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Page 1: Literacy Teacher English - Curriculum
Page 2: Literacy Teacher English - Curriculum

CONTENTS

2 EXPLORING LITERACY - TEACHER GUIDE

................................................................................ 3-4

............... 5-6

............................................................. 7-9

...................................................... 10-11

................. 12-13

................................................ 14

............. 15-16

.................................................. 17-18

..................................................................................................................... 19

ABOUT THIS UNIT OF STUDY

LESSON 1: MYTHS AND LEGENDS FROM AROUND THE WORLD

LESSON 2: CELTIC MYTH AND LEGEND

LESSON 3: THE CATTLE RAID OF COOLEY

LESSON 4:THE SEANCHAÍÍ AND THE ART OF STORYTELLING

LESSON 5: CELTIC HEROES AND SUPERHEROES

LESSON 6: CREATE YOUR OWN MYTH OR LEGEND COMIC STRIP

DESKTOP PUBLISHING WITH COMIC LIFE

GLOSSARY

Page 3: Literacy Teacher English - Curriculum

EXPLORING LITERACY - TEACHER GUIDE 3

TEACHER GUIDE

ABOUT THIS UNIT OF STUDY...

THIS UNIT OF STUDY AIMS TO DEMONSTRATE HOW THE CÚ CHULAINN ANIMATED SERIES CAN BE USED

TO PROMOTE KNOWLEDGE AND UNDERSTANDING OF LITERACY AND LANGUAGE AT KEY STAGE 2. PUPILSWILL BE INTRODUCED TO THE IRISH TRADITION OF STORYTELLING AND THE FIGURE OF THE SEANCHAÍ ORSTORYTELLER WHICH IS REPRESENTED BY THE GRANDFATHER IN THE ANIMATED SERIES. THIS SECTION EXPLORES WHAT A MYTH AND LEGEND IS AND ILLUSTRATES THE MEANING AND SIGNIFICANCE OF MYTHSIN IRISH SOCIETY BY COMPARISON WITH MYTHS IN OTHER CULTURES SUCH AS THE GREEKS AND THEVIKINGS. THE CULMINATION OF THIS UNIT OF STUDY WILL BE FOR THE PUPILS TO UNDERTAKE THE TASKOF INVENTING THEIR OWN MYTH OR LEGEND.

THE PUPIL WORKBOOK FOR THIS UNIT CONTAINS FULLY ILLUSTRATED WORKSHEETS ON ALL TOPICS PLUSA VARIETY OF PUPIL ACTIVITIES WHICH CAN HELP REINFORCE AND TEST PUPILS' KNOWLEDGE ABOUTMYTHS, LEGENDS AND STORYTELLING.

PUPILS START THIS UNIT IN LESSON ONE BY LEARNING ABOUT DIFFERENT MYTHS AND LEGENDS FROMAROUND THE WORLD. THEY LEARN TO TELL THE DIFFERENCE BETWEEN A MYTH, A LEGEND AND A PARABLEOR FABLE. THEY WILL ALSO EXAMINE THE TYPICAL INGREDIENTS OF A MYTH BEFORE DECONSTRUCTING AWELL-KNOWN MYTH.

IN LESSON TWO, PUPILS FOCUS ON CELTIC MYTH AND LEGEND, IN PARTICULAR STORIES FROM THE FOURCELTIC MYTH CYCLES. PUPILS WILL VIEW 'THE CATTLE RAID OF COOLEY' EPISODE FROM THE ANIMATED SERIES WHICH IS THE MOST FAMOUS TALE FROM THE ULSTER CYCLE. PUPILS WILL THEN DESIGN A BOOKCOVER FOR THEIR FAVOURITE CELTIC MYTH USING DESKTOP PUBLISHING SOFTWARE.

IN LESSON THREE, PUPILS ANALYSE THE CELTIC LEGEND 'THE CATTLE RAID OF COOLEY' IN-DEPTH. THEY WILL LEARN ABOUT THE CULTURAL BACKGROUND TO THE STORY BEFORE COMPARING DIFFERENT VERSIONS OF THE STORY. THEY WILL STUDY THE ANIMATED VERSION'S FILM SCRIPT ALONGSIDE A MORE TRADITIONAL VERSION OF TEXT AND PROSE. PUPILS WILL THEN LEARN ABOUT HOW TO STRUCTURE ASTORY BY FOLLOWING A 'STORY PATH', WHICH INCLUDES THE STORY'S OPENING, PLOT, COMPLICATION,RESOLUTION AND ENDING. PUPILS DEMONSTRATE THEIR UNDERSTANDING OF THE 'STORY PATH' BY DECONSTRUCTING 'THE CATTLE RAID OF COOLEY' INTO ITS VARIOUS STORY STRUCTURE ELEMENTS.

IN LESSON FOUR, PUPILS LEARN ABOUT THE ANCIENT CELTIC STORYTELLING TRADITION OF THE 'SEANCHAÍ'. PUPILS CAN PRACTICE ORAL STORYTELLING IN THE CLASSROOM WITH THE 'DO YOU KNOW

THIS ONE?' ACTIVITY AND COMPARE ORAL STORYTELLING WITH OTHER FORMS OF STORYTELLING. IN THISLESSON PUPILS ARE INTRODUCED TO THE ROLE OF THE NARRATOR IN A STORY AND THE DIFFERENT FORMSOF NARRATIVE STYLE. EXERCISES ARE INCLUDED TO REINFORCE THEIR KNOWLEDGE ABOUT NARRATIVESTYLE, INCLUDING AN ICT ACTIVITY IN WHICH THEY MUST RETELL THE STORY 'THE CATTLE RAID OF COOLEY' FROM A DIFFERENT CHARACTER'S VIEWPOINT AND SELECT A NARRATIVE STYLE TO USE IN THEIRWRITING OF THE NEW VERSION WHICH WILL BE PRODUCED AS A COMIC STRIP.

IN LESSON FIVE, PUPILS LEARN ABOUT THE ROLE OF THE HERO IN MYTH AND LEGEND, IN PARTICULARTHE CELTIC HERO. PUPILS COMPARE THE ARCHETYPAL CHARACTERISTICS OF THE CELTIC HERO WITH THEIRFAVOURITE MODERN SUPERHERO BY COMPLETING A 'SUPERHERO PROFILE'.

IN LESSON SIX, PUPILS WILL DEMONSTRATE THEIR LEARNING FROM THIS ENTIRE UNIT OF STUDY BYINVENTING THEIR OWN MYTH OR LEGEND. THE STORY CAN BE COMPLETELY BRAND NEW OR THEY CAN CREATE A MODERN VERSION OF A TRADITIONAL TALE. PUPILS WILL INVENT THEIR OWN SUPERHERO BYCREATING A 'SUPERHERO PROFILE', THEY WILL THEN CAREFULLY PLAN THEIR STORY BY MAKING SURETHEIR STORY CONTAINS ESSENTIAL MYTH INGREDIENTS, AND THAT IT FOLLOWS A 'STORY PATH'. THEYMUST ALSO PLAN THE STORY'S SETTING AND CHARACTER TREATMENT IN DETAIL. THE COMPLETED STORYWILL BE CREATED AS A COMIC STRIP FOR THEM TO PRINT OUT AND SHARE WITH THEIR PEERS.

A FULL GLOSSARY OF KEY VOCABULARY WORDS RELATED TO THIS UNIT OF STUDY IS FOUND AT THE BACKOF THE PUPIL WORKBOOK.

ICT ACTIVITIES INCLUDE DESIGNING A BOOK COVER FOR A CELTIC MYTH, RETELLING THE FAMOUSCELTIC LEGEND 'THE CATTLE RAID OF COOLEY' THROUGH COMICS, AND CREATING A NEW MYTH OR LEGENDCOMIC STRIP. THESE ICT ACTIVITIES CAN CONTRIBUTE TO ICT ACCREDITATION BY COVERING THE DESIRABLE FEATURES: WORKING WITH TEXT; WORKING WITH IMAGES; AND DESKTOP PUBLISHING. PUPILS' WORK CAN BE SHARED ONLINE TO COVER THE DESIRABLE FEATURE 'ONLINE COLLABORATION'. ALL OF THESE SKILLS CAN BE FORMALLY ASSESSED BY CCEA.

Page 4: Literacy Teacher English - Curriculum

4 EXPLORING LITERACY - TEACHER GUIDE

THE TEACHER GUIDE INCLUDES STEP-BY-STEP LESSON PLANS, ACTIVITY AND POP QUIZ ANSWERS, A DETAILED GUIDE TO ICT ACTIVITIES AND OTHER HELPFUL INFORMATION. THE TEACHER GUIDE SHOULD BEUSED IN CONJUNCTION WITH THE INTERACTIVE WHITEBOARD RESOURCE DESIGNED FOR THIS UNIT, WHICHIS A DOWNLOADABLE MULTIMEDIA POWERPOINT PRESENTATION TO BE USED BY TEACHERS TO DISPLAYKEY CONTENT AND HELPFUL GUIDES TO THE ACTIVITIES.

THE CÚ CHULAINN ANIMATED SERIES WAS PRODUCED BY THE NERVE CENTRE WITH A TARGET AUDIENCE

OF KEY STAGE TWO PUPILS. THE SERIES IS AVAILABLE IN BOTH ENGLISH AND IRISH, AND FOLLOWS THEHEROIC DEEDS OF THE HOUND OF ULSTER FROM HIS BOYHOOD ADVENTURES TO HIS TRAGIC DEATH IN THEEPIC ENCOUNTER BETWEEN ULSTER AND CONNAUGHT.

HOW DOES THIS UNIT OF STUDY SUPPORT THE NORTHERN IRELAND CURRICULUM?

AREAS OF LEARNING

LANGUAGE & LITERACY: MYTHS & LEGENDS; READING; WRITING; TALKING ANDLISTENINGTHE WORLD AROUND US: HISTORY - LIFE IN EARLY TIMESPERSONAL DEVELOPMENT & MUTUAL UNDERSTANDING: MUTUAL UNDERSTANDING IN THE LOCAL & WIDER COMMUNITYTHE ARTS: ART & DESIGNFOCUS: LANGUAGE AND LITERACY - MYTHS & LEGENDS

SKILLS & CAPABILITIES

THINKING SKILLS AND PERSONAL CAPABILITIES: THINKING; PROBLEM-SOLVING AND DECISION-MAKING; MANAGING INFORMATION; WORKING WITHOTHERS AND BEING CREATIVE.

CROSS-CURRICULAR SKILLS: COMMUNICATION; USING ICT

CCEA'S USING ICT ACCREDITATION SCHEME

DESIRABLE FEATURES COVERED IN THIS UNIT INCLUDE: WORKING WITH TEXT;WORKING WITH IMAGES; AND DESK TOP PUBLISHING. PUPILS CAN SHARE THEIRCOMPLETED WORK ONLINE TO COVER THE DESIRABLE FEATURE 'ONLINE COLLABORATION'.

TEACHER GUIDE

Page 5: Literacy Teacher English - Curriculum

EXPLORING LITERACY - PUPIL WORKSHEET 5

TEACHER GUIDE

CU CHULAINNLESSON 1:MYTHS AND LEGENDS FROM AROUND THE WORLDINTRODUCTION TO MYTHS AND LEGENDS, WHAT IS A MYTH OR LEGEND, INGREDIENTS OF A MYTH, 'THOR AN LOKI' FROM GERMANY, 'HERCULES' FROM GREECE, 'GILGAMESH' FROMANCIENT MESOPOTAMIA, 'BEOWULF' FROM SCANDINAVIA, DECONSTRUCTING A MYTH.

INTRODUCTION AND OVERVIEW OF THE UNIT.

THE INFORMATION ON THESE AND OTHER TOPICS IN THIS UNIT IS ALSO FOUND ON THE INTERACTIVEWHITEBOARD RESOURCE.

1

DISTRIBUTE PUPIL WORKSHEETS 'MYTHS AND LEGENDS FROM AROUNDTHE WORLD', AND 'WHAT IS A MYTH - AND WHAT IS A LEGEND?’.

THESE WORKSHEETS EXPLAIN THE IMPORTANCE OF MYTHS AND LEGENDS ANDTHE DIFFERENCES BETWEEN THEM.

2

DISTRIBUTE PUPIL WORKSHEETS 'THOR AND LOKI','HERCULES', 'GILGAMESH', AND 'BEOWULF'.

PUPILS CAN READ THESE STORIES AS A CLASS TO LEARN ABOUT MYTHS AND LEGENDS FROM AROUND THE WORLD.

3

I

Page 6: Literacy Teacher English - Curriculum

TEACHER GUIDE

6 EXPLORING LITERACY - TEACHER GUIDE

DISTRIBUTE PUPIL WORKSHEET'MYTH BUSTER - THE FIVE W'S'AND 'MYTH BUSTER - MYTH INGREDIENTS'.

IN THIS ACTIVITY, PUPILS MUST SELECT THEIR FAVOURITE MYTH ORLEGEND FROM AROUND THE WORLDAND DECONSTRUCT IT BY ANSWERINGQUESTIONS ON THE WORKSHEET.THIS CAN BE A TALE THE CLASS HASREAD TOGETHER, OR PUPILS CAN RESEARCH AND FIND ANOTHER MYTHOR LEGEND.

IN THE WORKSHEET 'MYTH BUSTER -THE FIVE W'S', PUPILS ARE ASKED TO DECONSTRUCT THEIRSTORY INTO WHO? WHAT? WHERE? WHEN? WHY? AND HOW?

IN THE WORKSHEET 'MYTH BUSTER - MYTH INGREDIENTS' PUPILS ARE ASKED TOEXAMINE THEIR MYTH AND SEE WHICH TYPICAL INGREDIENTS OF A MYTH THEIRSTORY HAS, FOR EXAMPLE EPIC HEROES, SPECIAL POWERS, QUESTS, VILLAINS,MYTHICAL CREATURES, MIGHTY GODS, TRICKSTERS. PUPILS ARE ALSO ASKED WHATMESSAGE THE STORY MAY HAVE, FOR EXAMPLE DOES IT EXPLAIN A NATURAL PHENOMENON OR TELL US ABOUT HOW AN ANCIENT CIVILISATION LIVED.

2

NONE

RESOURCES NEEDED...

NONE

SOFTWARE...

PUPIL WORKSHEETS:MYTHS AND LEGENDS FROM AROUND THE WORLDWHAT IS A MYTH - AND WHAT IS A LEGEND?INGREDIENTS OF A MYTHTHOR AND LOKI, GERMANYHERCULES, GREECEGILGAMESH, ANCIENT MESOPOTAMIABEOWULF, SCANDINAVIAACTIVITY: MYTH BUSTER - THE FIVE W'SACTIVITY: MYTH BUSTER - MYTH INGREDIENTS

LESSON 1 WHITEBOARD RESOURCE

HANDOUTS AND GUIDES...

WHITEBOARD

HARDWARE...

Page 7: Literacy Teacher English - Curriculum

EXPLORING THE WORLD OF THE CELTS - TEACHER GUIDE 7

CU CHULAINNLESSON 2:CELTIC MYTH AND LEGENDINTRODUCTION TO CELTIC MYTH AND LEGEND, THE CELTIC MYTH CYCLES, TALES FROM THE CELTIC MYTH CYCLES INCLUDING 'THE CHILDREN OF LIR', 'THE CATTLE RAID OF COOLEY', 'FIONN MAC CIOBHALL AND THE GIANT'S CAUSEWAY', 'THE FRENZY OF MADSWEENEY', BOOK COVER DESIGN FOR A CELTIC MYTH.

DISTRIBUTE PUPIL WORKSHEET 'CELTIC MYTH AND LEGEND', 'THE CHILDREN OFLIR', 'THE ULSTER CYCLE', 'THE CATTLERAID OF COOLEY', 'THE FIONN CYCLE', AND 'THE KINGS CYCLE'. THE FIRST WORKSHEET INTRODUCES PUPILS TO CELTICMYTH AND LEGEND, IN PARTICULAR THE CELTIC MYTH CYCLES, WHICH CLASSES IRISHMYTHOLOGY INTO FOUR GROUPS: THE MYTHOLOGICAL CYCLE, THE ULSTER CYCLE, THE CYCLE OF THE KINGS, AND THE FENIAN OR FIONN CYCLE.

THE REST OF THE WORKSHEETS DETAIL THEFOUR CYCLES WITH ONE EXAMPLE STORYGIVEN FROM EACH CYCLE. PUPILS COULD READTHESE STORIES INDIVIDUALLY OR COLLECTIVELY AS A CLASS.

1

WATCH THE EPISODE 'THE CATTLE RAID OF COOLEY'FROM THE CÚ CHULAINN ANIMATED SERIES.THIS EPISODE DETAILS THE LEGENDARY STORY FROM THEULSTER CYCLE.

THIS IS THE STORY ABOUT THE MASTERFUL QUEEN MAEVEOF CONNAUGHT AND HER CAMPAIGN TO CAPTURE THE FAMOUS BROWN BULL OF ULSTER.

2

TEACHER GUIDE

I

Page 8: Literacy Teacher English - Curriculum

8 EXPLORING LITERACY - TEACHER GUIDE

DESIGN A BOOK COVERFOR A CELTIC MYTH

DISTRIBUTE PUPIL WORKSHEET 'CELTIC MYTH CYCLES - DESIGN A BOOKCOVER' ART AND ICT ACTIVITY.

THIS WORKSHEET OUTLINES THE TASK WHICH IS TO DESIGN A BOOK COVER FOR A FAVOURITE CELTIC MYTH ORLEGEND. THE STORY COULD BE ONE THE CLASS HAS READOR WATCHED TOGETHER, OR THIS COULD BE A DIFFERENTCELTIC MYTH WHICH PUPILS HAVE RESEARCHED.

•• THE STORY'S TITLE•• THE MYTH CYCLE WHICH THE STORY BELONGS TO

•• AN ILLUSTRATION OF A SCENE FROM THE STORY OR AN

ILLUSTRATION OF ONE OR MORE CHARACTERS.

•• A ONE LINE DESCRIPTION OF THE STORY.

THE BOOK COVER SHOULD INCLUDE...

THE BOOK COVER CAN BE DESIGNED USING SOFTWARECOMIC LIFE, MICROSOFT WORD, OR OTHER GRAPHICSSOFTWARE.

ALTERNATIVELY BOOK COVERS CAN BE HAND-DRAWN ONTO AN A4 PIECE OF PAPERAND COLOURED IN.

IF PUPILS ARE USING THE COMPUTER TO MAKE THE BOOK COVER, THEY CAN DOWNLOAD IMAGES TO USE FROM THE INTERNET, OR MAKE THEIR OWN DRAWINGSAND SCAN THEM IN.

HOW TO MAKE THE BOOK COVER...

PUPILS CAN USE CELTIC LETTERINGAND KNOTWORK TO GIVE THEIR BOOKCOVER A CELTIC DESIGN.

HOW CÚ CHULAINN GOT HIS NAME

A TALE FROM THE ULSTER CYCLE

HOW SETANTA CAME TO BE KNOWN AS'THE HOUND OF ULSTER'

HOW CÚ CHULAINN GOT HIS NAME

TEACHER GUIDE

ART & ICT ACTIVITY

USE THE TEACHER GUIDE & WHITEBOARD RESOURCE 'DESKTOP PUBLISHING WITH COMIC LIFE' FOR A STEP-BY-STEP PROJECT GUIDE.

Page 9: Literacy Teacher English - Curriculum

CU CHULAINN ANIMATED SERIES DVD OR VIEW EPISODES ONLINE

COLOURED PENS AND PAPER

RESOURCES NEEDED...

DVD PLAYING SOFTWARE OR INTERNET CONNECTION

SCANNING SOFTWARE

PAINT PACKAGE, MICROSOFT WORD OR COMIC LIFE

SOFTWARE...

PUPIL WORKSHEETS:CELTIC MYTH AND LEGENDA MYTHOLOGICAL CYCLE TALE... THE CHILDREN OF LIRTHE ULSTER CYCLEAN ULSTER CYCLE TALE... THE CATTLE RAID OF COOLEYTHE FIONN CYCLEA FIONN CYCLE TALE... FIONN MAC CIOBHALL AND THE GIANT'S CAUSEWAYTHE KINGS' CYCLEA KINGS' CYCLE TALE... THE FRENZY OF MAD SWEENEYART ACTIVITY: CELTIC MYTH BOOK COVER DESIGN

LESSON 2 WHITEBOARD RESOURCE

TEACHER GUIDE & WHITEBOARD RESOURCE: DESKTOP PUBLISHING WITH COMIC LIFE

HANDOUTS AND GUIDES...

WHITEBOARDSCANNER (OPTIONAL)DIGITAL CAMERA (OPTIONAL)

HARDWARE...

EXPLORING LITERACY - TEACHER GUIDE 9

TEACHER GUIDE

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10 EXPLORING LITERACY - TEACHER GUIDE

CU CHULAINNLESSON 3: THE CATTLE RAID OF COOLEYTHE CATTLE RAID OF COOLEY STORY BACKGROUND, COMPARING DIFFERENT VERSIONS OFTHE STORY: A FILM SCRIPT AND TRADITIONAL TEXT WITH PROSE, STRUCTURING A STORYUSING THE 'STORY PATH', THE CATTLE RAID OF COOLEY'S STORY PATH.

DISTRIBUTE PUPIL WORKSHEET 'THE CATTLE RAID OF COOLEYSTORY BACKGROUND'.

THIS WORKSHEET DISCUSSES THE CULTURAL SETTING TO THE STORIES OF THE ULSTER CYCLE, INCLUDING THE RULING OF PROVIN-CIAL KINGDOMS, RELIGIOUS BELIEFS, LIFESTYLE, STATUS SYMBOLSAND WARFARE.

KEY POINTS TO DISCUSS WITH A CLASS TO SET THE CONTEXT FORTHE STORY IS THAT CATTLE WERE A SIGN OF WEALTH FOR THE ANCIENT CELTS, AND WARFARE USUALLY TOOK THE FORM OF CATTLERAIDS, OR SINGLE COMBATS BETWEEN WARRIORS AT FORDS.

THIS WORKSHEET ALSO DISCUSSES THE STORY OUTLINED IN THE TÁIN AND A BRIEF SYNOPSIS OF THE CATTLE RAID OF COOLEY,WHICH SOME CONSIDER TO BE THE GREATEST STORY OF IRISH HISTORY.

1

WATCH THE EPISODE 'THE CATTLE RAID OF COOLEY' FROM THECÚ CHULAINN ANIMATED SERIES.THIS EPISODE DETAILS THE LEGENDARY STORY FROM THE ULSTERCYCLE. THIS IS THE STORY ABOUT THE MASTERFUL QUEEN MAEVEOF CONNAUGHT AND HER CAMPAIGN TO CAPTURE THE FAMOUSBROWN BULL OF ULSTER.

PUPILS MAY HAVE WATCHED THIS EPISODE IN THE PREVIOUS LESSON, BUT A SECOND VIEWING IS RECOMMENDED TO REINFORCE PUPILS' UNDERSTANDING OF THE STORY BEFORE COMMENCING WITH THE ACTIVITIES IN THIS LESSON.

2

DISTRIBUTE PUPIL WORKSHEETS 'ACTIVITY: COMPARING DIFFERENT VERSIONS OF THESAME STORY', 'THE CATTLE RAID OF COOLEYFILM SCRIPT', AND 'EXCERPT FROM THE CATTLE RAID OF COOLEY: NARRATIVE TEXTAND PROSE'.

IN THIS ACTIVITY, PUPILS ARE ASKED TO COMPAREDIFFERENT VERSIONS OF THE STORY, IN THIS CASEA FILM SCRIPT FROM THE ANIMATION ADAPTATIONALONGSIDE A TRADITIONAL TEXT AND PROSE VERSION WRITTEN IN 1912.

PUPILS SHOULD READ AND DISCUSS BOTH VERSIONSAS A CLASS BEFORE COMPLETING THE WORKSHEET.NEW VOCABULARY WORDS FOUND IN THE NARRATIVETEXT AND PROSE VERSION ARE LISTED ALONG WITHTHEIR DEFINITIONS TO HELP PUPILS UNDERSTANDCERTAIN TERMS AND PHRASES WHICH WERE USED IN EARLY IRISH LITERATURE.

3

TEACHER GUIDE

I

Page 11: Literacy Teacher English - Curriculum

DISTRIBUTE PUPIL WORKSHEET 'THE STORY PATH'.

THIS WORKSHEET OUTLINES THE BASIC STRUCTURES OF A GOODSTORY, I.E. AN OPENING, PLOT, COMPLICATION, RESOLUTION ANDAN ENDING.

AS A CLASS, DISCUSS STORIES OR FILMS THE CLASS HAVE PREVIOUSLY READ OR WATCHED AND ASK PUPILS TO EXTRACT THEOPENING, PLOT, COMPLICATION, RESOLUTION AND ENDINGS OFTHOSE STORIES.

4

DISTRIBUTE PUPIL WORKSHEET 'ACTIVITY: THE CATTLE RAID OFCOOLEY'S STORY PATH'.

IN THIS ACTIVITY, PUPILS WILLDEMONSTRATE THEIR KNOWLEDGE ABOUT STORY STRUCTURE AND THESTORY PATH BY DETAILING THE STORYELEMENTS OF THE CATTLE RAID OF COOLEY. PUPILS MUST: PROVIDE DETAILS ABOUT THE SETTING OF THESTORY; COMPLETE CHARACTER PROFILES AND TREATMENTS OF ALL THE CHARACTERS; AND OUTLINE THEPLOT, COMPLICATION, RESOLUTION AND ENDING OF THE STORY.

EXPLORING LITERACY - TEACHER GUIDE 11

TEACHER GUIDE

5

CU CHULAINN ANIMATED SERIES DVD OR VIEW EPISODES ONLINE

RESOURCES NEEDED...

DVD PLAYING SOFTWARE OR INTERNET CONNECTION

SOFTWARE...

PUPIL WORKSHEETS:THE CATTLE RAID OF COOLEY STORY BACKGROUNDACTIVITY: COMPARING DIFFERENT VERSIONS OF THE STORYFILM SCRIPT FROM ANIMATED SERIES VERSION OF STORYCLASSIC TEXT AND PROSE VERSION OF STORYTHE STORY PATHACTIVITY: THE CATTLE RAID OF COOLEY'S STORY PATH

LESSON 3 WHITEBOARD RESOURCE

HANDOUTS AND GUIDES...

WHITEBOARD

HARDWARE...

Page 12: Literacy Teacher English - Curriculum

CU CHULAINNLESSON 4: THE SEANCHAÍ AND THE ART OF STORYTELLINGTHE SEANCHAÍ, ORAL STORYTELLING, NARRATIVE STYLE, RETELLING A STORY FROM ANOTHER CHARACTER'S VIEWPOINT.

DISTRIBUTE PUPIL WORKSHEET 'THE SEANCHAÍ & THE ART OFSTORYTELLING'.

THIS WORKSHEET EXPLAINS THE HISTORY OF THE SEANCHAÍ, OR THEVILLAGE STORYTELLER WHO WAS THE KEEPER OF THE STORIES ANDTRADITIONS OF IRELAND.

PUPILS LEARN ABOUT THIS SPECIAL STYLE OF STORYTELLING ANDWHERE THIS TRADITION IS STILL CELEBRATED TODAY.

1

DISTRIBUTE PUPIL WORKSHEET 'ORAL STORYTELLING ACTIVITY: HAVE YOU HEARD THIS ONE?'.

IN THIS ACTIVITY, PUPILS ARE ASKED TO WORK WITH A PARTNER AND TELL EACH OTHER SOMETHING FUNNY, SUCH AS A JOKE OR A STORY. PUPILS ARE ENCOURAGED TO TELL THESTORY IN AN ENTERTAINING WAY BY USING BODY LANGUAGE,FACIAL EXPRESSIONS, DIFFERENT VOICES OR ACCENTS, OR BY CHANGING THE TONE OF VOICE DEPENDING ON THE CHANGINGMOOD OF A STORY.

PUPILS MUST THEN DETAIL WHY THE JOKE OR STORY WASFUNNY AND WRITE A BRIEF SYNOPSIS OF IT. THEY ARE THENASKED TO COMPARE AND CONTRAST ORAL STORYTELLING TOSTORIES TOLD IN BOOKS.

DISTRIBUTE PUPIL WORKSHEET: 'NARRATIVE STYLE'.

THIS WORKSHEET OUTLINES WHO THE NARRATOR IS IN A STORY,FOR EXAMPLE GRANDPA FROM FROM THE CÚ CHULAINN ANIMATED

SERIES WHO RECOUNTS THE LEGENDS OF CÚ CHULAINN TO HIS

GRANDCHILDREN.

THE WORKSHEET ALSO OUTLINES DIFFERENT FORMS OF NARRATIVESTYLE, IN PARTICULAR FIRST PERSON NARRATIVE, SECOND PERSONNARRATIVE AND THIRD PERSON NARRATIVE, AND PROVIDES EXAMPLES OF EACH.

PUPILS ARE ASKED TO READ A SERIES OF SENTENCES TAKEN FROMTHE STORY 'THE CATTLE RAID OF COOLEY' WHICH HAVE BEEN WRITTEN USING DIFFERENT FORMS OF NARRATIVE STYLE. THEYMUST THEN IDENTIFY WHETHER THE SENTENCES HAVE BEEN WRITTEN IN THE FIRST, SECOND OR THIRD PERSON NARRATIVE.PUPILS MUST THEN PRACTICE WRITING SENTENCES IN EACH FORMOF NARRATIVE STYLE.

3

12 EXPLORING LITERACY - TEACHER GUIDE

2

TEACHER GUIDE

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Page 13: Literacy Teacher English - Curriculum

EXPLORING LITERACY - TEACHER GUIDE 13

TEACHER GUIDE

DISTRIBUTE PUPIL WORKSHEET 'THE OTHER SIDE OF THE STORY COMIC MAKING ICT ACTIVITY'. PUPILS ARE GIVEN THE TASK OF RETELLING THE STORY 'THE CATTLE RAID OF COOLEY'FROM ANOTHER CHARACTER'S PERSPECTIVE. THEY MUST ALSO DECIDE WHICH FORM OF NARRATIVE STYLE THEY WILL USE TO TELL THE STORY. THEIR STORIES WILL BE MADE INTO COMICS.

A BANK OF STILL IMAGES TAKEN FROM THE ANIMATED SERIESEPISODE 'THE CATTLE RAID OF COOLEY' ARE AVAILABLE FORDOWNLOAD FROM THE WEBSITE AS PART OF THIS UNIT FOR PUPILS TO USE IN THEIR COMICS.

COMICS CAN BE MADE ON THE COMPUTERUSING SOFTWARE SUCH AS COMIC LIFE OR MICROSOFT WORD.

IMAGES MAY BE PROVIDED FOR PUPILS,DOWNLOADED FROM THE INTERNET, ORDRAWN AND SCANNED IN TO THE COMPUTER.

COMICS CAN ALSO BE MADE ON PAPERUSING A COMIC TEMPLATE. A COMIC TEMPLATE IS PROVIDED IN THE PUPIL WORKBOOK.

4

PUPILS ARE ASKED TO ALLOW ANOTHER CHARACTER FROM 'THE CATTLERAID OF COOLEY' TO TELL THE STORY FROM THEIR POINT OF VIEW.

THINK ABOUT THEIR VERSION OF EVENTS. WHAT THOUGHTS AND FEELINGS DID THEY HAVE? WHAT WERE THEIR MOTIVATIONS?WHAT ASPECTS OF THEIR PERSONALITY HAVE WE NOT SEEN?

PUPILS SHOULD USE THE STORY PATH WORKSHEET THEY COMPLETED TO HELP WITHTHEIR COMICS...

THEY SHOULD MAKE SURE THE COMIC INCLUDES:

OPENING

PLOT

COMPLICATION

RESOLUTION

ENDING

USE THE TEACHERGUIDE & WHITEBOARD

RESOURCE 'DESKTOP PUBLISHINGWITH COMIC LIFE'FOR A STEP-BY-STEP

PROJECT GUIDE.

CU CHULAINN ANIMATED SERIES DVDOR VIEW EPISODES ONLINE

COLOURING IN PENS

RESOURCES NEEDED...

DVD PLAYING SOFTWARE OR INTERNET CONNECTION

MICROSOFT WORD, COMIC LIFE OR OTHER DESKTOP PUBLISHING SOFTWARE

SCANNING SOFTWARE

SOFTWARE...

PUPIL WORKSHEETS:THE SEANCHAÍ AND THE ART OF STORYTELLINGACTIVITY: ORAL STORYTELLING - HAVE YOU HEARD THIS ONE?NARRATIVE STYLECOMIC-MAKING ICT ACTIVITY: THE OTHER SIDE OF THE STORY...BLANK COMIC TEMPLATE

LESSON 4 WHITEBOARD RESOURCE

TEACHER GUIDE & WHITEBOARD RESOURCE: DESKTOP PUBLISHING WITH COMIC LIFE

HANDOUTS AND GUIDES...

WHITEBOARDSCANNER (OPTIONAL)DIGITAL CAMERA (OPTIONAL)

HARDWARE...

Page 14: Literacy Teacher English - Curriculum

CU CHULAINNLESSON 5: CELTIC HEROES AND SUPERHEROESTHE ARCHETYPAL HERO, THE CELTIC HERO, SUPERHEROES.

DISTRIBUTE PUPIL WORKSHEET: 'CÚ CHULAINN: A CELTICHERO'.

THIS WORKSHEET DESCRIBES THE ARCHETYPAL HERO FOUND INMYTHS AND LEGENDS FROM AROUND THE WORLD, BEFORE DESCRIBING THE TRAITS OF THE MODEL CELTIC HERO, OF WHICH CÚ CHULAINN IS THE BEST EXAMPLE. KEY TRAITS AND TOPICS TO

DISCUSS WHEN DESCRIBING THE MODEL CELTIC HERO INCLUDE: WARRIORS AS HEROES;MAGICAL BIRTHS; COURAGE AND STRENGTH; SUPERNATURAL POWERS; TYPICALLY BEINGHANDSOME AND WELL-EDUCATED; SUPERB MIND CONTROL; AND PERSONAL HONOUR ANDPRIDE.

DISCUSS AS A CLASS HOW CÚ CHULAINN DEMONSTRATED THESE TRAITS WITHIN THE

STORIES THE CLASS HAS STUDIED.

1

DISTRIBUTE PUPIL WORKSHEET 'ACTIVITY: SUPERHEROPROFILE'.

MAKE COMPARISONS BETWEEN MODERN SUPERHEROES TO THE HEROES FROM TRADITIONAL MYTHS AND LEGENDS. AS ACLASS BRAINSTORM SOME POPULAR SUPERHEROES ANDWHETHER THEY DEMONSTRATE MANY SIMILARITIES BETWEENTHE ARCHETYPAL HERO OR CELTIC HERO.

PUPILS SHOULD THEN COMPLETE THE WORKSHEET WHICH ASKS THEM TO PROFILE THEIR FAVOURITE SUPERHERO, INCLUDING THEIR SPECIAL POWERS, SECRET IDENTITY, ARCHENEMY AND MOST MEMORABLE SUPERHERO ADVENTURE.PUPILS ARE THEN ASKED TO COMPARE THEIR SUPERHERO WITH CÚ CHULAINN BY IDENTIFYING SIMILARITIES AND

DIFFERENCES BETWEEN THEM AND THEIR STORIES. PUPILSALSO HAVE TO FIGURE OUT WHO THEY THINK WOULD WIN IN A MATCH BETWEEN THEIR SUPERHERO AND CÚ CHULAINN.

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14 EXPLORING LITERACY - TEACHER GUIDE

TEACHER GUIDE

COLOURING IN PENS

RESOURCES NEEDED...

NONE

SOFTWARE...

PUPIL WORKSHEETS:CÚ CHULAINN: A CELTIC HERO

ACTIVITY: SUPERHERO PROFILE

LESSON 5 WHITEBOARD RESOURCE

HANDOUTS AND GUIDES...

WHITEBOARD

HARDWARE...

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CU CHULAINNLESSON 6: CREATE YOUR OWN MYTHOR LEGEND COMIC STRIPHERO PROFILE, ADDING MYTH INGREDIENTS TO YOUR STORY,PLANNING YOUR MYTH OR LEGEND'S STORY PATH.

DISTRIBUTE PUPIL WORKSHEET 'ICT ACTIVITY: CREATE YOUROWN MYTH OR LEGEND COMIC STRIP'.

THE WORKSHEET OUTLINES THE TASK FOR PUPILS TO WRITE A NEWMYTH OR LEGEND AND CREATE A COMIC STRIP VERSION OF IT. THESTORY CAN BE BRAND NEW OR PUPILS CAN CREATE A MODERN VERSION OF A TRADITIONAL MYTH OR LEGEND. THIS TASK IS ACHANCE FOR PUPILS TO DEMONSTRATE THEIR NEW KNOWLEDGE AND SKILLS THEYHAVE GAINED FROM THIS UNIT OF STUDY.

PUPILS SHOULD DECIDE WHETHER THEY ARE GOING TO WRITE A MYTH OR A LEGEND. REVIEWTHE DIFFERENCE BETWEEN MYTHS AND LEGENDS:

MYTHS TRY TO EXPLAIN A NATURAL PHENOMENON AND ARE OFTEN WRITTEN ABOUT OTHERWORLDLY CHARACTERS. LEGENDS ARE USUALLY BASED ON HISTORICAL FACT, SUCH ASTHE ANCIENT CELTS WHO REALLY EXISTED.

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DISTRIBUTE PUPIL WORKSHEET 'MYTH BUSTER... MYTH INGREDIENTS'.

PUPILS SHOULD USE THE WORKSHEET TO START PLANNING ASPECTS OF THEIR STORY, IN PARTICULAR THE ASPECTS OFTHEIR STORY WHICH WILL MAKE IT A GREAT MYTH.

PUPILS SHOULD MAKE SURE THEIR STORY WILL INCLUDEMOST OF THE FOLLOWING MYTH INGREDIENTS: EPIC HEROES,SPECIAL POWERS, HEROES' QUESTS, TREACHEROUS VILLAINS,MIGHTY GODS, MYTHICAL CREATURES, AND TRICKSTERS.

THEY SHOULD ALSO FIGURE OUT WHY THEY ARE TELLING THESTORY OR WHAT THE STORY MESSAGE IS, FOR EXAMPLE, WILLTHE STORY EXPLAIN A NATURAL PHENOMENON, TEACH A LESSON, OR TELL US ABOUT AN EARLY SOCIETY?

DISTRIBUTE PUPIL WORKSHEET 'HERO PROFILE'.

PUPILS SHOULD USE THIS WORKSHEET TO PLAN THEIR STORY'SHERO CHARACTER. PUPILS WILL: INVENT WHAT THE HERO WILLLOOK LIKE AND MAKE A DRAWING OF HIM OR HER; COME UP WITH A NAME; AND DESCRIBE THE HERO'S SPECIAL POWERS OR ABILITIES, THEIR PERSONALITY, THEIR BACKGROUND STORY, A SECRET IDENTITY, AND ANY SPECIAL OBJECTS THE HEROMIGHT USE, SUCH AS A MAGIC SWORD.

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EXPLORING LITERACY - TEACHER GUIDE 15

TEACHER GUIDE

I

Page 16: Literacy Teacher English - Curriculum

DISTRIBUTE PUPIL WORKSHEET 'STORY PATH'.

PUPILS SHOULD USE THIS WORKSHEET TO PLAN THE STORY PATH OF THEIR MYTH OR LEGEND.

THE WORKSHEET HELPS PUPILS TO PLAN THE STORY'S SETTING,CHARACTER PROFILES AND TREATMENTS, THE PLOT, COMPLICATION, RESOLUTION AND STORY ENDING.

PUPILS WILL ALSO BEGIN TO VISUALISE THEIR STORY BY MAKINGILLUSTRATIONS OF THE STORY'S SETTING AND CHARACTERS.

COMICS CAN BE MADE ON THE COMPUTERUSING SOFTWARE SUCH AS COMIC LIFE OR MICROSOFT WORD.

IMAGES MAY BE PROVIDED FOR PUPILS,DOWNLOADED FROM THE INTERNET, ORDRAWN AND SCANNED IN TO THE COMPUTER.

COMICS CAN ALSO BE MADE ON PAPERUSING A COMIC TEMPLATE. A COMIC TEMPLATE IS PROVIDED IN THE PUPIL WORKBOOK.

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USE THE TEACHERGUIDE & WHITEBOARD

RESOURCE 'DESKTOP PUBLISHINGWITH COMIC LIFE'FOR A STEP-BY-STEP

PROJECT GUIDE.

COLOURING IN PENS

RESOURCES NEEDED...

MICROSOFT WORD, COMIC LIFE OR OTHER DESKTOP PUBLISHING SOFTWARE

SOFTWARE...

PUPIL WORKSHEETS:ICT ACTIVITY: CREATE YOUR OWN MYTH OR LEGEND COMIC STRIPACTIVITY: MYTH BUSTER... MYTH INGREDIENTSACTIVITY: HERO PROFILEACTIVITY: PLANNING YOUR OWN MYTH OR LEGEND'S STORY PATH BLANK COMIC TEMPLATE

LESSON 6 WHITEBOARD RESOURCE

TEACHER GUIDE & WHITEBOARD RESOURCE: DESKTOP PUBLISHING WITH COMIC LIFE

HANDOUTS AND GUIDES...

WHITEBOARDSCANNER (OPTIONAL)DIGITAL CAMERA (OPTIONAL)

HARDWARE...

16 EXPLORING LITERACY - TEACHER GUIDE

TEACHER GUIDE

Page 17: Literacy Teacher English - Curriculum

CLICK ON 'HELP' INCOMIC LIFE FOR DETAILEDINFORMATION ABOUT HOWTO USE THE SOFTWARE

EXPLORING LITERACY - TEACHER GUIDE 17

PUPILS CAN DOWNLOAD IMAGES TO USE FROM THEINTERNET INTO A FOLDER ON THE COMPUTER.

IF PUPILS ARE MAKING DRAWINGS, SCAN IN PUPILS'DRAWINGS AND SAVE THEM AS JPEGS.

COPY THEM INTO A SHARED FOLDER ON THE COMPUTER NETWORK THAT PUPILS CAN ACCESS.

PREPARATION

TIP: YOU CAN ALSO USE A DIGITALSTILLS CAMERA TO TAKE PICTURES OF THE

DRAWINGS. THIS IS A FASTER WAY TO DIGITISE THEDRAWINGS RATHER THAN SCANNING, BUT

THE QUALITY WON'T BE AS GOOD.

USE THE INTERACTIVE WHITEBOARDTO DEMONSTRATE HOW TO USE THE SOFTWARE. DEMONSTRATE EACH STEPBEFORE YOU ASK PUPILS TO DO A STEPON THEIR OWN COMPUTER.

FIRST, POINT OUT TO PUPILS THE DIFFERENT PARTS OF THE SOFTWARE'SWORKSPACE, E.G. COMIC LIFE'S 'LIBRARIES' PANEL, 'BUBBLES' PANEL,ETC..., SO THEY ARE FAMILIAR WITHWHAT EACH SECTION OF WORKSPACE ALLOWS YOU TO DO.

PUPILS SHOULD HAVE ANY RELEVANT WORKSHEETS OR PLANNING SHEETS AT THECOMPUTER SESSION FOR REFERENCE.

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USE THEWHITEBOARDRESOURCE

FOR ON OVERHEADGUIDE.

GET STARTED...

WHITEBOARD

OPEN THE COMIC-MAKING SOFTWARE 2

TEACHER GUIDE

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18 EXPLORING LITERACY - TEACHER GUIDE

TEACHER GUIDE

HAVE PUPILS SELECT A PAGE TEMPLATE AND DRAG IT ONTO THEIR FIRST PAGE.

5CHOOSE A PAGE TEMPLATE

YOU REALLY NEED TO CHECK THE PAGE SIZE BEFORE STARTING YOUR COMIC.

YOU NEED TO GO TO FILE AND SELECT PAGE FORMAT... THEN YOU CAN CHANGETHE PAGE FORMAT TO A4.

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SHOW PUPILS WHERE TO FIND THE SHARED FOLDER ON THE COMPUTER NETWORK WHERE THEIR DRAWINGS ARE STORED.

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PUPILS SHOULD SELECT AND DRAG THE PICTURES THEY WANT TO USE INTO THESQUARE PANELS.

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ADD PICTURES

PUPILS CAN ADD TEXT BY USING TEXT BOXES, LETTERING, OR SPEECH BUBBLES.FORMAT THE TEXT BY CHANGING THE COLOUR, FONT, SIZE AND STYLE.

8ADD TEXT

PUPILS CAN ADD TEXT BY USING TEXT BOXES, LETTERING, OR SPEECH BUBBLES.FORMAT THE TEXT BY CHANGING THE COLOUR, FONT, SIZE AND STYLE.

9FORMAT THE BACKGROUND

PRINT OUT THE COMPLETED DESIGNS.

PRINT AND ASSEMBLE

SAVE THE WORK INTO AN APPROPRIATE FOLDER ON THE COMPUTER.10SAVE

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