scheme of work literacy hour & beyond - · pdf file‘ireland in schools’...

‘Ireland in Schools’ Delivering the NLS through Ireland QLS, Staffordshire

Scheme of WorkLiteracy Hour & Beyond

‘Irish literature has created a magical learning environment for our children,its range and quality enabling all of them to participate in our Ireland project

and to produce work of fantastic quality.’

Rebecca BrookesGorsemoor Primary School

Contents

Gorsemoor’s Ireland project 3

The story of Jimmy’s Leprechaun Trap 4

The author 5

Lesson plans 6

WORKSHEETS

O’Brien activity sheets 1 - 13 7

Brookes, Jimmy's Leprechaun Trap, 3

Gorsemoor’s Ireland project

Gorsemoor Primary School lies on a large new housing estate on the outskirts of Cannock inStaffordshire. A 5-11 school with an Early Years unit, it has 460 pupils on roll.

For three years the school has made a special study of the island of Ireland in Years 5 and 6,particularly by using Irish texts in the Literacy Hour. The school re-inforces this learning experiencewith visits by Irish authors and by forging links with children in a primary school in Belfast and anotherin County Dublin. The project is led by Barbara Heath and Jo Robinson.

In Years 5 and 6 there are some very gifted children, but there is also a significant minority of childrenon the Special Education Needs register - 18 in the school year 2002-3, including 15 boys. The rangeand quality of Irish children’s literature suits such a mix of children, allowing all the children toparticipate in a common project. They can all enjoy reading books which are suited to their individualinterests and abilities.


The story of Jimmy’s Leprechaun Trap

Jimmy’s Leprechaun Trap is written by Dan Kissane, illustrated by Angela Clarke, and published bythe O’Brien Press, ISBN 0-86278 -512-X, 96 pages.

It all started in the month of April. Before Jimmy headed home for his dinner, he took a last look atthe sheep in the field and noticed something small and slender, like a bird, but no a bird, like a frog,but not a frog. It was, in fact, a small, pointy leprechaun who lived under a clochán on the farm..Funny Things begin to happen when Jimmy’s father prepared to clear the field in order to set turnips.Hens stop laying, a tractor takes off across the field without a driver, an egg smells of dead fish andmouldy cheese. Grandfather knows he must capture their mischievous tormentor in a leprechaun trap.It comes down to a battle of wits and riddles as Jimmy bravely tackles the little Bohannon.


The author

Dan Kissane lives on a farm in Kerry where he keeps sheep and bees. He is the author of several booksfor children, including, in addition to Jimmy’s Leprechaun Trap, Jimmy and the Banshees, Pugnax andthe Princess (previously published as The King of Wisdom’s Daughter) and The Eagle Tree.


SPELLING PATTERNSSee spelling folder.

HOMEWORKPupils are to write to short story based onJimmy’s Leprechaun Trap. Their story mustcontain their own mythical creature (eitherinvented or from past stories).

NATIONAL LITERACY KS2 PLANNING SHEETClass: 5 Text Used : Jimmy’s Leprechaun TrapWeek: 2/12/02 Range: Fictional Irish Text

* Indicates opportunities for Speaking and Listening

WK LEARNINGOBJECTIVES

WHOLE CLASSSHARED TEXT WORK

WHOLE CLASSWORD/SENTC WORK

INDEPENDENTWORK

GUIDED GROUPREADING/WRITING

[Y3/4] PLENARY

M To use description to build up avisual image (T2, T10).To use inference to decipher thegenre of a text (Y6, T2, T7).

Skim read pp 7-21. Discuss the Activity Sheet 1.Use the questions to promote discussion aboutthe story start. What are the pupils opinions onthe story so far?

From text pupils are to highlight adjectives thatenhance detail and description. The adjectivesshould refer to the main characters and thesetting.

Pupils are to write their own detaileddescription of the Leprechaun. They are todescribe the way he looks and also hispersonality. The pupils should useadjectives to enhance this description.Higher - Work independentlyMiddle - Access a list of key adjectives.

Share descriptions of theLeprechaun. Class to highlight whitwords and phrases are effective.What connotations do thedescriptions evoke? * work withlower - build up a detaileddescription together.

T To recognise the role of charactersin a story (T1, T3).To identify synonyms (T1, W7).

Skim read and recap the story developmentsfrom pp 21-42. List the characters in the story.Who is the antagonist and the protagonist. Howis their role important?

Recap the meaning of a synonym. Pupils are togive synonyms for specific words taken fromthe text. Scribe on board and discuss the effectof these words.

Pupils are to complete cloze procedureactivity. Work through Activity sheet No.5. Pupils to use a thesaurus to findsynonyms for the wordsHigher - Extension Activity No. 6.Lower - bank of words to use

Recap objectives. What is asynonym? Give examples. * workwith middle - work on creating aselection of synonyms it writing onActivity Sheet.

W To use knowledge of text to answercomprehension questions (T3, T8).To recognise a prefix on root wordsand identify its effect (T3, W7).

Skim over pp 42-65. Discuss the questions fromActivity Sheet 7. Scribe the pupils answers andfeelings on the board. Discuss how some pupilsviews are similar to others and how they aredifferent.

List on the board the range of prefixes. Fromthe text highlight words which contain a prefix.Pupils are to distinguish between the root andthe prefix. Can they think of any other wordswhich contain a prefix.

Pupils are to work through the questionson Activity Sheet 8. They are to use theirknowledge and understanding of the storyto answer in detailed sentences.Middle - Model answers prior to work.Higher - Work independently.

Mark answers together. Were thereany questions the pupils felt wasparticularly hard? Have theyanswered in full sentences? Isspelling accurate?* Work with lower - model answers.Record separately

T To write instructional texts (T1, S9). To explain reasoning andunderstanding (T1, T22).

Discuss the open ended questions on ActivitySheet 10. Ask pupils for their responses and askthem to justify and explain their reasoning. Readthrough the Leprechauns recipe for foul smell(pp 52).Look at a recipe and ask the pupils toidentify the features of instructional writing.

On board list some other well known mythicalcreatures. Using detailed sentences pupils are todescribe the creatures. They should think aboutword order. How can we make the sentencesmore descriptive?

Children are to write out their own recipefor a foul smell, based on Jimmy's. Pupilsare to write down ingredients and method.Middle - Work Independently.Lower - Use a writing, frame as support.

Pupils to recap the features ofinstructional writing. Do they feelthey have met the objectives? *work with higher - extend theinstructional writing - use vocab -complex step by step methods.

F To use knowledge of text to answercomprehension questions (T3, T8).To answer questions in full detailedsentences (T1, S1-3).

Recap and plot the story developments in a flowdiagram on the board. Ask the pupils to reviewthe story. What did they think was effective?What would they change?

On board together write a summary of the storyin approx. 20 words. Pupils to use key wordsonly and remove any unnecessary words. Mustbe a coherent summary.

Pupils to work through comprehensionquestions - Activity Sheet 13. Pupils are tothink of their own questions that theycould ask about the textMiddle - Work in pairs and discuss ideas.Higher - Work independently.

Recap learning objectives. Who feethey have worked well? Share thequestions have they come up with.

* Work with lower - as a groupcome up with a selection ofquestions could ask about text.

Extended Writing: See Wednesday


* By John Doherty. Based on Jimmy’s Leprechaun Trap by Dan Kissane, ISBN 0-86278-512-X© Copyright reserved. The O’Brien Press Ltd www.obrien.ie

O’Brien activity sheet 1*

Take a brief look at the cover illustration of Jimmy’sLeprechaun Trap.

1. It has often been said that you shouldn’t judge abook by its cover.

(a) Judging by the cover illustration, what typeof story do you think it is going to be?

(b) Do you think children would want to readthis book after looking at the cover? Why?

2. Measure yourself against a height chart.How many times taller than the leprechaun do youthink you are?

3. Write a few lines saying why you think Jimmymight have a plaster on his leg.

4. Read the blurb on the back cover.

(a) How effective is it? Do you think it wouldencourage children to read this book? Why?

(b) Which two characters are central to thisstory?

5. Now read the paragraph about the author. This iscalled a biography.

(a) What can you tell about the author?

(b) Imagine you were the author of a book.Write your own short biography.




O’Brien activity sheet 2*Read pp 7-16

1. Why do you think Jimmy didn’t mindlooking after the sheep?

2. How could Jimmy recognise that aewe was about to lamb?

3. Jimmy wasn’t wearing a watch.How did he know that it was almostlunchtime?

4. What caught Jimmy’s eye as he wasabout to leave for home?

5. Farmhouse kitchens are warm,inviting places.List the different smells that wouldhave filled the room.

6. Why did Jimmy’s Dad reach for hisgun?

7. Jimmy drew a picture of what hethought he had spotted in the field.From memory, what did each memberof Jimmy’s family think it was?




Jimmy drew a picture of what he thought he had spotted at the clochán.How do you think his drawing compares to the cover illustration?What do you think a Leprechaun looks like?Draw your own picture in the frame below.




1. Why did Jimmy momentarily doubt what he had seen in the field?

2. Jimmy pegged a couple at her.What do you think this means?

3. Can you think of two incidents which show that Jimmy was a very caringperson?

4. What season of the year was it?Give at least three reasons to support youranswer.

5. What phrase shows that Jimmy could notbelieve his eyes when he saw theLeprechaun?

6. The Leprechaun thought that Jimmy hadtold many different people about him. Canyou remember who they were?

7. Do you think the Leprechaun was tellingthe truth when he told Jimmy about his oldsocks?

8. Why does Jimmy believe that hisGrandfather must be very old?




The Little Bohannon has been up to his mischief again. He has removed ten of thewords from the text below.Think of the most suitable word to fill each gap.Make your choice from the following list of words.Each word can only be used once.

know Ireland eagle remember field

finished bushy herrings tea sitting

We had fish for supper that evening - mackerel, I think it was, or it might have been

( ), I can’t quite seem to ( ) but I ate them fast.

Anyway, it wasn’t long after that I was ( ) in front of the fire with a

mug of ( ), listening to Grandfather. He was telling me a story and

when he stopped , I said:

‘Grandfather, do you ( ) anything about Leprechauns?’

‘Leprechauns?’ he said, cocking a ( ) eyebrow at me. ‘I should think

I do! Why, wasn’t there a Leprechaun used to live in that very ( )

where you’ve been all day!

‘But that’s a long, long time ago,’ the old man ( ). ‘There are no

more Leprechauns in ( ) now. Like the wolf and the ( )

and the giant deer, they’re a thing of the past.’




Two funny things happened in this chapter. What were they?Look very carefully at the pictures below and then write, in your own words, anaccount of each of the strange happenings.Think carefully about what you are going to write, as space is limited.





1. Who do you think the author had in mind when he referred to the chickens assquawky inmates?

2. Why was Jimmy’s mother surprised tohear that the hens had stopped laying?

3. Both Jimmy and his Grandfatherthought that they knew the culprit.Do you think they were right?

4. Why was Jimmy confused when hisGrandfather used the word quarry?

5. Words often have different meanings,even though they are spelt the sameway.Can you think of two different meaningsfor each of the following six words?

(a) row (b) quiver (c) pen

(d) lean (e) stroke (f)rush

6. Jimmy had to be alert when a sheep wason her back.Why?

7. Grandfather knew a lot about Leprechauns.Write down ten facts that you have learned about Leprechauns in this chapter.




1. How do you know that Jimmy’s Dad hasn’t got over his bad cold?

2. Jimmy believed that the hens had stopped laying.Why did his Mum not believe him?

3. Was Grandfather right to be suspicious of the big brown egg?

4. What happened when Dad cut the topoff his egg?

5. Have you ever experienced a horriblesmell?What was it?Was it as bad as the terrible stench inJimmy’s kitchen?

6. From memory, can you list at least fourof the ingredients that Jimmy wouldinclude in his recipe for a horriblepong?

7. How did the family react to the smellycloud of vapour which now filled thekitchen?

8. Who did Jimmy and his Grandfatherblame for this smelly prank?Do you agree with them?



O’Brien activity sheet 9*Read p. 52

Turn to page 52 and read Jimmy’s recipe for a terrible smell. Could you come upwith something more pungent?Think very carefully about each of your ingredients. How would you cook them tocreate one of the most horrible pongs that anyone could ever imagine?Write your foul recipe in the frame below.


* By John Doherty. Based on Charlie Harte and His Two-Wheeled Tiger by Frank Murphy, ISBN 0-86278-532-4© Copyright reserved. The O’Brien Press Ltd www.obrien.ie


1. Jimmy thought that the LeprechaunTrap was a wonderful contraption.What is a contraption?

2. What did Jimmy think it looked like?

3. People who fi sh normally use wormsor maggots as fish bait.What bait did Jimmy and hisGrandfather need for theirLeprechaun trap?

4. How would Grandfather know thatThe Little Bohannon had entered thetrap?

5. Why do you think Jimmy found ithard to get to sleep?

6. Jimmy eventually dropped off.What woke him?

7. What was Grandfather’s excuse for failing to wake up?

8. Which incident shows that Jimmy was a bit confused in all the excitement?

9. What do you think Jimmy will find at the clochán?


* By John Doherty. Based on Charlie Harte and His Two-Wheeled Tiger by Frank Murphy, ISBN 0-86278-532-4© Copyright reserved. The O’Brien Press Ltd www.obrien.ie


1. How, in a few words, would you describe Jimmy’sjourney back to the clochán?

2. Jimmy had severe doubts about the wisdom of puttinghis hand down a hole. What might you have done inthe same situation?

3. Jimmy couldn’t fully reach down the hole.What was his solution?

4. What object did he retrieve from the depths of thehole?

5. Why do you think Jimmy’s fingers began shaking justas he was about to open the bag?

6. What did the leather bag contain?

7. What surprise awaited Jimmy on his return home?

8. How do you think Jimmy felt, when he finally pluckedup the courage to look down?

9. What do you think will happen to Jimmy’sGrandfather?




1. Who did Dad blame for all thetrouble?

2. Why did Jimmy’s Mother start tocry?

3. Where does Jimmy go when hewants to solve a problem?

4. What arrangement did the LittleBohannon strike with Jimmy?

5. How do you know that Jimmywasn’t completely happy with thedeal?

6. What strange dream occupiedJimmy’s mind that night, when heeventually dropped off to sleep?

7. Jimmy had a heavy heart.How do you think he felt?

8. What had Jimmy done, without realising it at first?

9. Grandfather was safe and sound, but what terrible fate awaits Jimmy, if theLeprechaun correctly answers his riddle?




1. Why did Grandfather not thank Jimmy for being his saviour?

2. What phrase does the author use to show that the scrawny hen was worth a lot ofmoney?

3. Can you remember the answer to the riddle:‘Why does it take a blackthorn bush so long to grow?’

4. Jimmy normally trusted his Grandfather.Why was he reluctant to tell him theriddle?

5. Was Jimmy confident that he wouldoutwit the Leprechaun?Give a reason to support your answer.

6. Where would Jimmy end up if The LittleBohannon was able to answer his riddle?

7. How did Jimmy react when he was shownthe slave collar?

8. What prevented Jimmy from giving theLeprechaun a clue?

9. What surprise lay in store for Jimmy,when he went to collect eggs from thescrawny old red hen?

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