ENGLISH- YEAR 8

Introduction

1.    Introduce the task by explaining that students will write an additional scene for The Angry Kettle, either before, after, or during a key moment in the story. Emphasize that their scene must be consistent with the original author’s style and tone.

2.    Begin by reading or summarizing The Angry Kettle. Focus on key moments, themes, and character motivations.

Lesson 1: Introduction to Character Development in Artemis Fowl

Objective: Students will explore Artemis Fowl’s character development throughout the novel and analyze key moments that contribute to his transformation.

Materials:

• Copies of Artemis Fowl
• Whiteboard/Smartboard
• Worksheet: Character Development Timeline

Introduction

1.    Introduce the focus of the unit: analyzing the development of Artemis Fowl’s character from the beginning to the end of the novel.

2.    Ask students: What is your first impression of Artemis Fowl at the start of the novel? How does he come across? Write down some student responses on the board (e.g., manipulative, clever, detached).

Activity 1: Character Development Timeline

• Distribute the “Character Development Timeline” worksheet.
• Students will work individually to identify key moments in the novel where Artemis’s character changes or reveals a new side of himself. For each moment, they should write down:
• The event (e.g., his first encounter with the LEP, his decision to save Holly, etc.)
• How this event affects Artemis’s character.
• Evidence from the text (quote or scene description) to support their analysis.
• Encourage students to focus on how Artemis’s motivations evolve over the course of the novel.

Activity 2: Small Group Discussion

• In small groups, students will share their timelines and discuss how Artemis’s character shifts throughout the story. Key questions to guide the discussion:
• What are the main events that cause Artemis to change?
• Does he become more sympathetic as the novel progresses? Why or why not?
• What is the turning point for his character?
• Groups will present one or two key findings to the class.

Conclusion

• Recap how characters, like Artemis, evolve throughout a story. Emphasize that understanding character development helps readers connect with the themes of the novel. Explain that in the next lesson, students will focus on the themes and issues presented in Artemis Fowl.

Lesson 2: Exploring Themes and Audience Positioning

Objective: Students will analyze the themes of Artemis Fowl and discuss how the audience is positioned to respond to these themes and the characters.

Materials:

• Copies of Artemis Fowl
• Worksheet: Themes and Audience Positioning
• Whiteboard/Smartboard

Introduction

1.    Introduce the concept of audience positioning: the way a text encourages readers to feel or think about certain characters, events, or issues.

2.    Ask students to think about how they felt about Artemis at different points in the novel. Did their feelings toward him change? What did the author do to influence their opinions?

Activity 1: Analyzing Themes

• Distribute the “Themes and Audience Positioning” worksheet.
• As a class, brainstorm the major themes in Artemis Fowl (e.g., power, morality, family, greed vs. redemption). Write them on the board.
• Students will then work individually to analyze how each theme is presented in the novel, using specific examples from the text. For each theme, they should explain:
• How the theme is explored through the events or characters.
• How the audience is positioned to respond to that theme (e.g., Are we meant to sympathize with Artemis, or question his actions?).
• Encourage students to think critically about how Eoin Colfer uses language, imagery, and character interactions to present these themes.

Activity 2: Class Discussion on Audience Positioning

• Lead a class discussion on how the audience’s perception of Artemis and other characters (such as Holly or Butler) is shaped by the novel’s events and themes. Key questions:
• How does the novel encourage readers to view Artemis at the beginning vs. the end of the story?
• How are we positioned to feel about the moral choices Artemis makes?
• Does the novel challenge us to think differently about power and responsibility?
• Encourage students to share examples from the text to support their ideas.

Conclusion

• Recap how authors use themes and audience positioning to influence readers' perspectives. Explain that in the next lesson, students will begin planning their response to the question: How does Artemis Fowl’s character develop throughout the novel?

Lesson 3: Planning the Response to Literature

Objective: Students will plan their response to the question: How does Artemis Fowl’s character develop through the novel?

Materials:

• Worksheet: Response to Literature Outline
• Whiteboard/Smartboard

Introduction

1.    Review the question students will be answering: How does Artemis Fowl’s character develop through the novel?

2.    Explain that their response should include analysis of key events, changes in Artemis’s character, and the themes that influence his development.

Activity 1: Outline Planning

• Distribute the “Response to Literature Outline” worksheet.
• Students will outline their response by breaking it down into key sections:
• Introduction: Briefly introduce the novel and state the focus of the response (character development).
• Body Paragraphs:
• Each paragraph should focus on a key moment in Artemis’s development.
• Use evidence from the text (quotes or specific examples) to support the analysis.
• Discuss how the audience is positioned to respond to Artemis at different points in the story.
• Conclusion: Summarize the overall changes in Artemis’s character and reflect on what this development reveals about the novel’s themes.
• Encourage students to refer back to their Character Development Timeline and Themes worksheet to structure their response.

Activity 2: Peer Review of Plans

• In pairs, students will share their outlines and provide feedback on:
• How well the key moments are chosen and explained.
• Whether the analysis is clear and supported by evidence.
• Suggestions for improving clarity or depth of analysis.
• Students should revise their outlines based on peer feedback.

Conclusion

• Recap the importance of planning a well-structured response to literature. Explain that in the next lesson, students will begin drafting their response.

Lesson 4: Drafting the Response

Objective: Students will draft their response to the question How does Artemis Fowl’s character develop through the novel? focusing on structure, analysis, and textual evidence.

Materials:

• Response to Literature Outline from Lesson 3
• Writing materials (notebooks or computers)

Introduction

1.    Review the structure of the response (introduction, body paragraphs, conclusion) and remind students to use textual evidence to support their analysis.

2.    Encourage students to focus on clarity and depth in their analysis, explaining not just what happens, but why it matters for Artemis’s development.

Activity 1: Drafting the Response

• Using their outlines, students will begin drafting their responses.
• Encourage them to:
• Clearly explain each key moment in Artemis’s development.
• Use quotes or specific examples from the novel to support their points.
• Analyze how these moments reflect the novel’s larger themes.
• Consider how the audience is positioned to respond to Artemis throughout the story.
• As students write, circulate the room to provide support and feedback.

Activity 2: Peer Review of Drafts

• Once students have written a draft, they will exchange their responses with a partner. Provide a Peer Review Checklist with the following questions:
• Is the character development clearly explained?
• Are the key moments well-supported by evidence from the text?
• Does the response discuss how the audience is positioned?
• Are there areas where the analysis could be deeper?
• Students should revise their drafts based on peer feedback.

Conclusion

• Recap the importance of using textual evidence and clear analysis in a response to literature. Explain that in the next lesson, students will revise and finalize their responses.

Lesson 5: Revising and Finalizing the Response

Objective: Students will revise and edit their responses, focusing on clarity, depth of analysis, and the use of textual evidence.

Materials:

• Drafted responses from Lesson 4
• Editing Checklist (sections for grammar, textual evidence, and analysis depth)

Introduction

1.    Discuss the importance of revising writing for clarity, consistency, and accuracy. Emphasize that a strong response to literature requires clear analysis and well-chosen evidence.

Activity 1: Self-Editing

• Distribute the “Editing Checklist.”
• Students will revise their drafts, focusing on:
• Clarity of analysis: Is each key moment in Artemis’s development clearly explained?
• Use of evidence: Are quotes and examples from the novel integrated smoothly into the response?
• Grammar and punctuation: Are there any errors that need correcting?
• Depth of analysis: Does the response explain how Artemis’s development reflects the novel’s themes?
• Encourage students to make any necessary changes before peer review.

Activity 2: Final Revisions and Submission

• Once students have revised their drafts, they will submit their final responses.
• If submitting digitally, students will upload their responses to the designated platform (e.g., Google Classroom). If submitting on paper, they will turn in their hard copy.

Conclusion

• Recap the key skills developed throughout the unit, including analyzing character development, using textual evidence, and responding to literature. Encourage students to reflect on how their understanding of Artemis Fowl has deepened through this task.

Assessment:

• Assess students’ ability to analyze Artemis’s character development and connect it to the novel’s themes.
• Evaluate the use of textual evidence to support their analysis.
• Review the clarity and depth of their writing, including grammar, spelling, and punctuation.

Introduction

1.    Introduce the task: students will adapt a chapter of Trash into a graphic novel, focusing on how the novel’s themes of power and disempowerment are represented through characters, plot tension, and setting.

2.    Ask students: What are the main themes of Trash? How do characters experience power or disempowerment? Write key ideas on the board (e.g., poverty, corruption, resilience).

Introduction

1.    Introduce the task: Students will construct an image that represents themselves and write a reflection on how the techniques they use create a desired effect.

2.    Show examples of different visual representations of identity. Discuss with students how techniques like color, framing, symbolism, and perspective can communicate different aspects of a person’s identity.

3.    Ask students: How can an image represent your personality, experiences, or values? Write down key ideas on the board.

Introduction

1.    Introduce the concept of responding to issues in literature. Explain that A New Kind of Dreaming deals with important themes such as justice, power, and identity.

2.    Ask students: What are the major issues in A New Kind of Dreaming? How are they relevant to today’s world? Write down key ideas on the board (e.g., abuse of power, oppression, seeking truth).

Introduction

1.    Introduce the task: students will write a letter to the editor in response to a media article, persuading the audience to agree with their point of view.

2.    Ask students: What is the purpose of a letter to the editor? (e.g., to express an opinion, respond to an issue, influence public opinion). Write key ideas on the board.

Introduction

1.    Introduce the concept of civic discourse: discussions aimed at promoting understanding and finding solutions to societal issues.

2.    Explain that students will be analyzing excerpts from the show Insight and then participating in their own panel discussions based on this model.

Introduction

1.    Begin by discussing the central themes of Don’t Call Me Ishmael, particularly bullying, race, and exclusion.

2.    Ask students: What are some examples of bullying in the novel? How do characters respond to it? Encourage students to share their thoughts.