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30 free lesson plans: The Junior Cycle Student Award is nearly upon us and it brings with it a considerable challenge for English teachers around the country. Because it is such a time-consuming task to research, prepare, evaluate and implement a radically new syllabus, I have decided to upload September’s lesson plans from ‘Blue-Sky Thinking’ free for teachers everywhere to peruse over. I will probably upload more at a later juncture.‘Blue-Sky Thinking’ is available on Amazon.co.uk and and it comes with a ‘Teachers’ Guide’. The two books are my personal vision of the new course (i.e. JCSA) but I hope it will prove to be an invaluable resource for new teachers to the profession no matter what country they hail from. The structure of ‘Blue-Sky Thinking’ is designed to make it fun and dynamic for the students. There is a lot of grid-filling activity for the students to carry out ‘on-task’ assignments and they can count up their points score at the end. The grids should be used for paired and team work also if the students are having any great difficulty with them. It isn’t easy structuring a book for the diverse range of abilities within a classroom but ‘Blue-Sky Thinking’, by its very design, keeps everyone involved. There are some difficult terms and concepts for weaker students to digest: metaphors, similes, assonance, personification etc. There are a lot of ‘scaffolding’ and mnemonic exercises to enable even the weakest students to understand and come to grips with them, however. I always liked to challenge my students no matter what their ability and I’m sure you will concur. If two children of ‘stronger’ and ‘weaker’ ability can be perfectly matched when you give them an i-phone or computer, shouldn’t that alone make us raise our expectations for the weaker student?‘No child is left behind’ was George Bush Jr.’s educational mantra and I agree with him fully that none should be. I made the book as student-friendly as possible. I am also conscious that November and February are the two most challenging months for teachers in Ireland (bringing both a disciplinary and pedagogical challenge). The changing of the seasons and the bodily clocks become ‘out of synch’ and students stagger owl-eyed into classes with condensation-veiled windows in wet clothes. Therefore, I took especial care to make these monthly modules both intensive and interesting for the students. ‘Leave no child fall asleep’ is the motto for November and February!I merged the two books for this post. That means the individual lessons from ‘Blue-Sky Thinking’ are followed immediately by its recommended lesson plan from the ‘Teachers’ Guide’. The workbook has blank grids to fill in and the teacher’s lesson plan with the solutions comes immediately after it. The lesson plans are not meant to be a compulsory guide. They should germinate ideas, however, which is their purpose. I also hoped to potentially save teachers hundreds of hours of internet research by recommending the best sites to visit in order to augment each individual lesson.These are tough times for the teaching profession. I hope these monthly modules can make it easier in some way for you to debate your own school’s vision of how to implement the J.C.S.A. I wish you the best of luck and fortitude in the coming year! Liam.FOREWORD “Newly risen, how brightly you shine.” Latin proverbI hope this book will give you, the student, opportunities to flourish in a way other textbooks don’t allow. I have kept you in mind for every page of this book and tried to make it as interesting and varied as I could. My greatest wish for you is that you will learn three vital lessons by using this book:1) There is no such thing as an ‘intelligent’ person in the way that people refer to it. There are 8 forms of intelligence. You will get the opportunity to see which ones you are strongest and weakest at. Everyone has degrees of these intelligences in larger or smaller amounts and so do you. The 9th intelligence is an awareness of your place in the world. If this book helps you to see that, I have done my job. If you develop a lifelong passion for learning, then you will be the richest person in your class and your teachers are fabulous at their job! 2) Every successful person has a plan. In the words of Professor John M. Richardson: “When it comes to the future, there are three kinds of people: those who let it happen, those who make it happen, and those who wonder what happened.” The hope is that you will use the Life Map in the book as a compass towards your future success. Working towards your goals and ambitions in a small way every day is better than making out a great plan and leaving it in a corner for months on end.3) ‘Blue-sky thinking’ has a different definition depending on which dictionary you check. My favourite is that you picture yourself as being successful in the future. Ask yourself how that came about and work back through the good choices you made in life. Then carry out those successful choices every day in school. Smoking a cigarette today can cost you a lot of health problems and money in the future, so don’t do it. Making friends with everyone may pay off down the line, however. Be nice to others and be the change you would like to see in others. Blue-sky thinking also means that you dare to think in a way others can’t or won’t. Don’t be afraid to be unique as you are unique. Use your talents to be dynamic, creative and willing to learn. If you can do that: “Yours is the earth and everything that’s in it.” Rudyard KiplingAnd always remember: wisdom that comes early has deeper roots. The quote at the top of the page means anyone can have a new beginning if they choose it. Use the privilege of an education to make the best version of you possible. I wish you the very best of fortune and hope that you enjoy reading this book as much as I enjoyed writing it for you.‘BLUE-SKY THINKING’ YEARLY LESSON PLANTABLE OF CONTENTSSEPTEMBER: DESCRIBING A BEACHJANUARY: DESCRIBING MOUNTAINSCreative grid: Full stops: Latin abbreviationsCreative grid: Different narrative stylesCapital letters: Bullet points: Story-fizzersPersonal pronouns, subjects and objectsDescriptive grid: The importance of gratitudeDescriptive grid: Adverbs: Colour gridPunctuation: Wordsearch: Using a storychainThe ‘Blood Rain’ of India: Past simple tenseMetaphors: Crossword: SimilesPast continuous tense: Present simple tenseMindfulness: The macro and micro in writingFrogs, fish, cows and coal falling from skies?Descriptive writing: Planning a reading dayPresent continuous: Future simpleInterrogative words: PunctuationFuture continuous: Assonance: Flash fictionMaking a portfolio template: Informal lettersTaste and smells grid: Using ‘pulse’ wordsTexture: Nutrition and diet: Recap on moduleAssociative learning: Crossword: Fun quizOCTOBER: DESCRIBING A LAKEFEBRUARY: FEMALES AND MALESCreative grid: There/their/they’re: Commas1st grid describing females: 2nd grid femalesOnomatopoeia: Achieving success in lifeWriting a story with character descriptionsConstructing a Life Map to success3rd grid females: Writing a horror storyMulti-sensory grid: Direct speech4th grid females: The beauty and the beastlyCrossword: Direct to indirect speech5th grid females: Make a crosswordWordsearch: The structure of an essay1st grid describing males: 2nd grid malesWriting a diary: The Great Famine2nd grid males: Writing a battle sceneHaving fun with colours: Personal statements3rd grid males: Describing the desertMission statements: Associative learning4th grid males: Writing a sports essayNutrition and diet: Why not fizzy drinks?5th grid: Female and male wordsearchesNOVEMBER: DESCRIBING A FORESTMARCH: INTRODUCING POETRYCreative grid: Colons: Descriptive gridIntroduction to poetry moduleApostrophes: Plural possession: SemicolonsThe history of poetry using anthropologyThe 14 punctuation marks in EnglishThe importance of linking music to poetryAdjectives, nouns and verbs: Sample essayThe secret to great poetry with Venn diagramMagical words grid: CrosswordNursery rhymes and ‘Rule of Three’ patternsFun quiz to recap on module: Mnemonics ‘The Fog’ by Carl SandburgOnomatopoeia: David and Goliath story‘The Eagle’ by Lord Alfred TennysonUsing Point of View in a story: Colour chart‘The Splendour Falls’ by TennysonThe history of English: Greek culture‘The Stolen Child’ by W.B. YeatsAssociative learning: Suffixes: Txt messgng‘The Lake Isle of Innisfree’ by YeatsDECEMBER: DESCRIBING XMASAPRIL: ANALYSING POETRYCreative grid: Colour grid: Descriptive grid‘The Road not Taken’ by Robert FrostPersonification: Synonyms: Descriptive grid‘Stopping by Woods’ by FrostThe genesis gene that exists in all of us‘The Rime of the Ancient Mariner’:ColeridgeDescriptive grid: Using Point of View‘If’ by Rudyard KiplingXmas external scene: Planning a short story‘The Cottage in the Grove’ by Liam O’ FlynnSample short story: Associative learning‘Do not stand at my grave and weep’: FryeRevision grid: Make an Xmas crosswordEXTRA CLASSES pages 217-242INTRODUCTIONYou are walking on the beach. You see a blind man falling and you help him. “Are you all right, sir?” you ask him.“Thank you. I’m fine,” he says. “Could you describe everything you can see from the horizon in for me? I feel comfortable with patterns and that is how I like open spaces to be described. I can hear, feel, smell and taste better than most. If you do this for me, I will give you my impressions of the beach.”“I will try my best,” you answer. Then you begin.“The horizon is a like a plumb line of silver.”“Very good,” he said. “What colour silver?” “It is skyline-silver.”“What does it look like?” he questioned. You can see that he is a demanding person. You decide to give him all the detail he needs to get a mental map of the scene.“It looks like a long thread. There is a lighthouse on the horizon also. It has midnight-black hoops and it soars up into the air. Far out to sea, there are some seagulls. They are circling and gliding in the air and they are wolf-white. It looks like they are hunting for fish. Beneath them, there are some fishing boats. They are bobbing and dipping in the waves. The fishing nets are glistening in the sea-light. I can see dolphins leaping into the air and they seem to be a cold, steel-grey. Closer to the shore, the waves are tumbling onto the beach. The sea is chemical-blue and the wave crests are milk-white. The shape of the beach is like a horseshoe and it is gleaming as golden as melted treasure. Children are building sand castles and slapping the sand with their spades. There are tourists walking about with leather-brown faces. They all look as fit as trout and they are laughing a lot. The coconut trees on the edge of the beach are lush and Eden-green. There’s a barbecue grill just up ahead of us and the coals are glowing molten-red.”“Thanks very much. You’re a very good narrator. You tell a good story with excellent detail.” “You are very welcome,” you tell him. You’re very proud of yourself. You have learned something very valuable also. It is easier to use patterns of description when you are starting out as a narrator. In this case, it was easy to start with the horizon and work in towards the beach. You promise yourself that you must use this technique more often. “However, you never answered my question fully,” he says.“I’m sorry. I thought I had.” You are very annoyed with yourself now.“What’s in the blue sky?’” he asks. You look up at its vastness. Then you start all over again.Date: __/__/__Title: DESCRIBING A BEACH: 1st GRIDLesson number: Latin phrase: Sapere aude.Definition: D_re/t_/b_/wi_e.Meaning: _____________________________________________________________________________________________________________________________________________Spelling revisionNew wordsDictionary definitions, corrections and synonyms.P45pneumonoultramicroscopicsilicovolcanoconiosispneumonoultrameaning extremely or a lot of (from Latin)microscopicsilicovolcanoconiosisYou are walking on the beach on a sunny day. What’s in the sky? 1 POINT 2 POINTS 3 POINTS 4 POINTScl_u_sa b_rd se_g_llsf_o_k/att_c_i_g/youthe/s_nan/a_r_pl_nea k_tea_rpl_ne with l_t_ers 5 POINTS 6 POINTS 7 POINTS 8 POINTSthe s_a_s t_u_d_r_l_u_sa h_n_ g_i_ert_rn/c_r_or_nt/r_v_nthe mo_na /n_med /s_ar a p_r_ch_tesw_n/h_r_i_g g_ll 9 POINTS 9 POINTS 10 POINTS 10 POINTSnothing-you’re b_i_da/t_una_i /w_vea/bo_y /f_ll_ngany/bl_e /ad_e_ti_ew_r_d /en_i_g /co_et n_cle_r /m_shr_oman/a_i_n /sp_ce_ra_t super student ideas POINTS SCORE0-50 good first try51-100 well done101-130 very good131-148 excellentA full stop closes a sentence. This means readers can understand your sentences properly. Do you think this a good idea? List three reasons why on the next page. “Always aim for the moon: even if you miss, you’ll land among the stars.” W. Clement StoneDate: __/__/__Title: SPELLINGS ARE EARNEDLesson number: 1Definition: Dare to be wise.Spelling revisionNew wordsDictionary definitions, corrections and synonyms.P45pneumonoultramicroscopicsilicovolcanoconiosispneumonoultrameaning extremely or a lot of (from Latin)microscopicsilicovolcanoconiosiscloudsa bird seagulls flock attacking youthe sunan aeroplanea kiteairplane with lettersthe stars thundercloudsa hang glidertern/cormorant/raventhe moona named star a parachuteswan/herring gullnothing-you’re blind tsunami wavea body fallingany blue adjectiveworld ending comet nuclear mushrooman alien spacecraftsuper student ideasAIMS AND OBJECTIVESINTERNET RESOURCES1) To dispel any previous low expectations.2) To promote the value of good spellings.3) Learning spellings is fun and rewarding. Spellings are earned, not learned. This is done by hard work.1) YouTube: Listen to Malcolm Gladwell’s audio book on the formula for success:TI: ‘The 10,000 Hour Rule’: Run it from 4 minutes 35 seconds until it finishes at 11 mins 10 secs. TI= TYPE INMAIN LESSONOTHER RESOURCES1) pneumonoultramicroscopicsilicovolcanoconiosis2) Put on the board and watch their reaction.3) Break down into 6 word stems.4) Inform them such spellings will become easy by ‘going through the process’ and a degree of rigour.5) Let students learn spelling in pairs.6) Discuss how sportspeople break down performance.7) Watch ‘Why People Succeed’ on YouTube.1) Dictionary2) Correct spellers of pneumonoultramicroscopic etc.Make a poster of the word with the time it took them to spell it.PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) What has been learned today?2) Ask for evidence of rigour in their lives/sport/school.3) Who is the ultimate ‘high achiever’? Mothers?4) Give pear drops/praise/homework off as reward.5) 40 mins a day in school over 5 years =10, 000 hours?Add in primary school hours and average reading daily.Write out 5 points on the link between work, breaking down work into processes, and reward.Learn spelling of Pneumono-ultra-microscopic-silico-volcano-coniosisOBSERVATIONS:Date: __/__/__Title: DESCRIBING A BEACH: 1st GRIDLesson number: 2 Definition: Dare to be wise.Spelling revisionNew wordsDictionary definitions, corrections and synonyms.P45imagepneumonoultramicroscopicsilicovolcanoconiosispneumonoperma tanultrasprinklingmicroscopicbraying silicolollingvolcanoplumb lineconiosisadjectivecloudsa bird seagulls flock attacking youthe sunan aeroplanea kiteairplane with lettersthe stars thundercloudsa hang glidertern/cormorant/raventhe moona named star a parachuteswan/herring gullnothing-you’re blind tsunami wavea body fallingany blue adjectiveworld ending comet nuclear mushrooman alien spacecraftsuper student ideasAIMS AND OBJECTIVESINTERNET RESOURCES1) Spell pneumonomicro….Call it ‘mental challenge’.2) To enable the metacognitive-‘thinking about thinking’- and rewarding higher order thinking. 3) Discuss the importance of patterns in English. 1) TI: Goa, India-Quest for the perfect beach to YouTube.It is 3 mins 35 seconds long and gives enough imagery and surf sounds to generate ideas.TI= TYPE INMAIN LESSONOTHER RESOURCES1) Introduce an image or a riddle or a mystery.2) Murder mystery: Jose Matada fell from the sky and landed on a street in London. The police were baffled at first.3) Fill in grids individually.4) Let students fill in grids. Promote/reward point total.5) Walk around/encourage/give 1 answer per student.6) Provide 2/3 quietly for weakest: establish trust link.7) Add up points and let students record them.1) Dictionary for help with grids.If the students ever ask why they are doing something from this book, tell them: “Wisdom that comes early has deeper roots but wisdom that comes later has greener shoots!”PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) Relate answers in grid to higher order thinking.2) Ask for any other ideas/what they have learned.3) Establish struggling students with intention of pairing with quicker students.Think of and write, perhaps with their parents, 5 other possibilities to put into the grid. Explain that this is called ‘creative thinking’.OBSERVATIONS:1. I should use full stops because _______________________________________________.2. I should use full stops because________________________________________________.3. I should use full stops because________________________________________________.RULES FOR FULL STOPSa) Use a full stop at the end of a sentence.b) Use a full stop for abbreviations (i.e. a word that is shortened by using letters).c) You may or may not decide to use a full stop for contractions. A contraction is where the word is shortened by omitting letters. It is probably better to use a full stop with these to avoid confusion. Examples include Dr. (Dr) for doctor or qt. (qt) for MON ABBREVIATIONSLatin terms:1. i.e. means id est. This is that is to say in English.2. etc. means et cetera. This is and so on in English.3. et al. means et alii. This is and others in English.4. A.M means ante meridiem. This is before noon in English.5. P.M means post meridiem. This is after noon in English.Tick the correct abbreviations and correct any spelling errors:1. I went to the beech early (i.e. / etc. / et al. I went at 7a.m. / p.m.).2. I bought a lot of vegatables for the barbaque: mushrooms, onions (i.e. / etc. / et al.).3. John and Helen (i.e. /etc. / et al.) all came with us to the beachFind out these abbreviations: Military rank. Fill in the spellings.1. ex. / e.g. 1. Pvt = 6. Maj. =2. ibid. / lb. 2. Cpl = 7. Lt. Col. =3. N.B. / P.S. 3. Sgt = 8. Col. =4. R.I.P / R.S.V.P 4. Lt = 9. Lt. Gen. =5. S.O.S / a.k.a. 5. Capt. = 10. Gen. = Date: __/__/__Title: FULL STOPS/ABBREVIATIONSLesson number: 3Today is an opportunity to establish the importance of mechanics. In this case, it is full stops. Ask for verbal feedback on the 10 ideas they came up with for homework. Go through the most creative answers and give verbal praise. Write down the best answers on the board (either blackboard or whiteboard). Explain that this is called ‘brainstorming’. Let the class decide which one is the best idea. They must write a short passage based on this idea. When they are finished (5/10 minutes), ask them to take out the full stops while rewriting it. Then ask one student to read the work of another student without pausing. Although it should be humorous as it is a breathless rush, it should validate your message on full stops. Passages of writing become cumbersome, unwieldy and unreadable without full stops. Fill in the full stop exercise in the book.Then move onto the Latin abbreviations. Why are they in there? Doing project work may require more use of these than was the case in previous educational curriculums. Their portfolios may need the key words: ibid, et al, N.B. etc. by Christmas next year.It is best to have a chat on the importance of student responsibility when it comes to portfolio work. Explain that tomorrow’s lesson includes a paired spelling test where they will be expected to test and grade each other. The results shall be logged in the front of their portfolio and signed by you. You are establishing behaviour norms that may take time to develop.AIMS AND OBJECTIVESINTERNET RESOURCES1) Emphasise the importance of full stops.2) Establish the importance of project/portfolio work.3) Generate acceptable behaviour norms in single/paired/team and whole-class work.1) Capital letters exercise: 2) Google Latin abbreviations and military ranks in class as ‘on task’ activity.MAIN LESSONOTHER RESOURCES1) Previous days spellings corrected verbally.2) Brainstorming/assessing best ideas.3) Writing exercise with full stops/without full stops.4) Fill in workbook exercises.5) Discuss project work/Latin abbreviations.6) Google Latin abbreviations.7) Google military ranks as abbreviation exercise.1) Let the students make up a mnemonic from the military rank: Please Can Somebody Let Captain Major and Lieutenant Colonel Collect the Lieutenant General’s Generator?PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) Why is individual ownership of behaviour important?2) Why is individual ownership of portfolio important?3) Single/paired/team/whole-class work predicated on individual discipline, application and motivation.1) Assign Latin abbreviations if there are time constraints.2) Assign military rank exercise if not done in class. Spellings of same to be learned also.OBSERVATIONS:Date: __/__/__Title: DESCRIBING A BEACH: 2nd GRIDLesson number: Latin phrase: Iucundum est narrare sua malaDefinition: A/pr_bl_m/s_ar_d/i_/a/pr_bl_m/h_lv_d.Meaning: _____________________________________________________________________________________________________________________________________________Spelling revisionNew wordsDictionary definitions, corrections, and synonyms.P45p_e_m_n_ul_t_m_cr_sc_p_cs_l_cov_lc_n_c_n_osispne_m_noim_geu_t_ape_ma/t_nm_cr_sc_p_csp_in_li_gs_li_obra_i_g v_l_anol_lli_gcon_o_ispl_mb/li_eimages for the seaside 1 POINT 2 POINTS 3 POINTS 4 POINTSchi_dr_n /pl_yingd_nk_ys/bra_i_gsi_zl_ng /b_rb_cuesya_h_s /l_lli_gbo_ts /b_b_ingpe_ma/t_n/to_ri_tsp_ll_rs of s_nsh_nepl_mb /li_e /ho_i_onsky colourb_tte_f_y-bluec_ckt_il-bluebr_ch_re-blueJ_ru_a_em-bluej_w_l-bluene_n-bluee_ec_ric-blueB_r_u_a-bluecalm sea soundsthe sp_in_li_g/wavesthe g_rg_ing wavesthe e_bi_g tidem_rm_r_ng sea s_a /so_g of wavesthe hu_m_ng seathe tr_mb_i_g seag_n_ly /e_h_li_gPOINTS SCORE0-10 good first try11-29 well done30-50 very good51-60 excellent“Success is no accident. It is hard work, perseverance, learning, studying, sacrifice and most of all, love of what you are doing or learning to do.” PeleWhich quality mentioned is the most important in achieving success, in your opinion? Why?Date: __/__/__Title: DESCRIBING A BEACH: 2nd GRIDLesson number: 4Definition: A problem shared is a problem halved.Spelling revisionNew wordsDictionary definitions, corrections, and synonyms.imagebarbecuesp_e_m_n_ul_t_m_cr_sc_p_cs_l_cov_lc_n_c_n_osisperma tanlollingsprinklingperma tansbrayinglagoonlollingbrochureplumb linegurglingadjectivecrescent children playingdonkeys brayingsizzling barbecuesyachts lollingboats bobbingperma tan touristspillars of sunshineplumb line horizonbutterfly-bluecocktail-bluebrochure-blueJerusalem-bluejewel-blueneon-blueelectric-blueBermuda-bluethe sprinkling wavesthe gurgling of wavesthe ebbing tidemurmuring seathe sea song of wavesthe humming seathe trembling seagently exhalingAIMS AND OBJECTIVESINTERNET RESOURCES1) Reinforcing behaviour norms: paired spelling tests do not equate to messing. It involves responsibility.2) The importance of using colour and sound in writing.3) Emphasise importance of full stops with exercise.1) TI: 10 most beautiful beaches to:YouTubeIt shows still images of 10 jaw-dropping beaches.MAIN LESSONOTHER RESOURCES1) Paired spelling test with students grading each other.2) Verbal censures to those who treat it flippantly.3) Relate to new J. Cycle-onus of responsibility on students to record/log progress on front of file also.4) Fill in grids individually-establish weaker students.5) Spend 10 minutes discussing grids and developing a story with words from the last two grids. 6) Base homework on words in last two grids.7) Discuss Pele quote as exemplar of success.1) Spelling posters/materials.2) TI: Beautiful wallpapers: Pictures of beautiful beaches to:Beautifulwallpapers.blogspot.ieAsk the students which beach they would put as wallpaper on their phone or where they would live out their days in retirement/peace.PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) What other patterns may arise in next grid?2) Colour and sound as touchstones for a reader.3) Is success a formula and what is the formula?Write a passage using a combination of words from the two grids already completed.OBSERVATIONS:A capital letter starts a new sentence. This means readers know where one sentence starts and another begins. Do you think you should use capital letters in your writing? List three reasons why.1. I should use capital letters because____________________________________________.2. I should use capital letters because____________________________________________.3. I should use capital letters because____________________________________________. 10 guidelines for capital letters1. use a capital letter for the first word of a sentence. change both these sentences!2. Use a capital for the pronoun ‘I’ as you are the most important person in the world!3. Use it for your mother and father but not for other people’s.Ex’s: a) I heard Mom say that Dad was a goldfish in another life. b) Your mother and father have great manners.4. Use a capital for proper nouns (i.e. Christian names and surnames, characters in books and films et cetera and organisations). Capitalise the following if you think it necessary:a) john murphy is my neighbourb) the gruffalo’s don’t scare me anymorec) the simpsons are an American family on television5. Use a capital for titles that come before a name (e.g. President Obama).6. Use a capital for days, months and holidays but not seasons (e.g. autumn).7. Use a capital for religious gods and books (e.g. the Koran/ Qur’an).8. Use a capital for all nationalities, languages, ethnic groups and religions (e.g. Irish).9. Use a capital for historical events and periods (e.g. the Middle Ages). 10. Use a capital for acronyms like UN (i.e. letters that represent a group or organisation).Date: __/__/__Title: CAPITAL LETTERSLesson number: 5Do you think you should use capital letters in your writing? List three reasons why.1. I should use capital letters because2. I should use capital letters because3. I should use capital letters because CORRECTIONS BY STUDENTS1. Use a capital letter for the first word of a sentence. Change both these sentences!4 a) John Murphy is my neighbour. b) The Gruffalo’s don’t scare me anymore. c) The Simpsons are an American family on television.AIMS AND OBJECTIVESINTERNET RESOURCES1) Why capital letters?2) Establish where and when exactly they are to be used. 3) Establish importance of same.1) TI: Capitalization worksheets to:It gives a very comprehensive list of worksheets to choose from.MAIN LESSONOTHER RESOURCES1) Ask volunteer students to read out homework passages.2) Ask class to critique them with possible grade, brainstorming good points on board.3) Collect homework for correction.4) Start and complete capital letters exercise.5) Focus in on rules 4, 6 and 10.1) Any book/newspaper as evidence of capital letters if internet unavailable.2) PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) What constitutes good writing?2) What constitutes good imagination and best practise?3) Relate to Pele quote yesterday on: sacrifice, love of subject and hard work.Assign internet homework. Ask them to find a site with a full stop exercise and complete the first 10 questions: give them the responsibility for homework.OBSERVATIONS:Date: __/__/__Title: DESCRIBING A BEACH: 3rd GRIDLesson number: Latin phrase: Tarde venientibus ossa.Definition: For/th_se/wh_/ar_ive/l_te, on_y/the/b_nes.Meaning: ______________________________________________________________________________________________________________________________________________Spelling revisionNew wordsDictionary definitions, corrections, and synonyms.b_rb_c_esb_es_axlol_i_go_ep_r_a t_nsear_hsh_nelago_nm_ltenbro_h_rea_cg_r_l_ngsic_lecres_en_scyt_ecolour of the sand1 POINT 2 POINTS 3 POINTS 4 POINTSpo_der-whitest_rbe_m-goldwh_leb_ne-whitem_lten-goldo_st_r-whiteb_es_ax-goldo_e-goldear_hsh_ne-gold shape of the beach in metaphorsan/a_ca/ho_ksic_le/shapeda h_lf/mo_n a/b_wa/ho_sesh_escyt_e/shapeda cr_sc_nt/mo_nphysical sensationsskin/ti_gl_ngparc_ed/t_ro_tfeet like h_t/co_lsstab_ed by s_n/spea_sskin/b_rn_ngdeh_dr_tedface like G_e_k/fi_escr_p_d by sa_dpa_erPOINTS SCORE0-10 good first try11-29 well done30-50 very good51-60 excellentWriting sentences in point form helps to structure your work clearly and is easy to read.Do you think it is sometimes better to write in this way as a student of English? List three reasons why in your copy book.Date: __/__/__Title: DESCRIBING A BEACH: 3rd GRIDLesson number: 6Definition: For those who arrive late, only the bones.Spelling revisionNew wordsDictionary definitions, corrections, and synonyms.barbecuesbeeswaxlollingoreperma tansearthshinelagoonmoltenbrochurearcgurglingsicklecrescentscythepowder-whitestarbeam-goldwhalebone-whitemolten-goldoyster-whitebeeswax-goldore-goldearthshine-goldan arca hooksickle shapeda half moon a bowa horseshoescythe shapeda crescent moonskin tinglingparched throatfeet like hot coalsstabbed by sun spearsskin burningdehydratedface like Greek firescraped by sandpaper AIMS AND OBJECTIVESINTERNET RESOURCES1) Paired work: best students with weaker ones.2) Class management system to seating arrangements.3) Emphasis on value of physical sensations in writing.1) ‘The Beach’ trailer YouTube with Leonardo DiCaprio.2) TI: Describing a beach to: It has a report for teachers with it.MAIN LESSONOTHER RESOURCES1) Peer correcting of previous days homework.2) Teacher observes and corrects any errors.3) Pair up best students with weaker ones.4) Pairs of students attempt grids.5) Results on front of folders: evidence of progress?6) Quick oral spelling emphasis.7) Discuss new vocabulary/dictionary work.1) Travel magazines/catalogues.2) Photographs3) Internet copying and pasting of excellent beach imagery.PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) What value do physical sensations have in writing?2) What value has student collegiality to learning?3) Discuss tomorrow’s lesson: Writing a story in points.Locate pictures of beaches to be put into portfolio. Call into travel shop in the next week to get same. Spellings to be learned orally.OBSERVATIONS:WRITING A STORY IN POINTS1. I walked on the ear_hs_i_e-gold beach. COLOUR2. It was pi_l_w soft. TEXTURE3. The song of the sea was a hus_ed /m_rm_r. SOUND4. It was a sc_t_e shaped beach. SHAPE5. The crests of the waves were r_l_ing like a line of ho_s_s. ACTION6. P_l_ars of su_s_i_e moved across the w_t_r. IMAGE 7. The clouds in the sky were e_f-mist white. METAPHOR8. My face felt like it was sta_b_d by sun sp_a_s. SENSATION9. There was a smell the ar_ma of br_ne was in the sea air. SMELL10. I ate a ch_rc_al_d tuna st_ak and it was delicious. TASTENow write two more stories in bullet point by choosing from a selection of these words.1. COLOUR (o_e-gold/ m_lt_n -gold/ sta_be_m-gold)2. TEXTURE(co_t_n soft/ do_ny soft/ ei_er soft)3. SOUND (g_rg_ing sea/ h_m_ing sea/ eb_i_g sea)4. SHAPE (an a_c/ a h_l_ mo_n/ a ho_s_s_oe)5. ACTION (tum_l_ng waves/ casc_d_ng waves/ cu_l_ng waves) 6. IMAGE (seag_l_s di_e bo_b_ng/ c_c_n_t tre_s sw_y_ng/ boats bo_b_ng)7. METAPHOR (pil_a_s of s_nsh_ne/ str_a_s of li_ht/ lan_er_s of light)8. SENSATION (skin tin_l_ng/ par_h_d th_o_t/ skin bu_n_ng)9. SMELL (oi_y/ f_s_y/ sa_ty)10. TASTE (spi_y ch_c_en/ yu_my h_t d_gs/ fl_me gr_l_ed me_t)Did you know? There are 8 types of intelligence. One of them is an appreciation of nature. The others are: bodily, people, inner self, language, logic, musical and spatial. These will be discussed later in the book. The 9th intelligence is having an awareness of your place in the world. Do you agree that a lifelong love of learning may be the 10th intelligence? Date: __/__/__Title: USING BULLET POINTSLesson number: 7 (a)WRITING A STORY IN POINTS1. I walked on the earthshine-gold beach. COLOUR2. It was pillow soft. TEXTURE3. The song of the sea was a hushed murmur. SOUND4. It was a scythe shaped beach. SHAPE5. The crests of the waves were rolling like a line of horses. ACTION6. Pillars of sunshine moved across the water. IMAGE 7. The clouds in the sky were elf-mist white. METAPHOR8. My face felt like it was stabbed by sun spears. SENSATION9. There was a smell. The aroma of brine was in the sea air. SMELL10. I ate a charcoaled tuna steak and it was delicious. TASTENow write two more stories in bullet point by choosing from a selection of these words.1. COLOUR (ore-gold/molten-gold/starbeam-gold)2. TEXTURE(cotton soft/downy soft/eider soft)3. SOUND (gurgling sea/humming sea/ebbing sea)4. SHAPE (an arc/a half moon/a horseshoe)5. ACTION (tumbling waves/cascading waves/curling waves) 6. IMAGE (seagulls dive bombing/coconut trees swaying/boats bobbing)7. METAPHOR (pillars of sunshine/streams of light/lanterns of light)8. SENSATION (skin tingling/parched throat/skin burning)9. SMELL (oily/fishy/salty)10. TASTE (spicy chicken/yummy hot dogs/flame grilled meat)OBSERVATIONS:Date: __/__/__Title: USING BULLET POINTSLesson number: 7 (b)This is a lesson where the guile and craft of a teacher comes in. The first is to devolve conditional power to the class. They may work in ones, twos, teams, or a class group. If the level of disruption taken to do the exercise is unacceptable, stop immediately and explain you are reverting to an individual test. Say it with regret and with sympathy for them. Repeat this in the weeks ahead. They will then begin to regulate and admonish themselves.The second is to incorporate a ‘story-fizzer’ into a beach story. It will be used in the second paragraph of an essay. It will also lengthen their essays considerably while they are happy to do it! Underneath is a sample of what might be expected. Use these in the next few weeks:the unusual find message in a bottlea Millennium capsulea genie’s lampthe life-changers engraved golden ringold Roman coinsa treasure chestthe mysterious and creative find tsunami wreckage with amazing objectsdriftwood with handcuffed arm on itunknown, giant sea creature washed upthe dangerous find WW1 bombinvading frogmen shark circling youAIMS AND OBJECTIVESINTERNET RESOURCES1) Full pattern of beach writing revealed in lesson.2) Debate/discuss if pattern is too confining.3) Exploring alternative to patterns with ‘story-fizzers’ as a means of expression, creativity and originality.1) Images of millennium capsule or examples from internet.2) Images of a treasure chest always get the endorphins going!MAIN LESSONOTHER RESOURCES1) Correct spellings and recap on previous ideas about patterns in English.2) Ask students which is preferred: individual/paired or team attempt on exercise. 3) Correct exercise verbally: introduce ‘story-fizzers’ idea in a subliminal manner: What would make this pattern better in order to develop it?4) Have higher order discussion on benefits of same.5) Reward creative answers with homework off.6) ‘Brainstorm’ 10 best answers and put on board.7) Inform class they will be using them in the following lessons in their writing: compliment them for being such a creative class!1) Make out list of objects likely to be put into a ‘family capsule’ from someone terrified of invaders from different periods: The Celts in 2,000 BC, Rome in 0BC, England in 1066, Ireland during famine etc. Coax the answers you know are correct from the students. Keep the rest of these anthropological ‘fizzers’ for later classes. The historical periods above shall be relevant later.PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) How to incorporate story-fizzers into a beach story.2) Class management hierarchy being established.3) Introduction to intelligence as having 8 components. The 9th and 10th are existential and a lifelong zest for learning. Adaptability, which is often overlooked, finds favour also.Write a beach story using both the patterns of colour, sound etc. and a ‘fizzer’ such as: an unexpected character, a treasure chest etc. OBSERVATIONS:Punctuate the following and correct the 10 misspellings by rewriting it in a copy book.If you have food in your frige, clothes on your back, a roof over your head and a place to sleep, you are richer than 75% of the world If you have money in the bank, money in your walet and some spare change, you are among the top 8% of the worlds’ welthy If you woke up this morning with more helth than illness, you are more blessed than the milion people who will not survive this week If you have never experinced the danger of battle, the agany of imprisonment or torthure or the horrible pangs of starvation, you are luckier than 500 million people alive and suffering If you can read this mesage, you are more fortinate than the 3 billion people in the world today who cannot read at allQuestions:1. Do you think all of this is true or just some of it? Why? Why not?2. Does anything about this surprise or shock you? Why? Why not?3. If you could help with one of the problems above, what would it be, and why?4. Can you think of anyone in your community who might have some of these problems? How can you help that person or is it someone else’s responsibility?5. How important is it to appreciate a good education? 15 BLUES COLOUR SEARCH: CIRCLE THE LETTERSaqkplagoonmpnbkxrlkooceiwptjambrochurerejaneyierpldfilakeubepwvojdlsucwbermudattcocktailtromtgaqjeeigalaxyfmrcspowderofhisehbsxplodzjeweleyizeusnmtealDid you know? The original name for a butterfly was a flutter-by! Check it out on Google.RIDDLE # 1: How many of each animal did Moses take on the ark?“To err is human; to forgive, divine.” Alexander PopeDate: __/__/__Title: GRATITUDE AND PUNCTUATIONLesson number: 8 (a)Punctuate the following and correct the 10 misspellings by rewriting it in a copy book.If you have food in your fridge, clothes on your back, a roof over your head and a place to sleep, you are richer than 75% of the world. If you have money in the bank, money in your wallet and some spare change, you are among the top 8% of the worlds’ wealthy. If you woke up this morning with more health than illness, you are more blessed than the million people who will not survive this week. If you have never experienced the danger of battle, the agony of imprisonment or torture, or the horrible pangs of starvation, you are luckier than 500 million people alive and suffering. If you can read this message, you are more fortunate than the 3 billion people in the world today who cannot read at all.Questions:1. Do you think all of this is true or just some of it? Why? Why not?2. Does anything about this surprise or shock you? Why? Why not?3. If you could help with one of the problems above, what would it be, and why?4. Can you think of anyone in your community who might have some of these problems? How can you help that person or is it someone else’s responsibility?5. How important is it to appreciate a good education? 15 BLUES COLOUR SEARCH: There are 10 across and 5 down.lagoonneijbrochureenerllakeubesucbermudattcocktailtreeigalaxymrcpowderfljewelyzeustealOBSERVATIONS:Date: __/__/__Title: EMPATHY AND PUNCTUATIONLesson number: 8 (b)This is a lesson that mixes gravitas, empathy and fun. Start the class by recapping on the key points of a ‘story-fizzer’. Listen to a random cross-section of homework stories being read out. Take note of those who are reluctant to stand in front of the class and read. They will have to be given the ‘tongue-twister’ lesson soon. Read the quote. It comes from The United nations World Census Reports originally but it is unclear who penned it. Discuss how gratitude for what we have is very important in the modern world. Try to tease out the difference between empathy and sympathy by using a dictionary. Gunfire is the number 2 killer of American youth, apparently. Discuss how Irish children may not have the issues that other countries have. Optional work is available in grid.Let them punctuate the article in twos in order to engender confidence and co-operation skills.The discussion may not give adequate time to do the colour Wordsearch. This can be kept for another day as ‘filler’ for a lesson. If it is a one-hour class, it should be started within the class time parameters. AIMS AND OBJECTIVESINTERNET RESOURCES1) To define empathy and discuss it.2) To establish if gratitude is important in every environment and society (and possibly if stress comes from a lack of it sometimes).3) To instil confidence in punctuation. No one is trying to ‘expose’ them; it is merely work needed to be done.1) TI: the first ten words of the quote and the underlined site. Bill Gates gives a harsher view on gaining success.2) TI: A summary of the world by Forrest Felling. Food for thought for students and teachers.MAIN LESSONOTHER RESOURCES1) Recap on 8 intelligence forms and homework. Allow for homework to be read out. Is empathy an emotional intelligence needed in the workplace also?2) Read the quote and discuss.3) Punctuate quote.4) Correct in class.5) Option to fill colour chart or look at grid resources.1) TI: posters for good to see examples of poster work.2) TI: elephantjournal.ie It has some excellent posts on everything from nutrition to a different world view. It is an award-winning indie journal.PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) How can empathy help you be a good work leader?2) Does appreciating what we have or have not help us to slack off or work harder?3) Should we ignore other peoples’ expectations if they are less than our own?Any of: ‘Why gratitude is a gift’ or ‘Why empathy matters’ or make a poster with captions on poverty.OBSERVATIONS:Date: __/__/__Title: DESCRIBING A BEACH: 4th GRIDLesson number: Latin phrase: Abyssus abyssum invocat. Definition: De_p/th_nk_ng/lea_s/to/de_p/und_rst_n_ing. Meaning: _____________________________________________________________________________________________________________________________________________Spelling revisionNew wordsDictionary definitions, corrections, and synonyms.be_sw_xsim_lecomparing two things using as or likeo_ed_mee_r_hsh_n_meta_h_rcomparing two things without using as or likem_lt_nfle_cear_anv_lsi_k_emed_lli_ns_yt_eTit_ndescribing the size of a sea sky1 POINT 2 POINTS 3 POINTS 4 POINTSthe swe_p of skythe ar_h of skythe une_di_g skythe inf_n_te skythe d_me of skythe sp_n of sky the end_e_s skythe cat_edr_l of sky sim_les describing cloudslike fa_ry/sm_kelike puf_bal_slike fle_celike a_ry/anvi_slike e_f-mistlike pu_fy/plat_slike flu_fy/c_tt_nlike he_ve_ly/ho_ds meta_h_rs for the suna fi_ry ball in the s_ya g_ld_n/glo_eGod’s da_st_ra glo_i_g/med_lli_na gl_wi_g/o_bG_d’s/g_ld_n/e_eGod’s/m_rni_g/starTit_n’s/fie_y/w_e_l magical words gridbl_ss-bluediv_n_the soug_ing seault_am_r_ne-bl_esta_rythe luc_d lightthe sor_er_ of the s_aspe_lbi_dingPOINTS SCORE0-20 good first try21-49 well done50-69 very good70-80 excellentDate: __/__/__Title: USING A STORYCHAIN: 4th GRIDLesson number: 9Definition: Deep thinking leads to deep understanding. Spelling revisionNew wordsDictionary definitions, corrections, and synonyms.beeswaxsimilecomparing two things using as or likeoredomeearthshinemetaphorcomparing two things without using as or likemoltenfleecearcanvilsicklemedallionscytheTitanthe sweep of skythe arch of skythe unending skythe infinite skythe dome of skythe span of sky the endless skythe cathedral of skylike fairy smokelike puffballslike fleecelike airy anvilslike elf-mistlike puffy plateslike fluffy cottonlike heavenly hoodsa fiery ball in the skya golden globeGod’s daystara glowing medalliona glowing orbGod’s golden eyeGod’s morning starTitan’s fiery wheelbliss-bluedivinethe soughing seaultramarine-bluestarrythe lucid lightthe sorcery of the seaspellbindingAIMS AND OBJECTIVESINTERNET RESOURCES1) Main emphasis on rate of progress in filling grids.2) Observations of dictionary work: is it helping the cognitive functions of best and weaker students?3) Awareness of language register in grids: at the right pitch for everyone to thrive and distil writing?1) At this point, you may want to look up hltmag.co.uk to get ideas on metaphors as mnemonics, Limericks, creating grammatical mnemonics, use of metalanguage etc. Excellent ideas for teachers.MAIN LESSONOTHER RESOURCES1) Recap on homework with discussion of empathy.2) Try the grids individually with progress in file.3) Use a ‘storychain’ method with the words in grid. Explain homework off if class treats it with fun but with a degree of commitment to story and concentration also.4) Recap with ‘story-fizzer’ to be introduced into the storychain.5) Homework off for most imaginative sentences.1) See back of this book for an extra lesson on ‘Describing the Sun’.Taken from ‘Writing with Stardust’ and may be used as a supplementary aid for other classes also. PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) The fun of creating a storychain.2) What is a metaphor and does it improve a passage?3) First storychain may be chaotic to a neutral observer!Use storychain as basis for homework. Assign homework off if the class is responsive and attentive to the new idea of a storychain. OBSERVATIONS:Did you know? One of the best metaphors for water is ‘Adam’s Ale’. That’s because it was the only drink available to Adam in the Garden of Eden. Others call it ‘the elixir of life’. The earliest reference to it is from William Prynne in 1643:“They have beene shut up in prisons and dungeons…..allowed onely a poore pittance of Adam’s Ale, and scarce a penny bread a day to support their lives.” Who do you think William Prynne was referring to? Do you feel sorry for these people? The unusual words (dungeons, scarce, pittance etc.) are examples of archaic words. These are words that are no longer commonly used. Write the dictionary definition of ‘archaic’ and ‘elixir’ in your vocabulary notebook.WHAT IS A METAPHOR?A metaphor compares two things without using as or like. An easy way to remember it is that metaphors are meat for the bones of English! A metaphor is MEAT PHOR the bones of English. It adds meat to the skeleton.This is a metaphor because the English language is being compared to a skeleton.This is also a metaphor because metaphors are being compared to meat.Metaphors add ‘sparkle’ to a piece of writing and should be used as much as possible. Underneath are 10 examples of metaphors. Explain in your own words why they are metaphors. The first two are done for you.1. The sea was topaz-blue. (Topaz is a beautiful, blue gemstone)This is a metaphor because the sea is being compared to a blue gemstone.2. Hawks are the Ferrari’s of the sky.This is a metaphor because the hawks are being compared to Ferrari’s.3. Rivers are the veins of the forest.This is a metaphor because4. i-phones are the new drug of the 21st century.This is a metaphor because5. She had bee-stung lips.This is a metaphor because6. Camels are the ships of the desert.This is a metaphor because8. Creativity is known as the ‘third eye’.This is a metaphor because9. Branched lightning lit up the sky.This is a metaphor because10. Imagination is called the ‘mind’s eye’This is a metaphor becauseThe grid below contains two ideas for a metaphor. Make a metaphor by using both of them in a sentence in your copybook. The first one might look like: “Stars are the magicians’ dust of the night sky.” The second one is easy also; “He had seashell ears.” Then try to fill in the FIRST IDEA/SECOND IDEA column on the right. Ask your teacher to help you if you need it. Make up your own metaphors also.MAKE A METAPHORFIRST IDEASECOND IDEAFIRST IDEASECOND IDEASt_rsare the ma_ici_ns’ d_st of the sky.The sky isthe canv_s of the Gods.e_rs He had se_sh_ll ears.drugsA w_terf_ll is the si_v_r /lo_m of the f_rest.the moonT_it_eris the t_l_p_o_e of the 21st c.televisionThe r_inwas i_e co_d.mistK_o_led_eis the sa_v_tion of m_nk_nd.treesThe s_ywas a clo_dsc_pe of c_l_u_sthe sunJ_hnis the al_h_ m_le.wavesA mne_onic is m_ntal Vel_ro.darknessPo_l_nis the mo_nd_st of the air.sunbeam shapeMa_y is the app_e of her tea_h_r’s/e_e.The cottageThe dicton_ryis the B_b_e of E_g_i_h.fameMo_nt_i_sare ca_h_dr_ls of the s_yl_ne.monster’s eyesDe_er_sare a sau_a of h_a_.rain“Impossible is just a big word thrown around by small men who find it easier to live in the world they’ve been given than to explore the power to change it. Impossible is not a fact. It is an opinion. Impossible is not a declaration. It’s a dare. Impossible is potential. Impossible is temporary. Impossible is nothing.” Muhammad AliDo you like this quote? Why? Why not? What does it tell you about his mind set?How many metaphors can you spot? Why not do a project on the life of Muhammad Ali? His quotes will entertain you! You’ll need to do a project on an issue or person of your choice soon. Start planning now!Date: __/__/__Title: INTRODUCTION TO METAPHORSLesson number: 10 MAKE A METAPHORFIRST IDEASECOND IDEAFIRST IDEASECOND IDEAStarsare the magician’s dust of the sky.skythe canvas of the Godsears He had seashell ears.drugsa disease in societyA waterfallis the silver loom of the forestthe moona pale coin/sovereignTwitteris the telephone of the 21st c.televisionthe drug of a nationThe rainwas ice coldmistgun smokeKnowledgeis the salvation of mankindtreesheads of broccoliThe skywas a cloudscape of coloursthe suna gold coinJohnis the alpha malewaveswashing up liquid ofA mnemonicis mental Velcro.darknessman’s enemyPollenis the moondust of the airsunbeam shapelaths of goldMary is the apple of her teacher’s eyeThe cottageof the damnedA dictionaryis the Bible of Englishfamesweet honey of successMountainsare cathedrals of the skylinemonster’s eyesspider coldDesertsare a sauna of heatraincrystal tacks of the skyAIMS AND OBJECTIVESINTERNET RESOURCES1) To introduce the concept of metaphor as ‘meat for the bones’ of the English skeleton.2) To engender creative thinking and concepts.3) To introduce the word ‘archaic’.4) To introduce a mnemonic as ‘mental Velcro’.1) YouTube Muhammed Ali talking and training, if time permits. Notice the ‘high twitch’ physical actions, the tempo of his speech and electric personality.MAIN LESSONOTHER RESOURCES1) Recap on storychain homework if applicable.2) Quiz class on knowledge of definition of metaphors.3) Read out and discuss metaphors/William Prynne quote. Discuss archaic words and elicit examples.4) Allow class to fill in grid on left in pairs or teams.5) Correct grids and class and file points total.6) Enable class to cope with grid on right with direction.7) Read Muhammed Ali’s quote and recap on lesson.1) Discuss Muhammed Ali as a man with a moral compass (the draft/Vietnam), a man of principle, and unshakeable conviction.2) Discuss as an exemplar of man who cast aside the shackles of his upbringing. Discuss being refused in restaurant after winning Olympic gold for America.PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) Is meat for bones a mnemonic technique?2) What is the value of mnemonics/nursery rhymes as metaphors?3) Define ‘impossible’ as related to ambition: a life choice or reality for some?Any assignment related to Muhammed Ali as a man who ‘broke the mould’. He is a living metaphor for daring to aim high and goal-setting with hard work.Consider giving the right side of the grid as homework.OBSERVATIONS:REVISION FUN WITH CROSSWORDS: 100 YEARS ONThe crossword first appeared in the New York World on Dec 21, 1913. It was called ‘word-cross’ at first but a typo called it ‘cross-word’. In Britain, many claimed that this new craze would unravel the social fabric of society. Housewives weren’t doing their chores and people were doing them in church. Despite those hiccups, they’re still here and they’re still fun!1 S234 S5 B6 H7 K89 L101112131415 L O16E17 DACROSSDOWN4 That is to say (2, 3)1 A party to go to sleep at (10)5 Honey gold buzzing in your ear? (7)2 It causes huge waves (7)7 Stop flying it! (4)3 Latin stems for influenza and one (8)8 Shorter version of ‘and others’ (2, 2)6 Breathing out gently (8)10 The long, low sigh of the sea (5)8 To forgive is divine (3)12 Michelle is not the only First Lady! (3)9 To shorten a word to its initials (7)13 The shape of a dangerous beach (6)11 A gem of a blue colour (5)14 A large ex-pans-e of sky (4)13 A special intelligence (7)16 The coldest blue of them all (3)14 So small it’s a conjunction (2)17 An old, arcane word. (7)15 Clear of thought and colour (5)Date: __/__/__Title: CROSSWORDS AS COGNITIVE AIDLesson number: 11STPLIDES TNUUEMN UBEESWAXME XMORHKITENIAONLETALGIRCNRRGSOUGHJNEVESCYTHEWPMESPANLLOTUIICEARCHAICILDACROSSDOWN4 That is to say (2, 3)1 A party to go to sleep at (10)5 Honey gold buzzing in your ear? (7)2 It causes huge waves (7)7 Stop flying it! (4)3 Latin stems for influenza and one (8)8 Shorter version of ‘and others’ (2, 2)6 Breathing out gently (8)10 The long, low sigh of the sea (5)8 To forgive is divine (3)12 Michelle is not the only First Lady! (3)9 To shorten a word to its initials (7)13 The shape of a dangerous beach (6)11 A gem of a blue colour (5)14 A large expanse of sky (4)13 A special sort of intelligence (7)16 The coldest blue of them all (3)14 The smallest of conjunctions (2)17 An old, arcane word (7)15 Clear of thought and colour (5)Let the students make their own crossword. The whole point of the crossword is that it is an exercise in frustration and failure. It will take time to perfect but here are few better exercises to fuse the spatial, linguistic, logical and kinaesthetic intelligences.WHAT IS A SIMILE?A simile compares two things without using as or like. An easy way to remember it is: “His smiles are as rare as rubies and like a lion’s!”This is a simile because it compares his smiles to rubies by using the word ‘as’.It is also a simile because it compares his smiles to rubies by using the word ‘like’.Similes add ‘sunshine’ to a piece of writing and should be used as much as possible. Underneath are 10 examples of similes. Explain in your own words why they are similes. 1. The moon’s light was as silver as diamond flame.This is a simile because the moon’s light is compared to diamond flame using ‘as’.2. Porridge is like rocket fuel for the body and mind.This is a simile because3. Her teeth were like a line of piano keys.This is a simile because4. The night was as cold as a phantom’s soul.This is a simile because5. He has a voice like bottled thunder.This is a simile because6. Facebook is like a social crutch for some people.This is a simile because7. The morning dew glittered like a million, million fallen stars.This is a simile because8. Teachers are like the fountain of knowledge.This is a simile because9. Her voice was as clear as a crystal stream.This is a simile because10. Einstein was as wise as an owl.This is a simile becauseTURNING METAPHORS INTO SIMILESTry to change the following metaphors into similes in your copybook:1. The sea was a flat sheet of silver (i.e. the sea was like a ………………………….).2. The sky was a distant ceiling of blue (i.e. the sky was like a……………….....).3. Seagulls are the ballerinas of the sky (i.e. the seagulls were like……………...).SITTING ON THE BEACH AT NIGHTIn the grid beneath are phrases using similes (S) and metaphors (M). Write in an (S) or (M) after each one if you know what it is. The phrases use only four of the senses to form a story: sight, sound, smell and sensation.Write a story by using each phrase going down the grid. You should have 10 sentences by doing this but you should try to put in your own ideas also. Level 1 is the easiest and Level 3 is the most difficult to write. LEVEL 1 LEVEL 2 LEVEL 3a feast of stars in the sky (M)a galaxy of stars overhead a constellation of stars hunglike shiny dust (S)like glitter on black velvetlike anvil sparksn_g_t’s/bl_ck/c_o_k closed n_g_t’s/in_y/ro_e covered allnight’s da_k/s_ro_d appearedas q_i_t as a c_u_chas q_i_t as a con_e_tas s_ill as a to_bthe o_d-g_ld/m_onthe o_e-g_ld m_onthe m_l_en-gold m_onthe so_t so_g of the s_athe g_n_le/o_e_a of the s_athe h_s_ed/l_llab_ of the s_ab_a_s of light on the waters_ea_s of light on the waterl_n_es of light on the surfacew_nd felt like warm si_kw_nd felt like warm s_t_nw_nd felt like a veil of v_l_et a so_p of smellsa b_ew of scentsa b_o_h of aromasda_n/s_n like a gl_wi_g/o_bs_n was God’s g_ld_n/e_e God’s/m_r_ing st_r/ro_eDid you know? The average person has a vocabulary of 5,000-7,000 words. Shakespeare used 31,534 different words when writing his plays and invented approx. 1,700. Get learning!Riddle # 2: A clever prince is loved by his people but hated by his father. The father decides to get rid of him for once and for all. The misfortunate prince is accused of stealing a golden torc and he is sentenced to death. The people revolt when they see the injustice of it and the king has to make up a test of honesty that no one can escape from. The king parades the prince in front of the people on a raised, wooden platform so that everyone can see him from all sides. The prince doesn’t have any clothes on so that he can’t cheat the test. The king speaks:“In this bag are two grapes. One is black and one is white. If my son takes out a white grape, he’s innocent and will go free. If he removes a black grape, he’s guilty and will be executed.”There are two black grapes in the bag, yet the clever prince walks free. How did he do it?Date: __/__/__Title: INTRODUCTION TO SIMILESLesson number: 12The purpose of this lesson is two-fold; an introduction to similes and how to distinguish a simile from a metaphor. There are 10 simile sentences to fill in. Let the students attempt these in pairs. Discuss the best similes and consider putting one of them into the last page of the September module, the ‘CLASS IDEAS REVISION GRID’. Move onto the grid on the second page and let them fill it in with a different partner. Discuss ‘language register’ and how the metaphors and similes move up in complexity. If time permits, let them start a story for homework using the words in the grid. The LEVEL 1, 2 or 3 they attempt should be their choice. Then let them have fun trying to guess the riddle answer.a feast of stars in the sky (M)a galaxy of stars overhead a constellation of stars hunglike shiny dust (S)like glitter on black velvetlike anvil sparksnight’s black cloak closed innight’s inky robe covered allnight’s dark shroud appearedas quiet as a churchas quiet as a conventas still as a tombthe old-gold moonthe ore-gold moonthe molten-gold moonthe soft song of the seathe gentle opera of the seathe hushed lullaby of the seabeams of light on the waterspears of light on the waterlances of light on the surfacewind felt like warm silkwind felt like warm satinwind felt like a veil of velvet a soup of smellsa brew of scentsa broth of aromasdawn sun like a glowing orbsun was God’s golden eye God’s morning star roseAIMS AND OBJECTIVESINTERNET RESOURCES1) Introduction to similes: get dictionary definition.2) How similes and metaphors add ‘sparkle’.3) How to distinguish between metaphor and simile.1) TI: List of best similes to: It gives 100 simple similes to choose from.MAIN LESSONOTHER RESOURCES1) Correct crossword if not already done.2) Explore definition of simile/metaphor.3) Class ‘on task’ in paired assignment.4) Teacher guides and lends assistance/encouragement.5) Recap on 10 sentences answer.6) Class attempt grids with different partner.7) Recap on grid answers and simile/metaphor differentiation.1) Posters on best similes and metaphors to be exhibited in classroom.2) PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) What do similes add to a passage of writing?2) What do metaphors add to a passage of writing?3) Discuss the use of ‘reverse logic’ after they attempt the riddle answer and breaking down a problem into its individual components. Very few students can do this.Write a story based on the words in LEVEL 1, 2 or 3. OBSERVATIONS:Punctuate the following by reading it once and correcting it in your copy book.“when i was 5 years old, my mother told me that happiness was the key to life. when i went to school, they asked me what i wanted to be when i grew up i wrote down ‘happy’ they told me i didn’t understand the assignment I told them they didn’t understand life.”1. Who do you think said this; president barrack obama, john lennon or michael jordan? 2. Do you think that this is a good quote? Why? Why not?3. What does it say about the student and what does it say about the teachers/questioners?4. How do you think you can achieve happiness in your own life? Write down 5 things that make you happy and discuss them. Do fast foods and fizzy drinks make people happy?5. The three people above worked harder at their job than any of their rivals. What is the lesson to be learned from this?FILL IN THE BLANKS1. The beach was ea_th_h_ne-gold.COLOUR2. We heard the sno_z_ sea lap gen_l_.SOUND3. We walked on a b_w of beach.SHAPE/MOTION4. Cyl_n_ers of light moved acro_s the sea.METAPHOR5. The other tou_i_ts were le_th_r-brown.TANS6. The horizon was thre_d_d with a border of silver.HORIZON7. Ch_ld_en were sq_ea_ing on the beach.OTHER IMAGES8. The sun to_s_ed our skin.SENSATION9. The sea air smelled of ch_or_ne. SMELL10. The sp_cy sa_sa_es in the burg_r bur_ed our tong_es. TASTEList the best six sentences you would pick from the above ten. Be careful, as there are six categories that you should try to put into every descriptive passage. Write down why in a copy book and then ask your teacher if he/she agrees. Did you know? If you ever feel alone, alienated from other people or a bit down, all you have to do is type in ‘Where the Hell is Matt 2012’ into YouTube. You might begin to understand the world a bit more, your place in it and your potential to change it. Then type in the same for 2008 and 2006. It should at least make you smile.RIDDLE # 3: You walk into a cold, dark room with a match. Inside are a candle, a woodstove and a heater. Which would you light first?Date: __/__/__Title: JOHN LENNON AND HAPPINESSLesson number: 13FILL IN THE BLANKS1. The beach was earthshine-gold.COLOUR2. We heard the snoozy sea lap gently.SOUND3. We walked on a bow of beach.SHAPE/MOTION4. Cylinders of light moved across the sea.METAPHOR5. The other tourists were leather-brown.TANS6. The horizon was threaded with a border of silver.HORIZON7. Children were squealing on the beach.OTHER IMAGES8. The sun toasted our skin.SENSATION9. The sea air smelled of chlorine. SMELL10. The spicy sausages in the burger burned our tongues. TASTE AIMS AND OBJECTIVESINTERNET RESOURCES1) The importance of punctuating a text.2) The importance of happiness in school/workplace.3) Recap on formula for descriptive writing.1) TI: Where the hell is Matt 2006 into YouTube2) TI: Where the hell is Matt 2008 into YouTubeMAIN LESSONOTHER RESOURCES1) Read out quote. Discuss in detail. Relate to life/school.2) Students ‘on task’ for punctuation.3) Play ‘Where the hell is Matt’ 2006 and discuss.4) Students fill in the blanks in pairs. Discuss formula.5) Recap on formula/concept of minding oneself.1) TI: Where the hell is Matt 2012into YouTubeIt is his best video.PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) Who defines happiness? Us or others?2) Happiness is 50% your own choice, 40% genetics and 10% external events, according to new research.3) Formula in grids/module concluded tomorrow.A short assignment on the nature of wellbeing, minding oneself and happiness. Bring in one unusual object of touch and smell for tomorrow’s class. Read ‘Other Resources’ on next page.OBSERVATIONS:Date: __/__/__Title: DESCRIBING A BEACH: 5th GRIDLesson number: Latin phrase: Oeulus animi index.Definition: The/e_e/lo_k_/b_t/it/is/t_e/m_n/th_t/s_es.Meaning: ______________________________________________________________________________________________________________________________________________Spelling revisionNew wordsDictionary definitions, corrections, and synonyms.m_t_ph_rsali_ed_m_barb_cu_dp_nt_e_nsoo_hi_gfl_e_elul_i_ga_v_ltan_ym_d_l_i_ncharco_l_dT_t_nke_pemotional sensations1 POINT 2 POINTS 3 POINTS 4 POINTShe_rt war_ingsp_rit lif_ingsoul ref_es_ingsoul no_ris_inghe_rt com_or_ingsp_rit rai_i_gsoul soo_hi_gsoul lul_i_g smells of the beachoi_yfi_hysmell of k_lpsali_esal_yse_we_dsmell of bri_e pelag_ctastes of the beachyum_y/h_t/do_sspi_y/ch_c_enfla_e/gri_l_d/me_tsiz_l_ng/ste_kdeli_io_s/bu_ge_sbarb_cu_d/sa_sa_esco_l-fir_d/o_io_scharco_l_d/tu_aPOINTS SCORE0-10 good first try11-29 well done30-50 very good51-60 excellentA question mark lets you know that you are being asked a question. However, a lot of people never use them in text messages. Do you think, therefore, that they should be banned altogether from the English language? Discuss with your teacher and give three reasons why/why not.Date: __/__/__Title: DESCRIBING A BEACH: 5th GRIDLesson number: 14Definition: The eye looks but it is the mind that sees.Spelling revisionNew wordsDictionary definitions, corrections, and synonyms.metaphorsalinedomebarbecuedpantheonsoothingfleecelullinganviltangymedallioncharcoaledTitankelpheart warmingspirit liftingsoul refreshingsoul nourishingheart comfortingspirit raisingsoul soothingsoul lullingoilyfishysmell of kelpsalinesaltyseaweedsmell of brine pelagicyummy hot dogsspicy chickenflame grilled meatsizzling steakdelicious burgersbarbecued sausagescoal-fired onionscharcoaled tunaAIMS AND OBJECTIVESINTERNET RESOURCES1) To reinforce the concept of working at something well reaps rewards. Discuss the improvement in their writing compared to the 1st lesson. Congratulate them.2) To inform students the information in the 5 grids will be tested at the end of September and to revise them.3) Mentally chart the increase in dictionary motor-neuron skills.1) Reward with a pre-arranged clip of film about nature (i.e. wildlife documentary on the sea)2) ‘The Living Planet’ YouTube opening sequence with the whale is spectacular.MAIN LESSONOTHER RESOURCES1) Discuss/aurally correct homework assignment.2) Check spelling assignments from yesterday.3) Finish grid individually/pairs/teams.4) Praise class for upward graph of improvement.5) Reward with documentary as module is complete.6) Inform them final recap will be tomorrow.7) Enjoy the documentary.1) Let the class bring in one object of touch and smell each. The smell could be a leaf, a blade of grass, a scented candle like pomegranate etc. and blindfold members of the class to guess it. They will remember this class all their lives. PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) How much have the patterns helped them? Are they more focused and less ‘scatty’ in their writing?2) Has their writing been distilled into beautiful phrases, enjoyable to read and write and impactful?3) What have they learned from this module? Have they enjoyed it? Does the multi-sensory formula make sense?Homework off at end of all modules.Contributing to their portfolio work is an ongoing option if they wish.OBSERVATIONS:USING THE MICRO WITH THE MACROCongratulations. You have completed one descriptive module and you will be moving onto another shortly. At this stage, you may have learned the value of patterns in English. They should help you to write with confidence and purpose. You don’t have to be a slave to them, however. The best stories come from a child’s imagination, not a textbook. Because of that, take a look at the grids below. They may help you to create a story using the micro idea instead of the macro pattern. The word macro means ‘large-scale’. You do not have to use the formula from the horizon in if you do not wish to. That is the macro pattern to help you start on the long journey of becoming a great writer, creative thinker and questioning student. The word micro means ‘extremely small’. The micro idea is just as valuable a technique. It is also called laser-eyed attention to detail. This is when you focus in on a small detail that very few others would have thought of. It could be an animal, a strange object or a character of some sort. Your story is launched from that point in. It usually leads students to a story that is rich, mysterious and unique. Forget the blind man. Forget the micro patterns. Forget the flipping dolphins. Fill in the grids and they may take you to a time or distant land you do not want to stop writing about. You’re walking on the beach when you spy a tidal pool or lagoon. What’s in the pool?1 POINTsc_ttl_ng/cr_bst_rbo/ch_rg_d/sh_impn_ck_l-silver fi_h5 POINTSm_ss_ge in a b_tt_ea Mi_len_i_m/c_ps_lea/g_n_e’s/la_p5 POINTSeng_av_d/g_ld_n/r_nga st_sh of R_m_n/co_nsa tr_asu_e/ch_st5 POINTSt_u_a_i/wr_ck_ge with st_ange/ob_c_sdr_ft_ood with an a__m h_ndcu_f_d to itun_no_n/g_ant/s_a cre_tu_e5 POINTSun_xp_od_d WW2 bombin_adi_g/fr_gm_n from a foreign landa bu_l/s_a_k/ci_cling a surferThe difference between the first row (worth 1point) and the other 4 rows (worth 5 points each) is huge. If you were to ask every student in the country to describe what is in the pool, crabs and fish would be in a lot of answers. They might just end their story there also. Someone who can think of a ‘story fizzer’ is an excellent student. Why not write a story using one of the objects mentioned in the 5 point grids? Ask yourself these questions:1. What brought them here?2. Where did they come from?3. When did they get here? Is there something suspicious about them?4. Who might have been responsible?5. Why should you be careful?6. How are they going to change your story or life?Date: __/__/__Title: USING MICRO WITH MACROLesson number:15Mention has been made of a story-fizzer in previous lessons. Best practise in cognitive thinking, use of the imagination and patterns of English have been established. These are the macro areas that all teachers aspire to impart to their students. The micro details can be worked on now in more depth.Attention must also be drawn to ‘laser-eyed attention to detail’ also. This separates the truly gifted pupil from the rest. A gifted student will take one of the scenarios below and come up with a creativity that can astound you. The rest of the students need to develop the mental scaffolding needed to get to this level. It is a process of osmosis rather than overnight genius, but the sparks will start the fire. With the right questioning and higher order prompts, they too will achieve their potential. Explain that objects that lead to a fascinating story are priceless! You’re walking on the beach when you spy a tidal pool or lagoon. What’s in the pool?1 POINTscuttling crabsturbo charged shrimpnickel-silver fish5 POINTSmessage in a bottlea Millennium capsulea genie’s lamp5 POINTSengraved golden ringa stash of Roman coinsa treasure chest5 POINTStsunami wreckage with strange objectsdriftwood with an arm handcuffed to itunknown giant sea creature5 POINTSunexploded WW2 bombinvading frogmen from a foreign landa bull shark circling a surferAIMS AND OBJECTIVESINTERNET RESOURCES1) Moving from the macro pattern to the micro detail.2) How to use story fizzers and ‘laser-eyed attention to detail’ to build a story/plotline.3) Writing a detailed plot/unexpected twist in teams of 41) 2)MAIN LESSONOTHER RESOURCES1) Discuss quality of ideas given by them in their homework assignments so far.2) Let them read page in workbook regarding the micro and macro.3) Grids to be filled in with pairs/teams.4) Let pairs/teams pick one scenario and develop it.5) Best team oral story gets a prize.6) Recap on ideas and story fizzers.1) Ask them to think of a plot from a great film and mirror it in their story if they are stuck.2) PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) What are examples of ‘laser-eyed attention to detail’?2) What constitutes creative stories?3) Difference between micro and macro.Essay for portfolio based on first module. Title optional: ‘My beach adventure’ or ‘A day in the life of a Roman coin’.OBSERVATIONS:Date: __/__/__Title: ORGANISING A READING DAYLesson number:16Many schools have a library. Many do not. If you are lucky, your school will be able to provide you with the chance to bring your class there. If not, create your own library.I had a reading day every Monday with all my classes, including the Leaving Certs. For them, I would bring in 5 copies of ‘The Sunday Times’ and 5 copies of Monday’s Examiner. I would lay out the different sections of the paper on the desk neatly and expect them to put them back the way they received them. It gave me the chance to take 20 minutes ‘down time’ every Monday and I would check their files and their homework assignments. Sometimes I even got valuable time to fine tune the plan for the week ahead or to catch up on corrections. The reason both the students and I loved it was because it was:1) A mutually co-operative atmosphere at the start of the week. I helped them to get organised for the week ahead and they helped me to do the same. 2) It established the tone of the class as one of calm and peace. This set the expectation for the week ahead. They read quietly. For the last ten minutes, I would ask higher order questions at random on plot, characters, anti-heroes, best phrases, new words etc. It benefitted them in so many ways. I found the weakest students would improve gradually but steadily.3) It had a purpose. With the Leaving Certs, we could discuss topical events, areas of debate and controversy, current affairs, sport and politics. They still had to find 5 new words every Reading Day and put the dictionary definition in their vocabulary notebooks. They could thus (all classes) do Monday’s homework in class, if they wished, and they loved that aspect of it. With the rise of the internet, Kindle, Goodreads etc. it may be possible to do all this without moving class. I would recommend organising a school or first year book donation if not. Build up your own class library slowly. St. Vincent de Paul also sells books at greatly reduced prices. Why not organise a class no-uniform day to pay for this and have a Reading Day designated for every Monday? It is the best, low-cost pedagogical technique of them all.AIMS AND OBJECTIVESINTERNET RESOURCES1) Set template for calm class mood to enable learning.2) Increase diction/mechanics/awareness of plot lines.3) Engender a lifelong love of reading.1) Kindle 2) MAIN LESSONOTHER RESOURCES1) Organise book collection, magazines, encyclopedias.2) Set ground rules. Students stand up if misbehaving.3) Foster calm atmosphere by speaking quieter.4) 7 new words every week in vocabulary notebook.5) Homework allowed in class if students co-operative.6) Higher order questions by teacher at end of class.1) Any book which is suitable for their age.2) National Geographic magazines, spare dictionaries, encyclopaedias, free brochures from Travel agents and novels.PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) Lifelong love of learning/reading/calm atmosphere.To be completed in class.INTERROGATIVE WORDSAn interrogative word is a word which normally starts a question. It is called an interrogative word because it comes from the word ‘interrogation’. This means ‘to question’. You have probably arrived home late sometime and a parent says loudly: “Where were you?” Now you can say to that parent that they’re very interrogative, though it is not recommended!Interrogative word examples include:1. What 4. Who2. Where 5. Why3. When 6. HowThese are also the six questions that all English students should ask when writing a story. Journalists always try to follow this rule when writing an article. Let’s say a whale gets stranded on a beach. Re-arrange the interrogative words, add some more and write a short newspaper article on the whale story for your school newspaper. Consider the following:Would you give the time and date of the incident first or the location?Would you use ‘who’ for who was there or who caused the whale to beach?Would you use ‘how’ for how many times this has occurred or for how the whale beached?Try to be imaginative when you are posing questions. You will find that you are writing a very powerful story. Everyone will want to hear it.PUNCTUATE THE FOLLOWING AND ANSWER/ GOOGLE THE QUESTIONS:1. What colour would you put after the adjective ‘tropical’2. Where would you find kelp3. when do whales appear off the coast of ireland is it in spring/summer or autumn/winter4. Who and what is a ‘hawker’ on a beach5. why is the sea blueDid you know? Hedgehogs will avoid areas that smell of badgers. Badgers will eat hedgehogs if they can find them and hedgehogs will attack birds and eat them also. Do you find this cruel or do you accept that nature does not care about human feelings? RIDDLE # 4: A woman walks into a restaurant and asks the manager for a glass of water. The manager aims a gun at her instead. The woman was pleased. She said thank you and left. Why was she pleased?Date: __/__/__Title: INTERROGATIVE WORDSLesson number: 17An interrogative word is a word which normally starts a question. It is called an interrogative word because it comes from the word ‘interrogation’. This means ‘to question’. You have probably arrived home late sometime and a parent says loudly: “Where were you?” Now you can say to that parent that they’re very interrogative, though it is not recommended!Interrogative word examples include:1. What 4. Who2. Where 5. Why3. When 6. HowAIMS AND OBJECTIVESINTERNET RESOURCES1) Readings of the portfolio essay on beach in class.2) Getting students used to class readings.3) Introducing interrogative words.1) BBC’s Manhunters: Series1 Episode 2 orThe man-eating lions of Njombe Both are onYouTubeMAIN LESSONOTHER RESOURCES1) Let volunteers read out portfolio assignment essay.2) This may take 20-25 minutes. The other students should listen and make OBSERVATIONS: on the best phrases, ideas and sentences in their copies/ vocabulary notebook.3) Praise all volunteers and possibly give oral grade from listening. Students should accept your own critique or mild peer criticism where the essay may be improved. Work on a 5-praise values/1-criticism value at start of year.4) Move on to interrogative words sheet. Discuss and help students with small ‘on task’ assignments.5) If time allows, have a George Rushby discussion and what it would be like to hunt a man-eater. 1) Jim Corbett’s autobiographical book about hunting man-eaters is called:‘Maneaters of Kumaon’.It is available to read free on: Read passage from page 29 to get background of story. Read pages 39 and 40 to the class and apply interrogative questions to the concept of hunting a man-eater. Corbett’s legendary dog, Robin, deserts him on pages 39-40.PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) What constitutes a good essay? Imagination or structure? Flair or using grid skills?2) How can self confidence in front of groups carry forward into life?3) Does the x-factor mean singing or being able to write and present a great English essay? Use a drumroll before they read.Research George Rushby, Jim Corbett or Colonel John Patterson on etc.‘Ghosts in the Darkness’ is a particularly powerful film about John Patterson hunting lions.OBSERVATIONS:RECAP ON LESSONRewrite the following story by substituting the words/phrases underlined for different ones. Punctuate it where you think necessary also.it was lava hot on a summer’s day. I decided to go for a ramble on the beach with my friend, laura. When we got there the sky was an endless dome of brochure-blue. the clouds looked like airy anvils and drifted slowly.The beach was shaped like a sickle and it felt feather soft. it was gleaming like melted gold. donkeys were braying in the distance and the horizon was a perfect plumb line of silver.The soft ballad of the sea washed over us and we could hear the waves singing. chords of sunlight arrowed from the blue arch of the sky. Lots of tourists passed us sporting deep, bronzed tans. are you hungry laura asked me as my stomach growledyes i replied I could eat a hippopotamusthe sun beat down on us, making us thirsty as wellthe smell of those sizzling steaks are making me famished as well she said lets go get some.We bit into the steak and it was scrumptious. it’s the most divine steak ive ever tasted laura said.We walked home as the sun set. it was like a golden eye in the sky getting dimmer. Just then we heard a whistling sound and a body dropped from the sky. It hit the sand with a mighty thump and was still. We looked at each other, horrified and stunned.Do you think this is a good story? Why?Do you agree that all descriptive writing passages should contain colours, sounds etc.? What other categories should be put in all passages of descriptive writing?Finish the story by telling us what happened next in 10-20 sentences. Try to put a twist in your story in order to surprise the reader.RIDDLE # 5: It has been around for millions of years but it is only one month old. What is it?Did you know? The lions of Njombe were the worst serial killers in history, killing over 1,500 people. A famed hunter called George Rushby was asked to kill them by the local tribe. Find out what happened next by looking up Google. Write a story about hunting man-eaters. You will see for yourself how tension and suspense are powerful tools in a story! You can read Jim Corbett’s own experience of hunting man-eaters by typing in ‘Man-Eaters of Kamaon’ to: . It is a free, firsthand account by the greatest hunter of all time.Date: __/__/__Title: READ AND PUNCTUATELesson number: 18It was lava hot on a summer’s day. I decided to go for a ramble on the beach with my friend, Laura. When we got there, the sky was an unending arch of neon-blue. The clouds looked like fairy smoke and drifted slowly.The beach was shaped like a scythe and it felt feather soft. It was gleaming like melted gold. Yachts were lolling in the distance and the horizon was a perfect plumb line of silver.The soft ballad of the sea washed over us and we could hear the waves gurgling. Chords of sunlight arrowed down from the blue arch of the sky. Lots of tourists passed us sporting deep, perma tans.“Are you hungry?” Laura asked me. My stomach growled.“Yes,” I replied. I could eat a hippopotamus.The sun beat down on us, making us parched as well.“The smell of those spicy chickens is making me famished as well,” she said. “Let’s go get some.”We bit into the steak and it was scrumptious. “It’s the most divine steak I’ve ever tasted,” Laura said.We walked home as the sun set. It was like a golden eye in the sky getting dimmer. Just then, we heard a whistling sound and a body dropped from the sky. It hit the sand with a mighty thump and was still. We looked at each other, horrified and stunned.AIMS AND OBJECTIVESINTERNET RESOURCES1) Measure upward graph of student punctuation.2) Observe difficulty substituting words (i.e. diction).1) TI: ‘How to teach punctuation’ to: MAIN LESSONOTHER RESOURCES1) Test the definition of their reading day words orally from their vocabulary notebooks. Be very strict on this.2) Read the story. Get feedback on whether it is too short.3) Individual or paired ‘on task’ activity punctuating and substituting words for each other.4) Assisting weak students with advice/encouragement.5) Recap with oral presentation from student volunteers.1) PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) Has their range of diction, ability to correct mechanical errors, level of ideas etc. improved?Punctuation exercises and quiz on: WRITING AN INFORMAL LETTERThere are two types of letter, formal and informal. A formal letter is to someone you don’t know very well. An informal (personal) letter is to someone you know for a long time or are very familiar with. To remember this, think of your in-laws. These are relatives by marriage. Pretend that you are married (yikes!) and that you have a brother-in-law, a sister-in-law and a mother-in-law. You don’t have to know them very well or for very long, but they are still family. You would send these people an informal (in-laws’) letter. Other people you might send an informal letter to include: a friend, a brother, an old classmate, your girlfriend/boyfriend etc.Scott F. Fitzgerald was a famous author. This is an extract from a letter he sent to his 11-year –old child. It was printed in The New York Times for the public to read.Read it once and see what you think of it. LETTER FROM SCOTT F. FITZGERALD TO HIS CHILD August 8, 19?? La Paix Rodgers’ Forge, Towson, Maryland.Dear Pie:Things to worry about:Worry about courageWorry about CleanlinessWorry about efficiency Worry about horsemanshipWorry about…….Things not to worry about:Don’t worry about popular opinionDon’t worry about dollsDon’t worry about the pastDon’t worry about the futureDon’t worry about growing upDon’t worry about anyone getting ahead of youDon’t worry about triumphDon’t worry about failure unless it comes through your own faultDon’t worry about mosquitoesDon’t worry about fliesDon’t worry about insects in generalDon’t worry about parentsDon’t worry about boysDon’t worry about disappointmentsDon’t worry about pleasuresDon’t worry about satisfactionsThings to think about:What am I really aiming at?How good am I really in comparison to my contemporaries in regard to: a) Scholarshipb) Do I really understand about people and am I able to go along with them?c) Am I trying to make my body a useful instrument or am I neglecting it? With dearest love, Daddy. You have read it once. Now read it again carefully. Does this seem like an unusual letter to you? Why? Why not?What do you think the best piece of advice is? Why did you pick that particular one? Do you think Scott F. Fitzgerald was a good father? Write down your reasons why/why not.What age and gender do you think the child is? Give some reasons for your choice.The letter was written in the 20th century. What decade and year do you think it was? You are 62 years of age. Write a letter to your 12-year-old son or daughter giving them advice on life. You might include how you have failed in certain areas and how you have been successful in others. Do you have any questions about this letter? Look up the full letter on Google to see what else it contained.Date: __/__/__Title: INFORMAL LETTER 1Lesson number: 20 link above will take to you a site where a beautiful letter awaits. It is written in 1530 and penned by Martin Luther. Did you know he invented Kris Kringle as an antidote to the Papist Santa Claus?! I’m sure the students would like to know also.You can read either letter first and ask them to guess the date it was written. When they listen to the letter, it should be fascinating to see if they can guess within 400 years! The lute and the small crossbow give it away to a degree, but they may not notice. Promise them homework off if they get the year correct. This way, they will listen to the actual language register. Now is the time to introduce that phrase to them (i.e. language register). Give homework off to the closest.It is a beautiful and simple letter. Perhaps it would be a good time to discuss ‘symbolism’ also. The garden he refers to may be Paradise; either the paradise of knowledge and a pious life, or the hereafter reward in the next.AIMS AND OBJECTIVESINTERNET RESOURCES1) Get the students to understand the function, use of, and structure of a formal letter.2) Introduce ‘language register’ as a phrase.3) Facilitate the life advice in letter to be discussed.1) TI: ‘From Fitzgerald to Reagan’ at:It gives five letters from fathers to their children.MAIN LESSONOTHER RESOURCES1) Check punctuation homework.2) Discuss what an informal letter is and what situations might require it.3) Let them read letter silently as it is more effective when it is read, not listened to.4) Discuss contents of the letter and life advice given.5) Questions in book to be discussed before attempted.6) Questions in book to be attempted individually in class or for homework.7) Read Martin Luther letter if time permits.1) The letter from Scott F. Fitzgerald to his daughter, Scottie, was published in ‘The New York Times’ on August 8, 1933. It can be argued from this that he was a good or bad father, depending on whether she was asked for his permission to publish it. Would an 11-year-old want that attention?The full letter is available on:PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) What constitutes good parenting? Reach a consensus. This may be applicable for the nutrition module. Be sensitive on this issue2) Ability to define and recognise ‘language register’.3) Ability to define and recognise ‘symbolism. The questions in the book or ask them to write to their five-year-old self with advice on how to live their life until they are 11 or 12.OBSERVATIONS:Date: __/__/__Title: READING DAYLesson number: 21AIMS AND OBJECTIVESINTERNET RESOURCES1) Foster peaceful, calm atmosphere conducive to silent reading.2) Enable students to appreciate the value of stillness and no distractions while working. Some may find this difficult at first. Take this opportunity to explain again that doing homework with the television on is not wise.3) Set ground rules and how this class ‘runs itself’ with expected behaviour patterns.1) MAIN LESSONOTHER RESOURCES1) Explain that Mondays are sacred. They are an oasis of peace in a stormy world. Set down expected behaviour patterns to your satisfaction.2) Check homework as they are reading. Move around to ‘claim the space’ and whisper suggestions on homework as they read.3) For the first few reading days, the teacher should pick a book from the library and read also. Exemplar is the best form of encouragement. Explain to those talking that they are cutting across you reading and you will have to take steps to check their behaviour if they keep disturbing you. You are articulating what the rest of the class are thinking.4) With ten minutes to go, ask simple questions to individuals about their book: characters, plot, whether they are enjoying it etc. Remarkably, the other students become used to this and it does not affect their concentration. They become absorbed in the books after a time.5) Repeat the deal on offer. They can look up 5 new words in their dictionary as they are reading their material. Some of the best students prefer an unbroken reading session and love to write reviews instead. On a Monday, it might be best to have a menu of choices for them. That way they feel as if they are taking ownership of the process. Posters can be made for those students who come across a ‘dynamite’ or 10/10 book.6) Recap on whether they enjoyed the peaceful atmosphere and explain that you can embed the class into their English timetable if they wish.1) Ask students to keep bringing in books and ephemera for the class library.2) Consider making posters with reviews of the books they are reading. Although there is a class novel to be studied in first year, I would not attempt this until March/April after the mental scaffolding of punctuation, grammar and thought processes have been established. These months also give an opportunity to take a class outside once or twice in the good weather. They always tend to associate English class with good memories, a degree of autonomy and an empathetic teacher if they are allowed to do this.Do they learn much academically in these al fresco classes? Possibly, but what price a student/teacher bond where they do not wish to ever leave you down?Learning to be a child in school and enjoying it is in itself a lesson for some in these classes.PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) Getting a routine of calmness established.2) Discovering the wonder of books.To be done in class if students want to: look up new words.OBSERVATIONS:LETTER FROM FAMOUS AUTHOR TO HIMSELF Bangor, ME 0441 June, 2010 Dear Me, I’m writing to you from the year 2010, when I have reached the ridiculous age of sixty-two, in order to give you a piece of advice. It’s simple, really, just five words: stay away from recreational drugs. You’ve got a lot of talent, and you’re going to make a lot of people happy with your stories, but – unfortunate but true – you are also a junkie waiting to happen. If you don’t heed this letter and change the future, at least ten good years of your life – from age 30-40 –are going to be a kind of dark eclipse where you disappoint a lot of people and fail to enjoy your own success. You will also come close to dying on several occasions. Do yourself a favour and enjoy a brighter, more productive world. Remember that, like love, resistance to temptation makes the heart grow stronger. Stay clean.Best regards, _____?_____Do you think this is a good letter? Write down the names of five famous authors and then Google the first sentence of the letter above to see if you got the name right.Do you think it contains only one piece of advice? Can you see any more?This letter puts the sender’s address on the right hand side. This is the modern style of writing a letter. Hint: sender and address both contain the letter ‘r’. Sender’s address = always right. Is this a good mnemonic for the right hand side of the letter?What age is the young man he is sending this letter to, in your opinion? Why?What is the ‘dark eclipse’ a metaphor for, in your opinion? Do we all have a ‘dark eclipse’? LETTER FROM FAMOUS MAN TO HIS 11-YEAR-OLD SONIn 1915, Europe was just discovering how brutal and barbaric war can be. Millions of men were being sent to the frontlines to fight for their country. In the midst of all this horror, one man made a remarkable discovery in Berlin. This discovery (a.k.a. an epiphany) would change the way mankind thought about life forever……Read the letter from this man in Berlin to his son in Zurich and guess who he is.My dear son, Yesterday I received your dear letter and was very happy with it. I was already afraid you wouldn’t write to me at all anymore. You told me when I was in Zurich, that it was awkward for you when I come to Zurich. Therefore I think it is better if we get together in a different place, where nobody will interfere with our comfort. I will in any case urge that each year we spend a whole month together, so that you will see that you have a father who is fond of you and who loves you. You can also learn many good and beautiful things from me, something another cannot as easily offer you. What I have achieved through such a lot of strenuous work shall not only be there for strangers but especially for my own boys. These days I have completed one of the most beautiful works of my life. When you are bigger, I will tell you about it.I am very pleased that you find joy with the piano. This and carpentry are in my opinion for your age the best pursuits, better even than school. Because those are things which fit a young person such as you very well. Mainly play the things on the piano which please you, even if the teacher does not assign them. That is the way to learn the most, that when you are doing something with such enjoyment that you don’t notice that the time passes. I am sometimes so wrapped up in my work that I forget about the noon meal……….. Be with Tete kissed by your Papa. Regards to your Mama.Fill in a Berlin address in the letter above. Can you guess who wrote the letter? Do you think he was a caring and loving father? Why? Write the letter that the 11-year-old boy sent to his father before this letter.‘Language register’ is using different words and a different writing style depending on who you are writing to. Which of the 3 letters uses the best language register for a child, in your opinion? Why?Who is the best father of the 3 men who wrote the letters? Give 3 reasons for your answer.Do you agree with the advice he gives in the last paragraph? Why? Why not?Did you know? The first handwritten letter is credited to Atossa, Queen of Persia, in 500b.c. Why not check the 20 countries that Persia was made up of? Its vastness might surprise you.Date: __/__/__Title: INFORMAL LETTERSLesson number: 22AIMS AND OBJECTIVESINTERNET RESOURCES1) Discussing life advice from successful people like Stephen King.2) Discuss the advice of Einstein on studying.3) Establish best father from 3 letters and how empathy is a powerful tool. Stephen King’s advice to writers is seen as one of the most powerful books on the subject. There’s a very simplified but brilliant version that even 1st year students can read on: grammar. or you could read 134 quotes of his on: 1) Show a clip from YouTube on any of Stephen Kings’ films:The Green Mile, The Shawshank Redemption, Stand By Me etc.2) The Albert Einstein documentary by Michio Kaku on YouTube: 1hour 29 minutes longShow the first 15 minutes of it.Brilliant clip and it makes Einstein’s theories accessible to students.MAIN LESSONOTHER RESOURCES1) Recap on new words in vocabulary notebook. Establish peer and pair testing of definitions in notebooks.2) Read Stephen King letter. 3) Explore the advice he gives and whether it is actually good advice for a 12-year-old. Answer questions orally as preparation for homework.4) Focus in on the benefit of the mnemonic advice as a way to remember the template of a formal letter.5) Read letter from Einstein to his son. This letter tends to have a powerful impact on people. Is it because it is tender, because he is so erudite, or because it could be written by anyone?6) Discuss questions and why his language register shows awareness and empathy. 7) Recap on lesson and assign homework.1) Read an extract from any novel from Stephen King.2) Michio Kaku on YouTube:‘All kids are born geniuses but are crushed by society’: 1 min 41 seconds long. Fascinating and students will love the concept.3) Michio Kaku on why UFO’s are real: YouTube: 3mins. 31 secs. longSet up a debate around this for a future date and get the students to research the evidence for their portfolio. Did Einstein believe in God or UFO’s? YouTube has some excellent documentaries on all these questions.PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) How to write the template of an informal letter.2) Why language register is important in a letter.3) The nature of intelligence and how all humans who can interact and thrive in society are geniuses (if the class time permits). Are we all geniuses? Questions to be completed on either one or both of the letters.OBSERVATIONS:The grid below needs to be filled in. It is a grid for ‘Describing a Forest’. Are you good enough to give the sounds, metaphors etc. needed for the grid? Try your best to complete it.FOREST COLOURSoak-brownFOREST SOUNDSFOREST IMAGEStwisted limbs of treeACTION IN FORESTMETAPHORSribbons of moonlightSENSATIONcold mist on my faceSMELLS IN FORESThoneysuckleFOREST TASTESwild blackberriesUSING TEXTURE TO IMPROVE YOUR WRITINGThe dictionary definition of texture: “The feel or appearance of a surface or substance.”A simpler definition is to describe it as a sensation that comes from a specific image. The grid below has the noun/image provided to describe soft and hard textures. Can you fill it in? NOUN/IMAGE SOFT TEXTURE NOUN/IMAGE HARD TEXTUREdo_ghdo_g_yen_m_le_am_llede_der_ownlike/e_der_ownf_i_tf_in_yfe_th_rfe_th_ryg_a_sg_a_syfl_ec_fl_e_ygr_v_lgr_ve_lyfl_f_fl_f_yg_i_eg_imygoss_m_rlike/goss_m_rgr_tgr_t_ys_t_ns_t_n/so_tl_at_erl_at_erys_l_s_l_ym_t_lm_t_llicv_l_etv_l_etys_o_es_onyla_b’s/w_o_like la_bs’ w_o_s_ub_les_ub_lyNow try to put a texture to the images below. Put in more than one if you can. You may find you have to use your imagination in order to do it. For example, you might say that the moonlight felt like a veil of silk on your face or that the hailstones felt like glassy nails. Try to be as creative as possible with your answers.soft sandpowderyhard sandgrasslike fleeceleaveshailstonessleetsunlightmoonlightrocksthe windsnowfogsoft rainflowersmisttree bark Date: __/__/__Title: DESCRIBING A FORESTLesson number: 23FOREST COLOURSnut-brownoak-brownbark-brownFOREST SOUNDScreaking treesshuffling animalscracking twigsFOREST IMAGEScanopy of leavespools of lighttwisted limbs of treeACTION IN FORESTyipping foxesscreeching owlsgrunting badgersMETAPHORSribbons of moonlightpipe smoke of fogcat-light of the nightSENSATIONghostly cobwebssquelching feetmist like sea spraySMELLS IN FORESTpinehoneysucklewoodyFOREST TASTESdelicious berriesjuicy fruitscrunchy nutsAIMS AND OBJECTIVESINTERNET RESOURCES1) To establish the progression of the class in focusing and distilling their thoughts down to 10 simple considerations when writing a descriptive passage.2) To introduce a story fizzer into a passage of writing in order to make the plot dynamic.3) To prepare the students for tomorrow’s lesson on texture by bringing in simple objects: flowers, liquids etc. and applying a word of texture/sensation to those objects.1) TI: 10 top colours to:merriam-You will get a slideshow with 10 beautiful-sounding colours and their etymology.2) TI: Ecuador-Life at its Purestinto YouTubeIT shows a clip 7 mins (it is actually only 5 mins) long by its tourism ministry and shows some beautiful vignettes of beach, forest and mountain. The clip can be used to discuss advertising also at a later date.MAIN LESSONOTHER RESOURCES1) Recap on letter questions homework.2) Ensure students give you the objects without others seeing it. If not possible, provide them yourself.3) Get students to link words of sensation and feeling with the objects.4) Let teams of 4 try to attempt the grid.5) Discuss best answers/homework off for best effort.6) Insert story fizzer with grid words for homework.7) Discuss plot of possible stories and recap on lesson.1) 2)PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) Fusing grid words with story fizzer plot.2) Discuss aesthetic language if class suitable.3) Using imagination to construct best story possible. Portfolio work: Essay on ‘My Forest Adventure’ before forest module is attempted in October.Ask students to bring in texture objects tomorrow for blindfold experiment on how things feel.OBSERVATIONS:Date: __/__/__Title: TEXTURELesson number: 24 NOUN/IMAGE SOFT TEXTURE NOUN/IMAGE HARD TEXTUREdoughdoughyenamelenamelledeiderdownlike eiderdownflintflintyfeatherfeatheryglassglassyfleecefleecygravelgravellyflufffluffygrimegrimygossamerlike gossamergritgrittysatinsatin softleatherleatherysilksilkymetalmetallicvelvetvelvetystonestonylamb’s woollike lambs’ woolstubblestubblysoft sandpowderyhard sandgrittygrasslike fleeceleavesfeatheryhailstonesglassy nailssleetliquid frostsunlighta veil of warm satinmoonlighta veil of silkrockslike tree bark/old bread cruststhe winda cool hairdryersnowcold foamfoga layer/film of gauze soft raingossamerflowerseiderdownmistcold honey/sea spraytree barkstubble AIMS AND OBJECTIVESINTERNET RESOURCES1) Relate a noun or image to a specific texture.2) Discuss how impactful this textural technique would be in an essay. Specifically, how it allows you to share your world with the reader as a sensory bridge.1) TI: list of textures and look at: websiteIt has a word list for all of the senses and, interestingly, dimensions and temperature.MAIN LESSONOTHER RESOURCES1) Recap on yesterday’s essays if they have them completed. Some students may need a few days.2) Blindfold students and present unusual objects. Award points for excellent parallels between objects and textural diction used.3) Fill in grids in pairs or teams.4) Start story on texture only in class. Having fun and mining them for ideas is paramount. Do in pairs or teams if they are finding it difficult.5) Recap on the sensory bridge that texture builds.1) Whatever objects the students can think of.PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) How using texture is a cunning technique in a story.2) How multi-sensory writing teleports the reader into your world. A short passage using the words in the second grid. The passage is to include all the textural words.THE IMPORTANCE OF DIET AND NUTRITIONMany people call it the ‘head gym’. It is essential to your development as a student, yet so many neglect it. It is, of course, the human brain. Just like your body, it needs attention and nourishment in order to survive. In order for the brain to function properly, it needs proper rest, food and exercise. Paying it the proper respect will ensure you get rewards later in life as well as the present. Let’s take a look at what some Irish Olympic athletes need to eat in order to keep both body and mind at peak condition. Pay attention to their daily routine also. Their sleeping patterns, early starts and physical workouts help the brain get the oxygen it needs.Aileen Morrison: Triathlete.“I’d get up in the morning at 4.55 a.m. and have something really light like a pancake with butter because I’m going to the pool to do a two-hour swim. While I’m at the pool I would take plenty of water with some sports drink.When I get back home from there, I would eat porridge with blueberries, nuts and honey and then take a protein drink. From there it’s out and about for three hours and I might have a bar on the bike. I’ll stop at a café and have coffee and a big scone. I go home then for lunch which would be a toasted sandwich or a wrap with spinach and chicken or something like that. I’d have an apple at some stage throughout the day and a protein bar if I get peckish. I might have another lunch at 4 0’ clock. This would be similar to the first one, or I might choose another coffee and scone. Dinner would traditionally be meat and veg or stir fry. I also have chicken and salad or steak and salad a lot. I’ll probably have a bowl of cereal before I go to bed and sometimes a chocolate treat also”.Are you surprised at the amount of food it takes to fuel Aileen’s body and mind? Make a list in the grid of what she eats each day.MEALA TRIATHLETE’S DAILY DIET:AILEEN MORRISONbreakfastpancakes/butter/water/sports drinkbreakfastsnackslunchsnackslunchdinnersuppersnacksDo you think it would be difficult to follow this routine every day? How would you find the motivation to attempt this? Is it because she is a ‘special person’, in your opinion?Which of the meals above is best for a developing body and why, in your opinion? Look up Google for the benefits of the above foods.Rob Heffernan: Walking.“Normally in the morning, I will have porridge, toast and a cup of coffee. I also take a Kinetica recovery drink after morning training. Lunch is a salad, a pasta or rice with fish, with meat and with vegetables. I have two dinners a day. I will get up after a rest at 5 o’ clock, have a sandwich and a cup of coffee and go training again. Then I would have another dinner in the evening. You also need anti-oxidants because your body is toxic when you are training. You need supplements as well: a good fish oil, multi-vitamins and anti-oxidants. I have to replenish my glycogen stores all the time because my glycogen runs low and that’s like a car running out of petrol. You need good meat and good fish to help your muscles recover. I use protein shakes from Kinetica just for recovery”.Gavin Noble: Triathlon.“I’m a big coffee man. I’ll always have one before I go swimming. I’ll come back then and have a big breakfast because I like to eat quite a lot early in the day. I’ll start with porridge and bananas and sometimes a scrambled egg with that.When I’m out on the bike I will drink lots of water and I will ear energy bars as I’m cycling. After that it’s more small meals. I would probably have soup and sandwiches for lunch. I never eat meat for lunch as it’s too heavy and I like to run after lunch. I will have a rest and then I will have a coffee and some bananas. I like to eat biscuits then also.Dinner is vegetables with a little bit of carbohydrate like pasta or rice. If I’m adventurous, I’ll try to do something special like chicken. I’ve got to watch my iron levels a lot so I may have to eat more red meat on occasion.I’ve got a sweet tooth so I like to eat ice cream and jelly after my run. But I don’t go out for random pints or anything like that. No chips at night.”Make out the grid for Gavin Noble with the information he provided. A TRIATHLETE’S DAILY DIET: GAVIN NOBLEDid you know? The brain takes up about 2% of our body but uses 20% of the oxygen going into our bloodstream. The brain generates the same amount of power as a 10-watt light bulb.Which of the 3 athletes is the most disciplined, in your opinion? Are there any foods that are common to all 3 athletes? Do you think this means they are ‘super foods’? Research their nutritional value by looking them up on Google.If you had to live on a desert island for a year, what five foods would you pick to survive? Make out a nutrition plan for tomorrow using only the best available foods in your house. Are you happy that your nutritional needs are being met?The Irish Rugby Football Union (IRFU) has a great website where it explains the five main food groups. It can be accessed at irishrugby.ie nutrition. The five main groups are:1. Cereal and cereal products (e.g. bread (wholegrain), breakfast cereals (oatmeal etc.), rice and pasta.2. Fruit and vegetables.3. Milk and milk products (e.g. whole milk, skim milk, yoghurt, cheese).4. Meat and alternatives (e.g. meat (lean), fish, poultry, nuts, legumes (beans etc.) and eggs.5. Fats and oils (e.g. butter, margarine, olive oil, cream and salad dressings).The website has many great tips for eating habits and gaining or losing weight. Why not access it and do a project on healthy eating habits?New scientific studies have shown that eating ‘inner glow’ foods give a better skin tone than sunbathing! The ‘super foods’ and liquids below have powerful properties that help the hair, skin, teeth and eyes to glow with health. Look up each on the internet to write in one magical benefit they give to your body, skin or hair.SUPER FOOD BENEFITS SUPER FOOD BENEFITScoconut oilslows Alzheimer’scoffeeslows heart diseasewild salmonsweet potatoesalmondswalnutstomatoesred pepperssea vegetablesblueberriespapayaapple cider vinegarkiwiskaleyoghurtacia berriesradisheswaterspirulinamangosorganic vegetablesavocadoesflax and hemp seedsspinachcacao beans (chocolate)olive oilDate: __/__/__Title: NUTRITION AND DIETLesson number: 25 A TRIATHLETE’S DAILY DIET: AILEEN MORRISONbreakfastpancakes/butter/water/sports drinkbreakfastporridge with blueberries, nuts and honey/protein drinksnacksbar while on the bike/coffee/big sconelunchtoasted sandwich or wrap with spinach and chickensnacksapple/protein barlunchwrap with spinach and chicken or coffee and sconedinnermeat and vegetables or stir fry/chicken and salad or steak and saladsupperbowl of cerealsnackschocolate treatAIMS AND OBJECTIVESINTERNET RESOURCES1) Establish the importance of diet and nutrition.2) Establish what an alpha sports person eats.3) Make students reflect on their food intake and habits.1) TI: The 26 healthiest foods to:innerglow.ca and MAIN LESSONOTHER RESOURCES1) Recap on texture homework.2) Students write down yesterday’s food intake in detail.3) Read Aileen Morrison’s intake. Discuss. Fill in grid.4) Read Rob Heffernan’s intake. Discuss. 5) Read Gavin Noble’s intake. Fill in grid and discuss all three in relation to what the students eat.6) Extend over 2 classes if time constraints develop.7) Recap on the importance of nutrition.1) TI: The 5 best foods on the planet into YouTube2) Consider showing a survival video from YouTube on catching fish or TI:Commercial fishing with a 12 foot cast net: It is 3mins and 41secs. long.PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) What can one do to change habits? Is it willpower or simply awareness of the need to? All the questions on the 3 pages need to be answered in time.SUPER FOOD BENEFITS SUPER FOOD BENEFITScoconut oilslows Alzheimer’scoffeeslows heart diseasewild salmonsweet potatoesalmondswalnutstomatoesred pepperssea vegetablesblueberriespapayaapple cider vinegarkiwiskaleyoghurtacia berriesradisheswaterspirulinamangosorganic vegetablesavacadoesflax and hemp seedsspinachcacao beans (chocolate)olive oil‘THE HUFFINGTON POST’S’ LIST OF SUPERFOODSThe Huffington Post is an online news publication and blog which was set up in 2005. It encourages freelance (i.e. independent) writers to send in articles on nature, politics, news, healthy living, education and technology. It recently did a survey on the healthiest foods on the planet and the top 50 is below. It has a great website where photographs of the foods below may be accessed. It also lists the special qualities of the foods. Write into the grid the magical benefit each food has to help your body. Try to give each food a points system or just access the ‘Huff’. Do any of them match the ‘inner glow’ grid? Make a list of those that do.ITEM POINTS/BENEFITSITEM POINTS/BENEFITSalmondskefirappleslentilsartichoke heartsoatmealavocadoolive oilbeetrootorangesbeanspistachiosbell pepperspomegranateblack/rasp/berriespotatoesblack teaquinoablueberriesred winebroccolisalmonbrown ricesardinesBrussels sproutsseaweedcherriesshiitake mushroomschia seedsskim milkcoffeespinachcranberriesstrawberriesdark chocolatesunflower sproutsEdamamesweet potatoeseggstomatoesflax seedsturmericgingertunaGreek yoghurtwalnutsgreen teawaterkalewhite teaDid you know? Some scientists are expressing reservations about recommending fish like tuna to the public. An Atlantic blue fin tuna can grow to quite a large size. The biggest recorded was 1,496 lbs. (108 stone! YouTube it) from Nova Scotia in Canada in 1979 and was almost 12 feet long. Fish this size can have a high degree of mercury in them. This build-up of mercury comes from eating smaller fish. Mercury in the sea can be naturally occurring but it is also caused by coal-fired industries, waste incineration and power plants. Sadly, high levels of mercury may be lethal to humans and it is one of the few substances the human body can never get rid of. It may be wiser to eat sardines and herring. These are plankton eating and do not have levels of mercury high enough to pose a health risk. Date: __/__/__Title: NUTRITION AND DIETLesson number: 26ITEM POINTS/BENEFITSITEM POINTS/BENEFITSalmondskefirappleslentilsartichoke heartsoatmealavocadoolive oilbeetrootorangesbeanspistachiosbell pepperspomegranateblack/rasp/berriespotatoesblack teaquinoablueberriesred winebroccolisalmonbrown ricesardinesBrussels sproutsseaweedcherriesshiitake mushroomschia seedsskim milkcoffeespinachcranberriesstrawberriesdark chocolatesunflower sproutsEdamamesweet potatoeseggstomatoesflax seedsturmericgingertunaGreek yoghurtwalnutsgreen teawaterkalewhite teaAIMS AND OBJECTIVESINTERNET RESOURCES1) Make students think about nutrition in a meaningful way and have fun doing it.2) Introduce them to new foods in a school environment and help them appreciate alternatives to their diet.1) TI: Healthy food: 50 of the best in the world for the answers to the above gridMAIN LESSONOTHER RESOURCES1) Recap on yesterday’s nutrition class.2) Let the students have fun looking up the benefits.3) Get pairs to orally present their findings.4) Try to cross-reference this grid with yesterdays.5) Recap and why aren’t bananas on the grids?!!!1) TI: for Mike Adams, the controversial ‘Health Ranger’.PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) What 5 foods would they pick to survive for a year?2) Award points for best foods in nutrition grids. OBSERVATIONS:LEARNING BY ASSOCIATIONFill in the blanks by finding the links between the words.1. Wa_es are to the sea as st_rs are to the s_y. Link word-in.2. Vol_a_o is to me_d_w as as mo_nta_n is to fo_n_a_n. Link word-rhyme.3. L_ll_ng is to r_ll_ng as tu_b_ing is to s_m_rsa_lting. Link word-motion.4. Sun sp_a_s are to sun la_c_s as moon ar_o_s are to moon da_g_rs. Link word-weapons.5. La_oo_ is to l_ke as st_e_m is to riv_r. Link word-water.6. S_c_le is to sc_t_e as h_ok is to h_rse_h_e. Link word-shape.7. Gl_nt is to g_e_m as gl_t_er is to gli_m_r. Link word-reflect.8. R_u_h is to so_t as ba_k is to c_t_on. Link word-texture.9. Night’s c_o_k is to night’s r_b_ as night’s v_il is to night’s sh_o_d. Link word-metaphor.10. A s_up of smells is to br_th as a st_w of smells is to go_l_sh. Link word-metaphor.11. O_ly is to f_s_y as s_l_y is to b_i_y. Link word-smell.12. I_f_r_a_ is to fo_mal as b_a_k is to w_i_e. Link word-opposites.13. S_o_e is to f_i_t as ei_e_d_wn is to f_a_h_r. Link word-texture.14. K_ng is to br_a_f_st as pa_p_r is to d_n_er. Link word-eating.15. M_l_en is to o_e as E_en is to J_r_s_ic. Link word-colours.16. A_m_nd is to w_l_ut as sa_m_n is to s_r_i_e. Find the link.17. Va_p_re is to z_m_ie as w_r_o_k is to w_t_h. Find the link.18. Cr_st_l is to i_e as fl_me is to f_re. Find the link.19. O_b is to e_e as g_o_e is to ci_c_e. Find the link20. Pa_c_ed is to de_y_r_t_d as ti_g_i_g is to b_rn_ng. Find the link.Riddle # 6: John was killed one Saturday morning. The police know who they are going to arrest from this bit of information:Alyssa was doing the laundry.April was getting the mail.Reggie was cooking. Mark was tending to the garden. How do the police know who to arrest?Date: __/__/__Title: ASSOCIATIVE LEARNINGLesson number: 271. Waves are to the sea as stars are to the sky. Link word-in.2. Volcano is to meadow as mountain is to fountain. Link word-rhyme.3. Lolling is to rolling as tumbling is to somersaulting. Link word-motion.4. Sun spears are to sun lances as moon arrows are to moon daggers. Link word-weapons.5. Lagoon is to lake as stream is to river. Link word-water.6. Sickle is to scythe as hook is to horseshoe. Link word-shape.7. Glint is to gleam as glitter is to glimmer. Link word-reflection.8. Rough is to soft as bark is to cotton. Link word-texture.9. Night’s cloak is to night’s robe as night’s veil is to night’s shroud. Link word-metaphor.10. A soup of smells is to broth as a stew of smells is to goulash. Link word-metaphor.11. Oily is to fishy as salty is to briny. Link word-smell.12. Informal is to formal as black is to white. Link word-opposites.13. Stone is to flint as eiderdown is to feather. Link word-texture.14. King is to breakfast as pauper is to dinner. Link word-eating.15. Molten is to ore as Eden is to Jurassic. Link word-colours.16. Almond is to walnut as salmon is to sardine. Find the link.17. Vampire is to zombie as warlock is to witch. Find the link.18. Crystal is to ice as flame is to fire. Find the link.19. Orb is to eye as globe is to circle. Find the link20. Parched is to dehydrated as tingling is to burning. Find the link.AIMS AND OBJECTIVESINTERNET RESOURCES1) Introduce concept of associative learning.1) See below for teaching ideas. MAIN LESSONHOMEWORK1) Recap on nutrition grids and homework.2) Discuss A.L. future benefits and link to intelligence3) Leave students have fun by filling in the grids in pairs. Award one point per word and a 5-point bonus for each sentence of 4 words they get right.4) Recap by counting scores + promoting competition.1) Follow up on nutrition lesson:TI: to see how Benjamin Franklin targeted one aspect of his life each week and sought to improve it.ADVICE FOR 11-16-YEAR-OLDS FROM THOSE WHO HAVE GONE BEFORE UThe following statements are a selection of advice from ordinary people who have been in the situation you find yourself in now. They were once 11 to 16 and going in a new, school environment just like you are. Read them and write down a list of the best advice given. Then write out why that particular piece of advice appeals to you and discuss it further. Ask your teacher to have a class conversation on the problems of being a young man/lady. See if there is anything obvious that has been missed and discuss those issues. The first two points and the last one are written out in full. You should do the same for the points you agree with.1. Appreciate what you have and show gratitude. It is easy to be negative about the world around us. The real truth is that humans have never had it so good. Our choice of food in the supermarket, our clothes, our houses and quality of life is so much better than it was only 30 years ago. It is also a world of great opportunity. Our educational systems give everyone a chance to succeed in life. All you need to do is develop your motivation, your vision and your work rate. A simple ‘thank you’ to a teacher after class or to a parent will make you, and them, feel better. It might seem difficult sometimes, but having gratitude for what you have is a gift.2. Walk faster, think better, talk proper. We are living in a world that is getting so much faster. People can take this to mean that we should run around in a headless rush and that will bring success. Wrong. If you are dragging your feet coming to school, change the habit. Make simple plans that enable you to do the work assigned, get more sleep and eat better foods. People who walk faster live longer, according to scientists. It’s not a surprise, as they are probably building up their energy stores with exercise, with positive behaviours, and planning for times ahead. The future job market will need people who can think ahead, work on their own initiative, and be creative with solving problems. Think like a person of action. Act like a person of thought. Think about what you want to be and act towards being it. Dreamers are nice, doers are great, but a dreamer who does is a very happy person.3. Being perfect is over rated. Be comfortable with who you are. A little bit of self-improvement every day goes a long way. Then you are becoming a very rare person indeed.4. Having good friends is essential. Choose them wisely. If they are destructive, too negative, or leading you into bad situations, think carefully about the future life you want to lead.5. Don’t hold grudges. Life is too short for that. Forgiveness gives the power back to you. No one is saying you have to like them. Confucius said: “If you seek revenge, dig two graves.”6. Endure! Being a pre-teen is difficult. We are all a bunch of chemicals and emotions and, sometimes, the going gets tough. If you can enjoy school with humour and grace, you win.7. Be a good friend to others. That means being loyal, considerate and dependable. Loyalty does not mean blind loyalty, however. If they are doing something wrong, tell them they are.8. Try out many activities and enjoy them. Not because you want to feed your ego or look cool, but because you want to improve yourself. Music, drama and book clubs will help you.9. Worry can eat you up from the inside out. So you don’t have your homework done? So your ‘friends’ don’t like you anymore? So what? Talk to a teacher or parent and feel better.10. Always learn from people who are successful. They may be all around you but you haven’t noticed. Don’t take them for granted. Watch how they behave and copy their habits.11. There’s a massive difference between courtesy and respect. Respect has to be commanded, not demanded. Courtesy should be shown to everyone, student and staff alike.12. Take a deep breath before reacting to something or creating more fuss. Those who show dignity when provoked are admired. That’s because they think and breathe before they act.13. Plan, plan, plan and plan! Life can drift past you before you know it and your options are limited. Find a pal who likes to plan ahead also and you have a great platform for success.14. ‘Bullies’ is the wrong word for people whose insecurities result in anger, violence and nasty words. Perhaps they should be called victims too, perhaps not. You can talk to someone or you can get stronger, mentally and physically. Or you can forgive. Either way, you win.15. Always follow your own path (but put in the research and practice first). Success only comes easily to those who have put in the time. If you are to be your own leader, start now!16. If you hurt someone, have the good grace to say you are sorry. The world is full of people regretting that they didn’t have the strength to say it. In Latin it is: “Mea culpa.” Try it.17. If someone offers you alcohol, cigarettes or drugs, say: “I tried them before. They don’t suit me.” Then walk away. You will be giving yourself the best favour you can ever give.18. Just because the human body can take incredible punishment doesn’t mean it should be taken for granted. Cut down on fizzy drinks, drinks with concentrate, and junk food. Be well.19. You and your friends should have a code word. Something like ‘toothache’ will work. When a situation becomes uncomfortable or unpleasant, use it and get out of there. 20. “Bitterness is like cancer. It eats upon the host. But anger is like fire. It burns it all clean.” Maya AngelouShe is a wise woman. Anger is a natural reaction. It is the body and mind telling you that it is not happy. It should also to be expressed in the right way. Expressing anger should be done with physical exercise, by sharing your feelings with others, or by telling yourself that you are aware of the problem and that you are going to take steps to solve it yourself. Lashing out at teachers, family members, fellow students or members of the community, is not anger. It is stupidity. Identify the cause of your anger and do one of three things: calm down with deep breaths or exercise, share it with others, or laugh at it and let it go. If you feel like self-harming, tell your closest friend and the two of you should discuss it with one of your parents, the school counsellor/principal, or the teacher you respect the most. Having feelings of anger is the most natural thing in the world. It is supposed to be turned outwards, however, never inwards. Help is always just a chat away in a school environment. Use it. Date: __/__/__Title: ADVICE FOR 11-12 YEAR-OLDSLesson number: 28This could be the most important lesson in the book. A lot of children do not get the guidance they require at the crucial, early phase of their development. The best and most accurate quote about children is from Francis Xavier: “Give me a child until he is seven and I will show you the man.” After this age, many behaviours, habits and routines are embedded, or at least imprinted. If they are bad habits, there may be no-one in their lives who has the capacity or inclination to change them. Whether it is sport, reading books, or study/diet attitudes, it is beholden on you to gently guide them to the point where they decide living well is a choice. It is important to be non-judgemental and to leave them talk about and discover the information for themselves. Teachers try to improve lives. If that statement runs contrary to advice the children are being given elsewhere, that is unfortunate. It shouldn’t deter you from trying.AIMS AND OBJECTIVESINTERNET RESOURCES1) Establish the quality of advice given and tease out their views and reaction to it.2) Decide what the best advice given was.3) Decide the worst or most contentious and ignore it!1) TI: Best advice for a 12-year-oldRichard Branson etc. will pop up. 2) TI: Best advice for 12-year-olds to: MAIN LESSONOTHER RESOURCES1) Recap on associative learning.2) Ask the class what it is like to be an 11or 12-year-old and explore the difficulties: life, school, relationships etc. Brainstorm the answers on the board. Do not let them mention individual teachers. They will have more respect for you in the long term. This exercise may take some time!3) Ask them to think of themselves as 30 years of age. Let them visualise either a positive or negative future for themselves and write back with 3 pieces of advice to their 12-year-old self.4) Brainstorm the most common answers among them.5) Read the first 8 pieces of advice from the book.6) Discuss the merits and demerits of the advice. See if any of them match their answers.7) Recap and make them aware tomorrow’s topic is the same.1) Read 7UP by Michael Apted on Wikipedia.It was a type of social experiment documenting the lives of 14 seven year olds from England every 7 years. They are now 56 and it is based on the quote of Francis Xavier that it is difficult to escape the bonds of societal position and upbringing.Some episodes/clips are available on YouTube. It would enthral the first years and make them think about having a linear route that is mapped out (or one they should map towards themselves).PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) Is it more difficult now to be a 12-year-old than before?2) What can they do to sift out good and bad advice?3) Is it worth ‘mapping’ out a plan to succeed?What have I learned in class today? A simple but effective question.OBSERVATIONS:Date: __/__/__Title: ADVICE FOR 11-12 YEAR-OLDSLesson number: 29AIMS AND OBJECTIVESINTERNET RESOURCES1) To explore how the class feels about the advice given and if it is valid.2) To explore if the techniques suggested have any relevance to their lives: alcohol, drugs, peer pressure etc.1) TI: Inspiring quotes for kids to see to: for a wonderful exhibit of quotes displayed on posters for students. This is a must-see site.MAIN LESSONOTHER RESOURCES1) Recap on yesterday’s theme and let students volunteer to read out homework to the class.2) Critique homework presentations and discuss the ideas generated.3) Let class read advice numbers 9 to 20.4) They may discuss the advice and rate these from best to worst or the top 5 best tips. This can be done in pairs or teams also. This will challenge them to come to a consensus.5) Establish if there is one piece of advice that stands out. Challenge them in this instance with your own favourite and mention the Socratic method for the first time.6) Brainstorm what numbers 1-20 have left out and use it for next year’s class.7) Explain how to make out simple debating points.1) New scientific evidence claims that happiness/moods etc.is 50% genetic, 40% personal choice and 10% external factors. Controversial, but ask the class to research it.PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) Establishing parameters for being well.2) Establishing best practise when approaching life’s challenges (if they agree!).3) Genesis of debating skills being formed. Ask them to formulate points for a debate: ‘That living well is an individual’s choice.” Bring in sweets for end of module reward. Call it a ‘working lunch’ or a ‘working breakfast’. Alternatively, have a healthy eating day with prizes for the healthiest breakfast/lunch.OBSERVATIONS:CLASS IDEAS REVISION GRIDSThe grid below can be filled in as the class is doing a creative page of fill in the blanks. It may also be used at the end of the module for revision purposes. The teacher might also decide to put different headings in the grid. Some classes may decide to put in words; others may decide to put in phrases or sentences. The template for the first two pages is done for you. The rest needs to be filled in by the student. IMAGES FOR A BEACHSKY COLOURCALM SEA SOUNDSCOLOUR OF THE SANDSHAPE OF THE BEACHPHYSICAL SENSATIONSRIDDLE # 7: SOLVE THE MYSTERYA crime has been committed at Freemont Street. The main suspect is a man named Sean Baker. It was said that a man had been walking along the pathway when he was suddenly shot in the stomach. The suspect had brown hair, blue eyes and wore a baggy Armani suit just like Sean Baker’s.Sean was asked to tell the story right from the beginning. “Well,” said Sean, I was just hanging around the park when I saw this man walking along the pathway. Suddenly, a guy came up from behind him and shot him! I ran home as fast as I could.” The policemen asked him to give a description of the murderer. “He had a red moustache, red hair and an Armani suit on,” he said. Sean was immediately arrested. How the policemen know he did it? Date: __/__/__Title: RECAP ON CLASS IDEASLesson number: 30 IMAGES FOR A BEACHSKY COLOURCALM SEA SOUNDSCOLOUR OF THE SANDSHAPE OF THE BEACHPHYSICAL SENSATIONSAIMS AND OBJECTIVESINTERNET RESOURCES1) Recap on full module and ask students about their favourite/least favoured aspects of module.2) Note any lessons that were unchallenging for them.1) MAIN LESSONOTHER RESOURCES1) Recap on yesterday’s homework.2) Today’s lesson may be completed with sweets as a reward.3) Students ‘on task’ to put the best words or sentences from their portfolio into the grid. Fill in grid template.4) Portfolios to be updated and all drafts/redrafts checked.5) Congratulate students on effort to date and ask them to comment/write down what aspects they enjoyed.1) Perhaps take a look at a ‘flipped’ class sometime. A ‘flipped’ class is a podcast or YouTube upload by another teacher. Maybe the two teachers could take one another’s classes some day and share the benefit of experience. PLENARY/LEARNING OUTCOMESHOMEWORK IF REQUIRED1) What has been the value of the entire module so far?2) Are they happy with their individual progress? Optional: what mini-module did they most like and dislike?I hope you enjoyed this post and that you got something from it. As you can see, there is a recap section at the end of every writing module. Then the poetry module takes over. If you are wondering why there are 30 lesson plans for September, it is because some teachers have 6 or 7 periods of English per week. It is also a book where one can ‘cherry-pick’ the individual lessons one wishes to use. For more info on ‘Blue-Sky Thinking’ and ‘Writing with Stardust’ written by Liam O’ Flynn, check out his Amazon pages. ................
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