‘Ireland in Schools’
Staffordshire Pilot Scheme
QLS, Staffs
Artemis Fowl
Planning & worksheets for Year 7 English
Spring term, weeks 1-6
By
Sandy Pierzchalla
Head of English & Drama
Ryecroft CE (C) Middle School
Contents
Introduction
Weekly Planning
Worksheets
Context questions
Chapters 1 & 2
Chapter 3
Chapter 4
Chapters 5 & 6
Grammar, etc.
Similes
Vocabulary
Homophones
Complex sentences
Characters
Different types of fairies
Fairies & fairy magic
Mud people
Pictures of trolls
Root’s diary
About Artemis Fowl & Eoin Colfer
http://hometown.aol.co.uk/Iis05/Artemis_Fowl_Worksheets.pdf
See also Researching Ireland on the Internet at
http://hometown.aol.co.uk/Iis05/Ireland_Presentation_All.pdf
Introduction
For the past four years novels by Irish authors have formed the basis of a most successful and engaging unit
of work on Ireland in Year 7 English at Ryecroft CE (C) Middle School, Staffordshire.
Sandy Pierzchalla, Head of English & Drama, introduces the unit with a potted history of Ireland before
embarking on a six-week exploration of the Artemis Fowl, the keystone of the unit and , a popular choice with
boys and girls. Information about the book and the author are on the back cover of this booklet.
Exploration of the novel culminates in a research project, and presentation, on Ireland as a tourist destination,
details of which are available on the internet at:
http://hometown.aol.co.uk/Iis05/Ireland_Presentation_All.pdf.
Then, depending upon ability, pupils enjoy other Irish authors, including Marita Conlon-McKenna (Under
the Hawthorn Tree - a historical novel about the Irish Famine), Sam McBratney (Jimmy Zest) and Darren
Shan (Cirque du Freak). The last, a ‘living nightmare’ of vampires and tarantulas, has proved a ‘cult thing’
in the school and parents have thanked Sandy ‘profusely for introducing this book to their reluctant-reader
boys’.
The booklet contains the teaching scheme and other resources Sandy has developed for Artemis Fowl,
representing, Sandy is anxious emphasise, ‘not a prescriptive plan as to how it should be done’ but simply
‘how I delivered the materials’. The booklet is also available on the internet at:
http://hometown.aol.co.uk/Iis05/Artemis_Fowl_Worksheets.pdf.
Pierzchalla, Artemis Fowl, 2
YEAR
TERM
WEEK
TEACHER
Lesson 1
Lesson 2
Lesson 3
7
Spring
1
S Pierzchalla
YEAR
TERM
WEEK
TEACHER
HOMEWORK
W14
Word meaning in context
R8
Infer and deduce
R16 Author attitudes
1. 30 minutes reading
2. Homophones sheet
STARTER
INTRODUCTION
DEVELOPMENT
PLENARY
Intro to Ireland – what do you
know? – brainstorm in
groups.
Feedback from each group.
Geography/ troubles.
Stereotypes – green, stupid
leprechauns, Blarney Stone,
St Patrick etc.
Teacher to give intro re
troubles in Ireland – brief
history - discuss.
Info on Eoin Colfer and
Artemis Fowl.
Read Prologue and beginning
of chap 1.
Discuss any difficult
vocabulary.
Answer questions on first
chapter.
Go through questions.
Impressions of book
to share.
Starter on homophones – use
correct spelling.
Recap on beginnings of
Artemis.
Read chap 2.
Explain/reminder of
homophones of fowl/foul.
Also Fowl Manor/foul
manner.
Use of codes – begin
deciphering the alphabet
using the intro to the
‘Booke of the People.’
Questions on chap 2.
Feedback on codes –
and on message in
book
Go through answers.
Review Artemis Fowl from
last lesson.
Read part of chap 3 – ‘Holly’
– (up to p44).
Draw picture of Holly
labelled (using pp 31-32).
Share drawings of
Holly.
Review Artemis Fowl.
Read remainder of chapter 3.
How does the author speak to
the reader?
Answer questions on
chapter 3.
Go through answers to
chap 3 – recap on plot
and any confusion.
Apostrophes – contractions
and possessives. Go over
basic rules.
Use whiteboards for
examples.
Lesson 4
OBJECTIVES
Reminder of apostrophes –
use whiteboards for different
examples.
7
Spring
2
S Pierzchalla
HW 30 minutes
reading.
HW Homophones
sheet.
OBJECTIVES
HOMEWORK
S1a
1. 30 minutes reading
2. Complex sentences
R8
R16
Recognising and using
subordinate clauses
Infer & deduce
Author attitudes
STARTER
INTRODUCTION
DEVELOPMENT
PLENARY
Simple and complex
sentences for detail. Badger –
Starter 7 (OHT) Main &
subordinate clauses – explain.
Use whiteboards.
Recap on Artemis Fowl.
‘Abduction’ – what does it
mean?
Begin chap 4- up to p70 (just
before Holly completes ritual.)
Character of Holly – what
type of person do you
think she is? – give
reasons. Write
approximately 3
paragraphs.
Feedback on character
of Holly.
Give – subordinate clause at
beginning – pupils compose
main clause using
whiteboards:Laughing hysterically…
Screaming loudly …
Recap - go over plot in detail.
Finish chap 4.
Questions on chap 4.
If you had fairy magic –
how would you use it?
Shield (invisible).
Mesmer? Healing?
Go through answers to
questions.
Lesson 3
Subordinate clause in middle
– give examples - use of
commas.
Eg Ben liked football.
Pupils use whiteboards.
Read chap 5 - up to p94 (after
Butler creates diversion).
Why has he done this? What
do you think Artemis will do?
Translation of Gnommish.
Go through
Gnommish alphabet
on OHT for anyone
who has not yet got it.
Lesson 4
Whiteboards – subordinate
clauses – in all 3 places –
examples. Then explain
homework.
Read remainder of chapter 5.
Why does Artemis let Holly
believe she has told him fairy
secrets?
Begin questions on chaps
5 & 6.
Go through first few
questions.
Lesson 1
Lesson 2
Pierzchalla, Artemis Fowl, 3
HW 30 minutes
reading.
Discuss fairy magic.
HW Complex
sentences.
YEAR
TERM
WEEK
TEACHER
Lesson 1
7
Spring
3
S Pierzchalla
OBJECTIVES
HOMEWORK
S3
1. 30 minutes reading
2. Spelling
3. Root’s diary
R8
R16
Punctuation to clarify
meaning
Infer & deduce
Author attitudes
STARTER
INTRODUCTION
DEVELOPMENT
PLENARY
Paired spelling.
Review Artemis Fowl from
last week.
How does Root feel after
the incident on the
whaling boat?
Listen to beginnings
so far.
Begin chapter 6 – up to page
123 where Holly shows teeth.
Lesson 2
Lesson 3
Lesson 4
YEAR
TERM
WEEK
TEACHER
Lesson 1
Begin Root’s diary.
Use of colons/semi colons –
review – Give selection of
sentences – pupils to extend
using colons (whiteboards).
Review story.
Read p123 – bottom of p131.
As yesterday – using
semicolons (whiteboards).
Review from last lesson.
Read pp 131 – 147 after
explanation of blue rinse.
Finish diary if necessary.
Listen to selection.
Continue with translation
of Gnommish –
translation of words at
bottom of page.
HW Root’s diary.
Dictionary scan.
Review story.
Read remainder of chapter 6.
Finish questions on chaps
5 & 6 (started last week).
Go through answers.
7
Spring
4
S Pierzchalla
Continue with Root’s
diary at this point in the
story. Brainstorm.
HW 30 minutes
reading
Spelling.
Listen to a selection.
Use variety of sentence
structures. Try to use at
least 2 colons or
semicolons.
OBJECTIVES
HOMEWORK
R8
R16
1. 30 minutes reading
2. Spelling
3. Write paragraph of 2 types of
fairy
Infer & deduce
Author attitudes
STARTER
INTRODUCTION
DEVELOPMENT
PLENARY
Paired spelling.
Review Artemis from last week.
Read chap 7 ‘Mulch’ – up to
p173.
Who is author speaking to at
beginning of chapter?
What kind of character
is Mulch?
Is he likeable? Why?
Vocabulary sheet to
complete.
If time - write 2
paragraphs about your
opinion with reasons.
Go through vocabulary.
Listen to passage about
Mulch.
HW 30 minutes
reading/Spelling.
Lesson 2
Dictionary scan.
Recap from last lesson. What do
you remember about a dwarf’s
special skills?
Read from pp 173 – 188.
What do we know
about fairy magic so
far?
Chart to complete.
Go through and discuss.
Lesson 3
Countdown.
Review from last lesson - Read
up to p192.
What do we know
about different types
of fairies?
Chart to complete –
assign each group a
type of fairy – elf, troll
etc.
Go through – share each
group’s findings.
Lesson 4
Crossword.
Read up to end of chap 7.
Write passage on 2 of
the creatures – at least
a paragraph for each.
Listen to some passages.
Pierzchalla, Artemis Fowl, 4
HW Write passage on
2 types of fairy.
YEAR
TERM
WEEK
TEACHER
7
Spring
5
S Pierzchalla
OBJECTIVES
HOMEWORK
R8
Infer & deduce
R16
Author attitudes
S&L10 Report main points
1. 30 minutes reading
2. Spelling
3. Work on presentation
STARTER
INTRODUCTION
DEVELOPMENT
PLENARY
Paired spelling.
Review Artemis from
last week.
Read chap 8 – up to
p217.
What do fairies think of mud
people?
Chart to complete.
Go through & discuss.
Anagrams – selection to
decipher using clues.
Review Artemis.
Passage from p224. Why are
they not full sentences – why
so short?
Chapter called ‘Troll’ but we
don’t actually see the troll
until p224. Why? Point out
the build up.
Use of simile – why?
(Demonstrate razor through
rice paper.)
Pupils to devise own original
similes (sheet). Use of
figurative language.
Listen to pupils’ similes.
Lesson 3
Dictionary scan.
Review Artemis – finish
chap 8.
Explain work on Ireland
& h/w.
What is expected – assign
each group an area of Ireland.
Pupils to organise selves and
sort out tasks.
Recap on what is
expected – pupils to
report what they are
doing tomorrow.
Lesson 4
IT Room
Research on town in Ireland –
each group given a website.
Lesson 1
Lesson 2
YEAR
TERM
WEEK
TEACHER
7
Spring
6
S Pierzchalla
Read pp 217 – 227.
Difficult vocabulary.
HW 1. 30 minutes
reading
2. Spelling.
HW Work on
presentation.
OBJECTIVES
HOMEWORK
R14
Language choices
S&L10 Report main points
S&L14 Modify views
1. 30 minutes reading
2. Spelling
3. Evaluation of presentation
STARTER
INTRODUCTION
DEVELOPMENT
PLENARY
Paired spelling.
Review Artemis Fowl–
Read chap 9 – up to
p257.
Work on presentation.
Recap on expectations.
OHT 1.10
One by one reveal quotations
– who do words apply to?
Read remainder of
Artemis Fowl pp 257 268.
Why are they vomiting?
Model a presentation on
Uttoxeter.
Lesson 3
NC Level descriptors expectations for S & L.
Group presentations
today.
Lesson 4
Finish presentations if
necessary.
Feedback to all groups –
grades etc.
Read p268 to end.
Opinion. Ending
satisfactory?
(Show Artic Incident &
Eternity Code etc.)
Lesson 1
Lesson 2
HW 30 minutes
reading
Spelling.
Work on presentation for next
lesson.
Feedback from each
group – recap what is
expected.
Oral feedback from each
other (if time).
Written evaluation of
presentation to complete in
draft.
Pierzchalla, Artemis Fowl, 5
Listen to beginnings so
far.
HW
Evaluation of
presentation.
Context questions: chapters 1 & 2
Answer the following questions in full sentences:
1.
What was Nguyen disguised as when Artemis met him in the café? (p 4)
2.
What did Butler do to the pickpocket? (p 8)
3.
How much was Nguyen paid for the information? (p10)
4.
What did Artemis want from the ‘healer’ in the alleyway? (11)
5.
Why was she no longer able to use her magic? (p 11)
6.
How did Artemis trick her into doing what he wanted? (p 12-13)
7.
Where is Fowl Manor? (p14)
8.
How long had Butler been guarding Artemis? (p16)
9.
Artemis is described as ‘a chip off the old block.’(p17) What does this expression mean?
10.
What was Artemis’s goal? (p18)
11.
What is Gnommish? (p19)
12.
Why is Artemis worried about his mother? (p20)
13.
What happened to Artemis Senior? (p29)
14.
Why had Artemis been running the CNN’s web site (news and current affairs) for over a year? (p30)
15.
What did Artemis do best? (p30)
Alphabets
Try to find the Gnommish equivalent to our alphabet using the translation on page 26-27.
Pierzchalla, Artemis Fowl, 6
Context questions: chapter 3
Answer the following questions in full sentences:
1.
How tall was Holly? (p31)
2.
Why had Root been ‘on Holly’s case’ since day one? (p32)
3.
What was one of the advantages of living underground? (p32)
4.
Where did the word ‘leprechaun’ originate from? (p33)
5.
What does Holly eat for her breakfast? (p33)
6.
What was the dwarf, Mulch, doing in the station lobby? (p34)
7.
What was Commander Root’s nickname and why? (p 32)
8.
Why did Commander Root pick on Holly? (p36-7)
9.
Why does Holly think she deserves one more chance? (p38)
10.
What do you learn about trolls from page 39?
11.
Why does Holly lie about ‘running hot’ to Commander Root? (p40)
12.
Why does Foaly wear a tinfoil hat at all times? (p42)
13.
What equipment does Holly take with her when she goes above ground? (p43-4)
14.
Why did Holly’s ancestors not stay above ground and fight it out with the mud people? (p50)
15.
Why does Root say, ‘You’ll spend the next hundred years on drain duty.’? (p54)
16.
How did Holly overcome the troll after she had landed on him? (p57)
17.
What did the sphere do to the people in the restaurant? (p58)
18.
What does Root tell Holly she must do at the end of Chapter 3? (p61-2)
Pierzchalla, Artemis Fowl, 7
Context questions: chapter 4
Answer the following questions in full sentences:
1.
What is the ritual that all fairies must perform? (p65)
2.
When Butler scans down the list of items Artemis wants him to get, which item puzzles Butler and why?
(p66)
3.
What did Holly, and all fairies, love to do? (p67)
4.
Why was Holly sad when she saw the dolphins? (p68)
5.
Where was the most magical place on the planet? (p68)
6.
How long had Artemis and Butler been staked out? (p70)
7.
What did Holly do to protect her elfin ears? (p72)
8.
Why was Holly dumbfounded? (p75)
9.
What is the mesmer? (p75)
10. Where did Butler put Holly after they had tranquilised her? (p77)
Pierzchalla, Artemis Fowl, 8
Context questions: chapters 5 & 6
Answer the following questions in full sentences:
1.
What are the first words Artemis speaks to Holly? (p81)
2.
What does Root see that upsets him when Foaly blows up the screen? (p83)
3.
Why does Root decide to reactivate himself? (p83-4)
4.
What does Foaly mean when he tells Root ‘…we only allow one passenger per pod.’? (p87)
5.
How did Butler create a diversion for Artemis? (p91-3)
6.
What simile is used to describe the way Holly feels when she wakes up? (p97)
7.
Why does Holly try to persuade Juliet to take off her sunglasses? (p99-100)
8.
Why couldn’t Foaly keep track of Root once he gets on the whaling ship? (p104)
9.
Why could a good-sized rat be a real threat to a fairy? (p107)
10. Why does Artemis say he has brought Root to the ship? (p109)
11. What had Artemis not expected about the fairy? (p113)
12. What did his mother’s bedroom used to be? (p115)
13. Who does Angeline think Artemis is? (p116-7)
14. What did Holly want to do to Artemis? (p119)
15. What does Artemis tell Holly he has done to her? (p121)
16. Who is the leader of the Retrieval Squad? (p127)
17. What is Root’s first name? (p127)
18. What is a blue rinse? (p127)
19. What simile is used to compare putting Butler’s head into Holly’s helmet? (p130)
20. What was every little fairy’s dream? (p131-2)
21. Why did Butler have a hood pulled over his eyes? (p135-6)
22. What does Holly ask Juliet to get her to eat? (p142)
23. In the old days how did fairies create a ‘time-stop’? (p145)
24. How long does Root have to sort out the mess? (p148)
25. What does Foaly give Root to take with him when he meets Artemis? (p149-50)
26. What is Artemis’s one demand? (p155)
27. What are his last words to Root before he leaves? (p156)
Pierzchalla, Artemis Fowl, 9
Answers
1.
I don’t suppose you would consider peaceful surrender
2.
a hypodermic dart
3.
He is the best – he has more successful recons under his belt than any officer in history
4.
Root has a fat stomach so Foaly is being sarcastic
5.
He provoked a fight with the dockers
6.
felt as though a sucker slug was drawing her brain out through her earhole
7.
she wants to use the mesmer on her
8.
the boat has a high lead content so they can’t penetrate it
9.
rats are one of the few breeds that can see through a fairy shield
10.
for a demonstration of his utter commitment to his goals
11.
hadn’t expected the fairy to appear so human
12.
used to be his parents’ lounge
13.
his grandfather
14.
incapacitate him with her elbow and use his hide for leverage
15.
that he has used a truth serum and extracted all the fairy secrets from her
16.
Lieutenant Cudgeon
17.
Julius
18.
a biological bomb which destroyed only living tissue
19.
trying to fit a potato into a thimble
20.
that one day he would grow up to don the uniform of the Retrieval commandos
21.
so the fairies wouldn’t see goggles
22.
fruit or vegetables (dolphin is a joke)
23.
5 elfin warlocks would form a pentagram around the target and spread a magic shield over it
24.
less than 8 hours
25.
a finger which contains a pressurized dart and an iris-cam
26.
one tonne of twenty-four-carat gold in small unmarked ingots
27.
None of your race has permission to enter here while I’m alive
Pierzchalla, Artemis Fowl, 10
Similes: chapter 8
A simile says something is like something else.
It is a comparison using the words ‘like’ or ‘as’
Eg ‘as cold as ice’ or ‘Jack’s bedroom is like a rubbish tip.’
Writers use simile to paint a picture in your mind of what they want you to see. In this section of
‘Artemis Fowl’ Eoin Colfer has used simile several times.
He held on like a rodeo rider.
(It didn’t seem right) like a diamond in a Lucky Bag.
Slicing through his Kevlar reinforced jacket like a razor through rice paper.
Invent some similes of your own. Try to make them original.
The snow was as white as………………………………..
I felt as happy as …………………………………………
Inside the dog’s mouth was like ………………………………
I ran like …………………………………………………
The cat was as dead as …………………………………..
The moon looked like …………………………………………
He was as old as …………………………………………
Pierzchalla, Artemis Fowl, 11
Vocabulary
The vocabulary in Artemis Fowl is challenging in places. Use a dictionary to find the meanings of the
following words.
Write down the definition and then a sentence which includes the word and shows you know what it means.
1.
prodigy
2.
adolescent
3.
garotte
4.
cosh
5.
anticipation
6.
furtive
7.
aversion
8.
vial
9.
amnesiac
10.
immerse
11.
acquisition
12.
exploit
13.
physician
14.
intricate
15.
pivotal
16.
improvise
17.
destitute
18.
counterpart
19.
genealogy
20.
stereotype
Pierzchalla, Artemis Fowl, 12
Homophones
Homophones are words which sound the same, but they are spelt differently and they mean different
things.
For each pair of words below, write a sentence using both words which shows you know the difference
between them.
1.
by
buy
2.
meet
meat
3.
our
hour
4.
right
write
5.
new
knew
6.
here
hear
7.
allowed
aloud
8.
buoy
boy
9.
grate
great
10.
holy
wholly
11.
fowl
foul
Pierzchalla, Artemis Fowl, 13
Complex sentences
A simple sentence can be expanded by inserting a subordinate clause.
A subordinate clause gives extra information but does not make sense on its own. A subordinate clause
can be inserted at the beginning, in the middle or at the end of the sentence.
Eg Liam ran down the road
could become
Waving madly, Liam ran down the road.
or
Liam ran down the road because he was being chased by a dog.
or
Liam, a scared and frightened boy, ran down the road.
Notice how commas are used to cordon off the subordinate clause.
Make the following simple sentences into complex sentences by adding a subordinate clause either at the
beginning, middle or end of the sentence. Don’t forget to use commas appropriately.
1.
The bag was heavy.
2.
Jamie ran down the stairs.
3.
Sarah did not like watching ‘The News’.
4.
The library was closed.
5.
Artemis was a criminal mastermind.
6.
Holly enjoyed her job.
7.
The car was new.
8.
Jack was obsessed with football.
9.
Mrs Pierzchalla loved to eat chocolate.
10.
Aaron enjoys homework.
Words which may be helpful:
because
until
as
before
who
that
whose
which
where
when
since
whenever
after
although
unless
even though
Pierzchalla, Artemis Fowl, 14
Different types of fairies
What have you learned about the different types of fairies so far?
Make a chart like the one below and fill in as much as you can.
Page references have been given to assist. (up to the end of chapter 7)
Name
Example
& page refs
ELF
Holly & Root
31-2,
67,
72,
142
TROLL
In restaurant
39,
43,
53,
55-7
CENTAUR
Foaly
42,
45,
84
DWARF
Mulch
161-67, 169,
172-3,
175-6,
178,
193
GOBLIN
In cell with Mulch
163-67
Looks
Pierzchalla, Artemis Fowl, 15
Likes & dislikes
Any other info –
extra powers etc
Fairies & fairy magic
What do we know about fairies and fairy magic in general
Draw a table like the one below and use the following page references to help.
(Pages 11-12, 18-19, 52-4, 58, 65-8, 84, 99, 101, 124, 127, 131, 144)
Page ref
Quotation
What do we learn?
11-12
‘…alcohol addiction had melted her skin
…’
‘… rice wine has dulled your senses…’
‘…even fairies tethered to the human realm
can survive the ages..’
1. Alcohol melts skin and dulls senses
2. Fairies live for centuries
18-19
52-4
58
65-8
84
99
101
124
127
131
144
Pierzchalla, Artemis Fowl, 16
Mud people
What do fairies think of Mud People?
Draw a table like the one below and use the following page references to help
(Pages 50, 53, 55, 68, 105, 120, 125, 128)
Page ref
Quotation
What does it mean?
50
‘…Mud people bred like rodents.’
‘The Mud People destroyed everything
they came into contact with.’
‘Imagine going to the toilet inside your
own house…’
‘…Mud People had even managed to botch
that up…’
1.
2.
3.
4.
53
55
68
105
120
125
128
Pierzchalla, Artemis Fowl, 17
Comparing humans to rats
Destructive
Disgusting – unhygienic
Stupid – treating sewage.
Pictures of trolls
Pierzchalla, Artemis Fowl, 18
Root’s diary
Imagine you are Commander Root at this point in the story. You are going to write his diary.
Remember: a diary is a recount of what has happened so much of it will be in the past tense (and first person.)
Things to include:
What has happened recently? (Holly coming into your Recon Squad, the troll incident, the whaler exploding
etc)
How are you feeling about things?
What are you going to do?
You can start off as follows:
Date (make it up)
Dear Diary,
The last few weeks have been terrible. Ever since Holly Short joined my team, it’s been
one problem after another.
Don’t forget to organise your writing into paragraphs and use punctuation correctly.
Pierzchalla, Artemis Fowl, 19
Artemis Fowl
Eoin Colfer, Viking, 0-67089-962-3
For some, Artemis Fowl is Ireland’s equivalent of Harry Potter. For
others, it is more like a video game than a book, with its preference
for snappy dialogue rather than characterisation and peppered as it
is with up-to-date references to the Internet, digital technology,
gratuitous violence and martial arts.
Nevertheless, the target audience seems to like the fact that Artemis
Fowl, one of the Mud People (Colfer’s answer to Muggles), is a
12-year-old criminal mastermind. Fowl pits his wits against the
Leprecon (Lower Elements Police Reconnaissance) to steal fairy
gold and restore the family fortune. Enter Captain Holly Short, a
tough female elf who packs fairy hardware and is taken hostage in
the Fowls’ Manor, set in North County Dublin ...
‘I was born in Wexford, a large town on Ireland’s south east coast
in 1965. I arrived on this earth a year after my brother Paul, and
was later followed by Eamon, Donal and Niall. Dad retired as an
elementary school teacher about eight years ago but remains an
historian and artist of note. Mam was obviously a very busy
mother but also was and still is an excellent drama teacher. Being
one of five brothers was usually great as you always had
company, sometimes it wasn't so great as you always....had
company. Seriously though there was never a shortage of things
to do and places to go.
All of us went to the primary school where Dad taught, and it was
in Wexford CBS that I first developed my interest in writing and
began my habit of writing my own stories. At the time I used to
accompany my literary efforts with my own illustrations. I was
a one man production line.
My friends however were not too impressed with my work. You
see in my first ‘opus’ which was based on the Viking stories we
were doing in history, I had made sure to include all my friends
in some part of the story...with myself...of course as the dashing
hero. Their feeling of importance at being characters in a story
waned in the final chapter where in the climactic battle scene
they were all slaughtered with only one survivor...who just
happened to be ... me ... well I did write the book.
In 1986 I qualified as a Primary teacher and returned to work in
Wexford. Though working by day I never lost my love of writing
and illustrating and rarely a day passed when I didn't put pen to
paper in some form or other. I also got involved in the local
amateur drama group and the Wexford Light Opera Society.
Most of my former pupils will attest to my love of Irish history
and in particular the traditional magical Irish legends. For my
next book I decided to put a 20th century slant on these millennia
old myths and legends. My next move proved to be one of the
best moves I have made as a writer when I decided to send my
manuscript to a literary agent named Sophie Hicks.
For further information, please see
http://journals.aol.co.uk/kha200/Ireland in Schools
or contact:
Professor Patrick Buckland, Chairman, ‘Ireland in Schools’
19 Woodlands Road, Liverpool, L17 0AJ
Tel: 0151 727 6817; email: [email protected]
She immediately liked the book and Sophie oversaw the
publication of Artemis Fowl in hardback in 2001 and in
paperback on ‘Fowl Friday’ 8th March 2002. Miramax
Films\Tribeca Productions have optioned the rights for the film
version and are currently working on the project which I hope
will be filmed in Ireland.
Following the success of Artemis Fowl, I was able to resign from
teaching and concentrate fully on writing and more Artemis Fowl
stories.’