create case fies on Commander Root, Captain Hoy Short, Foay and Much. Look at the character case fies at and cick on Characters. Aso ook at the Enemies and Aies section at and make notes on the different characters. You can use this information and aso add your own information gathered from the nove on each character: on appearance, specia features, ikes and disikes, specia powers, weapons and gadgets of choice, etc. You can present the information any way you wish ike the ones on the website, or more ike a fact fie. You might aso ike to use Microsoft Power point and present it that way, using one side per character. CfE Literacy Writing LIT 2-26a, LIT 2-27a, ENG 2-31a, LIT 3-26a, LIT a, LIT 4-26a, LIT 4-27a, ENG 4-31a, Reading LIT 2-11a, ENG 2-17a, LIT 2-14, 2-19a, LIT 3-11a, LIT 3-14a, ENG 3-17a, ENG 3-19a, LIT 4-11a, LIT 4-14a, ENG 4-17a, ENG 3-19a Mission 7: Hep Foay design a new weapon/gadget Foay desperatey requires your assistance to design and create a new weapon/gadget. Discuss as a cass a the different gadgets and weapons used by both the LEP and Artemis in the nove: Infra red gogges/gasses Locators Transmitters Shieds Moonometers Bue Rinse Bombs Iris cam Surveiance Cameras Vauts Time Stops Portas Sonars Neutrino 2000 Shrapne Gogges Sig Sauer 9mm Booby traps In pairs or sma groups, discuss who your gadget or weapon is for, it s Technoogies TCH 2-03b, TCH2-04a, TCH 2-04b, TCH 3-04a, TCH 3-13b, TCH 4-03b, TCH 4-09b, Expressive Arts Art and Design EXA 2-02a, EXA 2-05a, EXA 2-06a, EXA 3-02a, EXA 3-05a, EXA 3-03a, EXA 4-02a, Literacy Listening and Taking LIT 2-02a, LIT 2-09a, LIT 3-02a, LIT 3-09a, LIT 4-02a, LIT 4-09a 7

8 purpose, specia features, what it is made of and how it woud be used etc. It can be a competey new gadget or weapon, or it can be a combination of different ones. Next, make a rough sketch of your gadget or weapon adding in important detais and notes on how each section of your gadget or weapon works. When you are happy with your sketch, make a arge annotated diagram of your gadget or weapon. Once you have finished your diagram, you might ike to make it using junk modeing. Next, think about how you woud market your gadget or weapon. Who is it for? How much woud it cost? Is there a specia introductory offer? Think about packaging and a poster for your gadget/weapon. Draw your gadget or weapon inside its packaging and then create a coourfu, bod and eye catching poster that woud hep to se your creation! REMEMBER YOUR TARGET AUDIENCE make it meaningfu and exciting for them! TOP TIPS FOR POSTERS: Remember your target audience. Bod, bright, coourfu and eye catching. Make your text purposefu and meaningfu. Keep text to a minimum. Use a graphic of your gadget/weapon. Incude a specia/imited offer to encourage peope to buy it. Can you think of a catchphrase or catchy sogan for your product? Finay, make an advert for your product. Think about and discuss as a cass, adverts you ike/disike and why. Watch them on the internet and discuss what makes them effective/not effective. Pan the key purpose of your advert, what you woud ike in your advert, the ength of your advert etc. Using Microsoft Power point, or a video camera, make an advert for your product. Remember your target audience, your sogan and to make the product the focus of your advert! 8

9 Mission 8: LEP Recon Unit uniform design Captain Hoy Short needs a new and improved uniform to protect her during her next mission for the Lower Eements Poice (LEP) Recon Unit. Design a uniform for Hoy incuding a hemet and wings Re read the extracts in the nove about the uniform p31-34, p43-44, p49-51, p67,p105, p132, p214, p , and make notes on Hoy and her uniform. Look at the Hemet design on Kit Sheet 03b (Foay s Gadgets) Discuss the main purpose of the uniform to protect Hoy during her next mission, which is ikey to be more dangerous than the first! Discuss ideas for specia features, materias, weapons and gadgets, as we as the hemet and wings. Next, design your uniform for Captain Hoy Short, using an annotated diagram ike the one above. You can choose whether to draw Hoy in her uniform, or just to draw the uniform. Once you have done this, create a separate design section for the hemet and wings. CfE Expressive Arts Art and Design EXA 2-02a, EXA 2-05a, EXA 2-06a, EXA 3-02a, EXA 3-05a, EXA 3-03a, EXA 4-02a, Literacy Writing LIT 2-26a, LIT a, LIT 3-26a, LIT 3-27a, ENG 3-31a, LIT 4-26a, LIT a You may even ike to use different materias on your diagram, or create a key using the materias at the side of your picture. Extension: Make a cataogue of uniforms for Hoy to choose from with reviews underneath. Write a report about your uniform, stating why your uniform shoud be chosen above others. Say what is specia about your design, incude specia features, its purpose, materias used and why. The cass shoud vote for top three uniforms! Make the wings using different materias. Mission 9: Ca up poster for the LEP Recon Unit Commander Root has asked you to make a Ca up Poster for the LEP Recon Unit. Read P and discuss the type of Fairy the LEP Recon Unit woud be ooking for? Specia powers, skis and attributes. Discuss the job position of a spy for the LEP Recon Unit, what they woud wear, jobs they woud carry out, wages they woud receive etc. Research ca up posters using the internet and discuss the anguage used, format and ayout of the posters. Next identify your target audience. Use the Top Tips for posters in previous activities. Think about whether successfu Fairies wi be given anything as an incentive for joining eg. a Neutrino 2000 new mode, a free uniform, extra wages etc. Expressive Arts Art and Design EXA 2-02a, EXA 2-05a, EXA 2-06a, EXA 3-02a, EXA 3-05a, EXA 3-03a, EXA 4-02a, Literacy Writing LIT 2-26a, LIT a, LIT 3-26a, LIT 3-27a, ENG 3-31a, LIT 4-26a, LIT a) 9

10 Mission 10: LEP Recon Unit appication form (see extra resource 5 for the appication form headings) Commander Root has put out Ca Up Posters in Haven and adverts in a the oca Haven newspapers searching for the best and the brightest, eite fairies to become spies for the LEP Recon Unit. Think about what kind of fairy Commander Root is ooking for and what woud make them stand out from other fairies in Haven? What specia powers, skis and attributes woud they need? Discuss this as a cass. Imagine that you are a fairy who aspires to be in the LEP Recon Unit. You might aready work for the Lower Eements Poice and wish to be made a higher rank. You have seen the ca up poster and are now appying for the position. Remember to se yoursef! Why are you the best fairy for the job? Commander Root wi not choose just any fairy! CfE Literacy Writing LIT 2-26a, LIT 2-27a, ENG 2-31a, LIT 3-26a, LIT a, LIT 4-26a, LIT 4-27a, ENG 4-31a, Reading LIT 2-11a, ENG 2-17a, LIT 2-14, 2-19a, LIT 3-11a, LIT 3-14a, ENG 3-17a, ENG 3-19a, LIT 4-11a, LIT 4-14a, ENG 4-17a, ENG 3-19a Mission 11: Drama: characterisation and roe pay Take on the roe of the foowing characters: Artemis Buter Captain Hoy Short Commander Root Foay, the paranoid Centaur Much Diggums, the keptomaniac Dwarf Expore each character using facia expressions, creative movement, gestures and using the voice. Become the character with your whoe body. Teachers shoud use the term freeze to freeze the pupis in roe and action for them to continue to act in roe. Next, use Thought Tracking (see extra resource 6) by tapping them on the shouder. Pupis shoud be given thinking time before this, to think of something the character might say (in genera, or at a given point in the story). This is very effective and gives pupis a chance to use their voices in roe. Pupis can create a Character Circe, where a the pupis are in a circe. They are given a specific character to be (eg. Artemis). Each pupi has to think of something Artemis might say or think (again Thinking Time is appropriate here). Choose a confident pupi to start and te them who they have to change paces with to start the activity off. The starting pupi enters the Character Circe in roe. Once in the midde of the circe, they say what the character might be thinking or saying and change paces with another pupi, who does the same and so on. Literacy Writing LIT 2-26a, LIT 2-27a, ENG 2-31a, LIT 3-26a, LIT a, LIT 4-26a, LIT 4-27a, ENG 4-31a, Reading LIT 2-11a, ENG 2-17a, LIT 2-14, 2-19a, LIT 3-11a, LIT 3-14a, ENG 3-17a, ENG 3-19a, LIT 4-11a, LIT 4-14a, ENG 4-17a, ENG 3-19a, Technoogies TCH 2-03b, TCH2-04a, TCH 2-04b, TCH 3-04a, TCH 3-13b, TCH 4-03b, TCH 4-09b, Expressive Arts Drama EXA 2-12a, EXA 2-13a, EXA 3-12a, EXA 4-13a 10

11 Conscience Aey (see extra resource 6) is another way of extending characters thoughts and feeings. Here the pupis shoud be in two ines, facing one another. One pupi is the character (who waks down the midde of the two ines) and the others at the side are the character s conscience. (thought or speech bubbes) Characters can aso be expored using the activity Roe on the Wa (see extra resource 6). This is a super activity to do before Hot Seating (see extra resource 6) HOT SEATING Take it in turns to be in the hot seat for different characters at different points in the nove. One pupi is a character in roe in the hot seat and the other pupis in the cass ask questions. Find out about how the character fet at that point in time, what thoughts were running through his/her head, how s/he fet about other characters, why they acted in certain way, what s/he thinks wi happen in the future etc. This Hot Seating strategy coud aso be used for: a roe pay situation of a debriefing by Commander Root after an LEP Recon mission. Artemis interrogating Hoy Short (or vice versa). the debriefing of Much after the reconnaissance mission in to Fow Manor, or an interrogation after he is captured for steaing god. a job interview by Commander Root and Captain Hoy Short for a new recruit for the Lower Eements Poice Reconnaissance Unit. a job interview by Foay for an apprentice position, to design new Fairy Hardware and gadgets. GROUP WORK Sti images of specific scenes in the nove can be created in sma groups (no more than five). Pupis can be given specific scenes to start with, or they can choose their own. Exampes: Artemis and Buter meeting Nguyen. Retrieving The Book from the sprite and steaing the contents on a microchip. Hoy Short s Mission invoving the Tro in the restaurant. Captain Hoy Short s capture by Artemis and Buter. The LEP Recon retrieva team trying to enter Artemis Manor. Much and the Gobin Gang in prison. Much and Buter meet! The Tro and its devastation in Artemis Manor. Hoy using her powers to hea Buter. The drugging of Artemis, Buter and Juiet to evade the Time Stop. Artemis, Hoy and the god! 11

12 Teachers can use Thought Tracking (see extra resource 6), by tapping pupis on the shouder. Pupis shoud remain in roe and say what the character they are paying woud be thinking or saying at that specific time. Fash Back and Fash Forward (see extra resource 6) can be used here too, to extend the esson and the characterisation in groups. Extension: make modes of the main characters in the nove. Choose a scene from the nove and in groups, change the text from the narrative in to a script. Practise this scene as a group concentrate on using your voice to create excitement, tension and suspense. Remember your audience! Use animation to bring your scene to ife! Use a Digita Bue Camera and software to create freeze frames and then use the software to create your animated scene! If you woud rather, you coud make a movie of your scene with yourseves as the actors! At the end, once you have watched the movies, have a cass Artemis Oscar Ceremony! Homework Mission 1: Create a new character Create a new character for the next Artemis Fow nove. Your character can either be a mythica creature to ive in Haven, or a character that wi work aongside Artemis to hep him with his next money making scheme! First draw a picture/s of your character you can make it a diagram if you wish and annotate it. Next, write a case fie (Use prior knowedge and understanding from Mission 6) on your character incuding name, age, description of appearance, specia features, weapons and gadgets, specia powers, ikes and disikes etc. Use the characters case fies at and the Enemies and Aies section at to hep you. 12

13 Homework Mission 2: Create a new front cover Have a ook at a the different front covers of Artemis Fow that have been sod word wide at Cick on the Artemis Fow ink on the eft hand side, under the heading Books. Artemis Fow was first pubished in Imagine that for the 10th anniversary of the fantasy nove, Eoin Cofer has asked you to create a new, imaginative and exciting front cover for the book! Think about the present front cover it does not give away too much of the story. Look at the different front covers what do you ike about them/ disike? Some have pictures of the characters on and some do not. Which ones do you think are effective? Why? Think about your target audience what do you think woud encourage chidren (both boys and girs) from P5-S2 to buy this fantasy nove? Think about what woud appea to them. Use your knowedge and understanding of the story and characters to create a new front cover for Artemis Fow! Some more activities for secondary schoos eves 3 and 4 INTRODUCTORY ACTIVITES Read the extract from the nove at the foowing ink: cick on the archive ink and read the synopsis and extract. Next, cick on the istening post and isten to Eoin Cofer read from his nove. Listen to Eoin Cofer tak about Artemis Fow in his video bog at the foowing ink: cick on Cofer Confidentia and isten to video cips 1 and 2. The nove Artemis Fow has been described as Die Hard with Fairies! What does this te you about the genre? What themes do you think wi run through this nove?in what way do you think it wi remain stereotypica to fairies? Look carefuy at the front cover, why do you think Eoin Cofer has used the symboism of a ock? Does this hep you predict what might happen? Discuss your predictions as a group. 13

14 LEP RECON UNIT REPORT BY CAPTAIN HOLLY SHORT, OR MULCH DIGGUMS As part of your debriefing back in Haven, write a report as either Captain Hoy Short or the dwarf Much Diggums, about your experience above ground with the Mud Person, Artemis Fow. This report wi be used by the LEP Recon Unit to gather evidence on Artemis and Fow Manor, as we as Buter and Juiet. CLASS DEBATE: ARTEMIS FELON OR GENIUS? Make notes throughout the nove under the headings Feon and Genius and gather evidence for each. Hod a cass debate, about whether Artemis is an evi feon or a caring genius. Think about his age, his academic achievements, his technoogica surveiance and equipment, his background to date, the reationship he has with his mother, how he treats other characters in the book, his concern for the environment etc. ECO RESEARCH AND REPORT As we as the main pot, there are many eco themes running through the nove whaing water poution the effect humans have on the environment Choose one of these eco themes and research it further. Are there arguments for and against? Remember the difference between fact and opinion and remember to use the facts to enhance your argument. Write a report on your chosen eco theme. ARTEMIS FOWL THE GRAPHIC NOVEL The book has been made into a graphic nove, adapted by Eoin Cofer and Andrew Donkin with Art by Giovannni Rigano and coour by Paoo Lamanna. You can ook cosey at the Graphic Nove at and cick on the Artemis in Coour ink at the top of the web page. You can aso view the art work on the Choose a scene from the nove that you enjoyed and put it into graphic nove format. You do not have to draw the characters as they are on the website, use your own imagination and create images of how you woud ike them to appear first before you start! You coud use the Comic Life IT programme and images from Googe Images to produce an eectronic version. 14

15 HOMEWORK: SECRET MISSION Do you think Artemis wi stop? What do you think his next mission wi be? Wi it be for money or something much more dangerous? Wi it be to retrieve his father? Wi it be to find Much and get back the god? Wi it be to gain Fairy trust in Haven and then expoit them yet again? Pan a top secret mission as if you were Artemis Fow: What is your main objective? Where wi this mission take you? How wi you get there? How ong wi it take you? What surveiance and reconnaissance wi you need? What weapons and gadgets wi you take and use? Wi you take anyone with you? Why? Who are your enemies? Why do you fear them? The PLAN! Imagine you have carried out your secret mission. Did it go to pan? Were you successfu? Think about a the points above. Write a report documenting your secret mission to be kept in your Top Secret fies in the vaut in Fow Manor. USEFUL WEBSITES:

16 Extra resource 1: Word map 16

17 Extra resource 2: Inside the Earth Crust Mante Liquid outer core Soid inner core 17

18 Extra resource 3: Hierogyphics transation A B C D (as in cat) vuture eg (as in cent) E F G H hand reed horned viper stand twisted fax I J K L reed snake basket ion M N O P ow water asso stoo Q R S T hi mouth foded coth oaf U V W X chick (sounds ike f+i) chick (sounds ike k+s) Y Z CH SH two reeds door bot tethering rope pond 18

19 Extra resource 4: Symbos from Artemis Fow A B C D E F G H I J K L M N O P Q R S T U V W X Y Z space fu stop 19

20 Extra resource 5: Appication form headings Name Age Pace of Birth Physica Appearance Poice Rank Job Description Academic Achievements Previous Empoyment History Persona Skis Specia Powers Goas Persona Statement Pease note, there shoud aso be a section for a photograph of the appicant. Extra resource 6: Drama Lessons FLASHBACKS AND FLASH FORWARDS Performers in a scene are asked to improvise scenes which take pace seconds, minutes, days or years before or after a dramatic moment. This enabes the exporation of characters' backgrounds, motivations and the consequences of their actions. The method can be used to quicky bring depth to activities invoving sti images or improvised drama. Adding Fashbacks or Fash Forwards creates a context it shows what ed up to a particuar moment, how it might be resoved or how it may ead onto additiona chaenges. The technique heps to fesh out a dramatic moment or create the beginnings of a story. HOW TO DO IT With a group that has created a sti image, expain that when you cap your hands, you woud ike them to move sienty in sow-motion to where their character was a few moments before. When they are frozen sti in the new image, you can use thought-tracking to expore character motivation. Now ask them to move back to their origina image which is the present moment. Then you can use Fash Forwards participants move in sowmotion to indicate where their characters might be a short time after this moment. In this way you have created an episode with a beginning, midde and end and can deveop it in any number of ways. 20

21 THOUGHT TRACKING A group makes a sti image and individuas are invited to speak their thoughts or feeings aoud just a few words. This can be done by tapping each person on the shouder or hoding a cardboard 'thought-bubbe' above their head. Aternativey, thought tracking (aso caed thought tapping) can invove other members of the cass speaking one character's thoughts aoud for them. The technique is most often used in conjunction with image theatre or freeze-frames. Equay, thought-tracking is usefu preparation for improvisation. CONSCIENCE ALLEY A usefu technique for exporing any kind of diemma faced by a character, providing an opportunity to anayse a decisive moment in greater detai. The cass forms two ines facing each other. One person (the teacher or a participant) takes the roe of the protagonist and waks between the ines as each member of the group speaks their advice. It can be organised so that those on one side give opposing advice to those on the other. When the protagonist reaches the end of the aey, she makes her decision. Sometimes known as Decision Aey or Thought Tunne. This drama technique can easiy be appied to a range of subjects across the curricuum, whenever a character is faced with a decision. It may be that you reach a certain point in your drama esson, or whie reading a story aoud, or describing an historica event, when such a moment occurs. Turn the situation round on the chidren/students so that they have to consider the issues invoved. Then in roe as Artemis Fow, or Captain Hoy Short, or Commander Root, you wak down the Conscience Aey as members of the group whisper their advice to you, or say what you are thinking/saying at a given point in the story. ROLE ON THE WALL The outine of a body is drawn on a arge sheet of paper, which is ater stuck onto the wa. This can be done by carefuy drawing around one of the participants. Words or phrases describing the character are then written directy onto the drawing or stuck on with post-its. This drama technique can be carried out as a group activity or by individuas writing about their own character. You can incude known facts such as physica appearance, age, gender, ocation and occupation, as we as subjective ideas such as ikes/disike You can vary the approach, for exampe known facts can be written around the sihouette, and thoughts and feeings inside. Key ines spoken by the character can be added. The cass can return to add more ideas, thoughts and feeings as they discover more about the character over time. 21

22 Roe on the wa can be used as a way to deveop ideas for improvisation or rehearsa. The approach can be used for historica characters too. HOT SEATING A character is questioned by the group about his or her background, behaviour and motivation. The method may be used for deveoping a roe in the drama esson or rehearsas, or anaysing a pay post-performance. Even done without preparation, it is an exceent way of feshing out a character. Characters may be hot-seated individuay, in pairs or sma groups. The technique is additionay usefu for deveoping questioning skis with the rest of the group. HOW TO DO IT The traditiona approach is for the pupi paying the character to sit on a chair in front of the group (arranged in a semi-circe), athough characters may be hot-seated in pairs or groups. It is hepfu if the teacher takes on the roe of faciitator to guide the questioning in constructive directions. 22