Fairies, Felonies, and the
Fowls
A TUP on Artemis Fowl
This is a comprehensive, all inclusive guide to teaching a
two-week unit of the novel, Artemis Fowl, by Eoin Colfer.
Safrianna DeGroat
5/9/2011
Contents
Introduction to "Fairies, Felonies, and the Fowls" ................................................................... 4
Lesson 1 : Judging a Book by Its Cover: Fairies, Felonies, and the Fowls .............................. 9
PowerPoint 1 ......................................................................................................................... 12
PowerPoint2 .......................................................................................................................... 13
Artemis Fowl Character Traits Sheet .................................................................................... 14
Lesson 2: Mystical Ireland: Fairies, Felonies, and the Fowls.................................................. 15
Lesson 2 PowerPoint Slides (Pg. 1) ...................................................................................... 19
Lesson 2 PowerPoint Slides (Pg. 2) ...................................................................................... 20
KWL Worksheet ................................................................................................................... 21
Eoin Colfer Webpage ............................................................................................................ 22
Ireland Webpage ................................................................................................................... 23
Fairies Webpage.................................................................................................................... 24
Holly Short Character Worksheet ......................................................................................... 25
Lesson 3: Holly vs. Artemis: Fairies, Felonies, and the Fowls ................................................ 26
Lesson 3 PowerPoint Slides .................................................................................................. 29
Lesson 4: The Root of All Problems: Fairies, Felonies, and the Fowls ................................. 30
Lesson 4 PowerPoint Slides (Pg. 1) ...................................................................................... 33
Lesson 4 PowerPoint Slides (Pg. 2) ...................................................................................... 34
Lesson 5: Good vs. Evil: Fairies, Felonies, and the Fowls ....................................................... 35
Lesson 5 PowerPoint Slides .................................................................................................. 38
Character and Theme Worksheet .......................................................................................... 39
Lesson 6: Grime and Greed: Fairies, Felonies, and the Fowls............................................... 40
Lesson 6 PowerPoint Slides (Pg. 1) ...................................................................................... 42
Lesson 4 PowerPoint Slides (Pg. 2) ...................................................................................... 43
Character Comparison Worksheet ........................................................................................ 44
Text-to-Self Worksheet ......................................................................................................... 45
Lesson 7: Catching a Criminal with Teamwork & Trolls: Fairies, Felonies, and the Fowls 46
Lesson 7 PowerPoint Slides .................................................................................................. 48
Wanted Poster Assignment ................................................................................................... 49
Paper Topics Sheet ................................................................................................................ 50
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Paper Rubric.......................................................................................................................... 51
Lesson 8: It All Comes to an End (Or Does it?): Fairies, Felonies, and the Fowls ............. 52
Lesson 8 PowerPoint Slides (Pg. 1) ...................................................................................... 55
Lesson 8 PowerPoint Slides (Pg. 2) ...................................................................................... 56
Lesson 9: Critical Thinking: Fairies, Felonies, and the Fowls ............................................... 56
Lesson 9 PowerPoint Slides .................................................................................................. 58
Plot Organizer ....................................................................................................................... 59
Inspiration Outline Comparison Example ............................................................................ 60
Inspiration Outline Genre Example ...................................................................................... 61
Inspiration Outline History Example .................................................................................... 62
Lesson 10: Finishing Touches: Fairies, Felonies, and the Fowls ........................................... 63
References ..................................................................................................................................... 66
Artemis Fowl ........................................................................................................................ 66
Eoin Colfer Resources .......................................................................................................... 66
A Critical Analysis ................................................................................................................ 66
Artemis Fowl Vocabulary ..................................................................................................... 67
State Curriculum ................................................................................................................... 67
3
Introduction to "Fairies, Felonies, and the Fowls"
My imagined classroom for this unit is a group of thirty seventh graders at
Margaret Brent Middle School in St. Mary's County Maryland. The majority of the
students come from working class families, with parents who did not attend college, but
are proficient in the English language. The racial makeup is fairly heterogeneous. Of the
thirty students, twenty are Caucasian, six are African American, three are Latino, and one
is Asian-American. It is a Certificate-of-Merit (CM) class, which is the level between
standard and Honors, so, most of the students are achieving at an on-level reading ability.
Since they are CM students, they have been exposed to narratives before, which gives me
the fortunate effect of not needing to take a lot of time focusing on narrative structure.
The classroom atmosphere overall is like a well-knit community, where students are used
to sharing and working in small groups. I frequently have students work in small groups,
individually, and through whole class discussion to make predictions and continually
check their understanding of texts.
Midway through the year, I decide to depart from the standard curriculum to look
at a text that should be compelling for its one-of-a-kind characters and captivating
settings. Despite being a "fantasy" novel, I believe the text I have chosen has a lot of
literary value. Artemis Fowl is certainly a fun book, leading some to believe that it is not
appropriate for the classroom. I have had peers pose the statement that, "It seems more
like leisurely reading than an educational text." Why do they claim this? If we can find
value in stories like Alice in Wonderland, Harry Potter, and The Hobbit, then surely Artemis
Fowl can have just as much worth. This text is one that explores two extremely powerful
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themes, in an entirely new way - the themes of greed and good vs. evil. But, this novel
does it in an appealing new way. Normally, the "other" type character is the evil force,
and in cases of greed, we see individual men or entire systems that are corrupt and
seeking riches. In Artemis Fowl, it is the twelve-year old human boy who is the "evil" figure
consumed with greed. The "others" or "outsiders," in this case the fairies, are actually
seen as the benevolent beings with the best intentions in mind.
Artemis Fowl is a twelve-year old boy who is already tangled up in criminal affairs,
like his father before him. His father has gone missing, so he concocts a plot to capture a
fairy, which will hopefully allow him to get his greedy hands on fairy gold. With these
riches, he hopes to restore his families empire, since he now considers himself the man of
the house. Although Artemis is a genius, he does not quite realize the cunning and level
of technology the fairies possess. Thus, he finds himself up against a set of formidable
foes when his plot is underway.
What does this novel mean for educational purposes? It means we have a text that
presents an entirely new perspective for our students to look through. I think it will be
very engaging for students to imagine this whole other society centered under our own,
one that monitors our actions and critiques our approaches to the world. Since the
culture presented in the novel is entirely different from our own, and the author comes
from a different background, I think this is a fascinating piece to look at in the context of
multicultural literature, with unique educational implications.
I hope to focus on three major "lenses" when reading this story:
historical/mythological, psychological, and structural. I want students to look at the book
and come away with several different perspectives on the content. The historical and
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mythological will be presented first, with a look on the background of Eoin Colfer,
Ireland, and fairies. Although it will be a brief overview, my hope is that it will frontload
some needed cultural knowledge, as well as inspire those of my students who are not
huge literature fans, to see it as something within the context of history and/or cultural
folklore. The psychological aspects will be ongoing, since I will be focusing on the themes
of greed and good vs. evil, and comparing and contrasting Artemis and Holly, the two
main characters, in great detail. Students will be encouraged to pay special attention to
how the two characters develop through the story, and if they have changed at all by the
end. Additionally, early on I will be introducing genre definitions to try and get the
students thinking about exactly what type of book this is - I consider it to be a hybrid - and
how that creates meaning.
Throughout the unit, I will be focusing on difficult vocabulary found within the
text. This will help not only my native-English speakers strengthen their vocabulary, but
will assist ELLs in understanding vocabulary on multiple levels. Since they will be more
likely to be exposed to new words, the definitions should help them create a stronger
lexicon, not just from the higher level words, but the words found in the explanations of
terms as well. I will be certain to assist ELLs especially in terms with vocabulary they do
not understand. The idea is for students to read their sections for homework every night
and then find clarity on any words they were likely to be unfamiliar with the following day
during the vocabulary segment of class, which comes directly after the warm-up.
The unit begins with an analysis of the cover of the book, along with the prologue
and the summary blurb. I will be using each in a scaffolding approach, posing questions
to engage students in predicting what the story is about. After that, we will learn more
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about the cultural background of the author in hopes that the students will be able to
make some connections about the real world basis of the book and what may have
inspired Eoin Colfer to write a novel such as this. That will introduce the historical and
mythological lenses. I will then have a very small mini-lesson on genre, getting students to
think of what genre this story is. The rest of the unit focuses primarily on the characters
and themes themselves, which will lead up to a final summative assessment.
The final assessment will be a 3-4 page essay on one of the topics the student has
decided to focus on. As I am a huge proponent of learning through choice in the
classroom, I will have several different focuses that will appeal to students. Students can
write a comparative essay of Holly and Artemis, where students will have to pose a
statement of similarity and difference between then through the lens of either greed or
good vs. evil. Given that the characters are so starkly different, I think it will be a
particular challenge for students. They could also look at the historical/mythical accuracy
of the pieces Eoin Colfer presents in the novel, which might be of more interest for
students that like history/social studies. Another possibility would be to write a paper to
explain whether this novel is science fiction, fantasy, or a combination of both these
genres, for those who like to look at the text structure closely. All of these things are ideas
I hope the students will take away from the book: how a work fits into genre; how
characters work together; and, how history and mythology plays in to the writing of a
work such as this.
This unit consists of ten lessons in total, each focusing on a different topic. All
lessons are interrelated to the characters, themes, and lenses I have discussed,
progressing by means of chapter readings to be completed each night. Every lesson is
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about 45 minutes long, although I may have to extend certain lessons to the beginning of
each class, or assign homework aside from general reading, if certain activities are not
completed. All the lessons focus on a piece of the book that was read for homework the
night before, except the final two lessons which will look at the work as a whole, and
prepare students to start on their paper.
Without further ado, I present the content of "Fairies, Felonies, and the Fowls."
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Lesson 1 : Judging a Book by Its Cover: Fairies, Felonies, and the Fowls
Lesson by Safrianna DeGroat
7 Grade On-Level English Language Arts
Approximate Time: 45 Minutes
th
Content Standards
4.7. d. Synthesize information from two or more sources to fulfill a self-selected or given
purpose.
1.2. Use strategies to prepare for reading.
Language & Literacy Objectives
Students will preview the novel by analyzing the front cover, prologue, and back cover of
the novel in a scaffolded approached. Using these contextual clues, students will form
predictions about the novel in order to foster anticipation.
Vocabulary
Prediction, fairy, bamboozles, gibbering, prodigy, villainous, devise, fantasy
Materials & Resources
Class journals
PowerPoint (LP1. PP)
Artemis Fowl Character Traits Sheet (LP1. WS1)
Class set of Artemis Fowl by Eoin Colfer
Lesson Content
Warm-Up (3 minutes)
Students will have time to answer the following in their journals: Have you ever judged a book
by its cover before? If so, what boo and what judgments did you come to? If you’ve never
judged a book by its cover before, why not?
Vocabulary (3 minutes)
Bamboozles - to perplex; mystify.
Gibbering - to speak inarticulately or meaninglessly.
Prodigy - a person, especially a child or young person, having extraordinary talent or
ability: a musical prodigy.
Villainous – having a cruel, wicked, malicious nature or character, or, of, pertaining to,
or befitting a villain: villainous treachery.
Devise – to contrive, plan, or elaborate; invent from existing principles or ideas: to devise
a method.
Activities
Handing Out Book / Introduction (Approx. 2 minutes): Today we’re going to be starting
our unit on Artemis Fowl, which I think is a fantastic book. But, rather than tell you what
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it is about, we’re going to figure it out ourselves using nothing more than the cover and
the prologue. So, prepare to use context clues! Now, no cheating! I’m going to hand out
the book, but I don’t want you to look at the inside yet, or read the back cover. Please,
only look at the front cover of the book!
Whole class discussion (5- 10 minutes): Look at the front cover of the novel. What can
you tell about: the genre; the setting. Why do you think the front cover is shiny? How
does it make you feel? Why do you think there are symbols on the cover? What do you
think they are for? Does it remind you of any other Language? Can you predict what the
story might be about?
Reading Activity (5 minutes): I will now read the prologue aloud. Please follow along in
your books.
Small Group Discussion (5 minutes): At your table/with a few people around you, discuss
what this prologue seems to suggest about Artemis Fowl’s character. Does this give you
any more clues as to what the book is about? How, if at all, does the prologue seem to
connect with the cover? Use examples from the text to support your points.
Share Out (3 minutes): What did you guys think? Did you come to any conclusions about
Artemis so far?
Whole class discussion (5-10 minutes): Let’s read the back cover of the book and think
about it in terms with the prologue. What does it now seem to suggest about: the plot; the
main character; other characters in the story.
Closure
Writing Activity/Exit Slip (Remaining time): In your journal, briefly answer the following
question:
What does this statement seem to suggest given what you know now?
“A plan that could topple civilizations and plunge the planet into a cross-species
war.”
Homework
Please re-read the prologue, then read Chapter 1 & 2 of Artemis Fowl tonight. Pay
particular attention to words, actions, or other descriptors that suggest character traits of
each character you meet. It is highly encouraged that you book mark these, or write the
examples down as you go. You can use this graphic organizer to help you. You do not
have to fill this all out right away. You'll be working on it as you get deeper into the novel.
So for tonight, just try and write down 1 trait and 1 action.
Assessment
Assessment will be based on the amount of classroom discussion, participation, and
writing in journals as an exit slip.
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Adaptations
I will make suggestions when students are unable to come to a determination; for
example, students might need refreshment on what genre is, so I would throw out a few
genres for them. I will walk around during discussions and see if any students need
additional help. I will also frontload the vocabulary at the start of class.
Extensions
I would pose additional questions for students that can think more deeply about the
material. I would also ask these students to help less achieving students figure out what
information is relevant.
__________________________________________________________________
Lesson Rationale & Strategies: This lesson is meant to be a fun introduction to Artemis
Fowl in a non-standard way. In the English classroom, it seems somewhat rare anymore
that we use multimodal forms of understanding a text. By analyzing the visual aspects of
the cover, I hope to engage students in a different way. I also hope this will give ELL
students an opportunity to do something than just dig into a text. I hope this will enforce
a sort of descriptive discourse, and help them make connections between text and
images.
By adding each piece on to the overall text, first the cover, then the prologue,
then the blurb on the back, my idea is to scaffold and have them experience what it is like
to make predictions as we gain more information.
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PowerPoint 1
12
PowerPoint2
13
Artemis Fowl Character Traits Sheet
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Lesson 2: Mystical Ireland: Fairies, Felonies, and the Fowls
Lesson by Safrianna DeGroat
7 Grade On-Level English Language Arts
Approximate Time: 45 Minutes
th
Content Standards
3.3.a.Distinguish among types of grade-appropriate narrative (folklore, realistic fiction,
science fiction, fantasy).
4.7.Locate, retrieve, and use information from various sources to accomplish a purpose;
d. Synthesize information from two or more sources to fulfill a self-selected or given
purpose.
2.1. Apply comprehension skills by selecting, reading, and interpreting a variety of print
and non-print informational texts, including electronic media.
Language & Literacy Objectives
Students will examine informational texts and media related to Ireland, Irish folklore,
and the author, Eoin Colfer, in order to consider the setting of Artemis Fowl. Students will
watch a short introduction to the geography, culture, and people of Ireland to help
shape their view on the setting of the novel. In small groups, they will examine and
discuss elements of Faerie folklore native to Ireland. As a whole class, discussion will be
facilitated in order to make prediction as to how the setting affects the text, and why it is
necessary for the novel to be set in Ireland.
Vocabulary
Culture, nation, country, fairy, setting, folklore, realistic fiction, science fiction, fantasy
Materials & Resources
Class Journals
PowerPoint (LP2. PP)
KWL Worksheet (LP2.WS1)
Video on Ireland: http://www.youtube.com/watch?v=htyHUX7Wg9U
Webpage on Ireland: http://kids.nationalgeographic.com/kids/places/find/ireland/
(LP2. WP1)
Webpage on Eoin Colfer: http://eoincolfer.com/about/ (LP2. WP2)
Webpage on Fairies: http://artemisfowl.fangathering.com/fowl-planet/species/ (LP2.
WP3)
Holly Short Character Worksheet (LP2. WS2)
Books on Irish Fairies (Such as, The Field Guide to Irish Fairies)
Class set of Artemis Fowl by Eoin Colfer
Lesson Content
Warm-Up (3-5 minutes)
15
Pictures of Ireland, fairies, and Eoin Colfer will be displayed on the overhead, with the following: Fill
out the KWL chart, for the K and W part: What do you know about Ireland? What do you
know about Fairies? What do you know about Eoin Colfer?
Vocabulary
Eminent - Of high rank, station, or quality; standing above others in character or
attainment or reputation, noteworthy, distinguished, famous
Fraudulent - Engaging in fraud; dishonest, crooked, deceitful, cheating
Activities
Refresher (2 minutes): Can someone summarize chapters 1 and 2 for me?
Lecture (Approx. 7 minutes): Today we’re going to be starting our unit on Artemis Fowl,
which I think is a fantastic book. As we've figured out by now, it's about a young boy who
is considered one of the greatest criminal masterminds the world has ever known. His
father, Artemis Fowl senior, committed many villainous acts, and Artemis plans to follow
in his footsteps. We are going to spend today frontloading some background that I hope
you all will find interesting, and hopefully we'll have some time to talk about the book.
First, it is important to know that Artemis Fowl is a fictional novel, with elements of both
fantasy and science fiction. It is not what we would call realistic fiction, because it
contains many elements of the supernatural and advanced technology.
Definitions of folklore, realistic fiction, science fiction, fantasy are given on Power Point.
Artemis lives in Dublin, Ireland, so, we’re going to watch a short clip about Ireland. Its
advised to jot down facts on the KWL if you see something interesting.
3 minute clip is played
Whole class discussion (3 minutes): Please take relevant notes on your worksheet. What
did you guys think about what you saw? What does it say about their culture? Is it
different from here?
Small Groups / Reading Activity (20 minutes): The class will be divided into three groups;
Ireland, Eoin Colfer, and Fairies.I’ve brought in some books on Irish fairies and found some
web pages for you guys too look at. [Note: If the classroom does not have computers, I will
attempt to either take a computer lab trip for this, OR, have print outs of the information that would
otherwise be on the websites.] I’m going to divide you into groups, and then you’ll read about
your topic. Your job is to come up with at least three facts about your topic which you will
16
share with the class. I suggest dividing tasks up amongst your larger group. Write your
facts down on your worksheet.
Closure
Share Out / Whole Class Discussion (Remaining time): Each group will share their facts that
they found. Students will write down at least one fact in the Learned portion of their KWL for each
topic.
How does the combination of Ireland and these Fairies set up your idea of the story?
Does Eoin Colfer's background make sense in context of him writing this story? Does
knowing this information make you more or less interested in reading the book? Do you
think we could achieve this same type of story here in the US? Do we have folklore like
this?
Homework
Please read Chapter 3 of Artemis Fowl tonight. Be prepared to discuss the first three
chapters in class tomorrow. You're now going to start a character worksheet for Holly.
Again, don't try and fill this out right away, just get one trait and one example. You'll
keep working on it as you read.
Assessment
Assessment will be based on the amount of classroom discussion, depth of facts shared,
and worksheet completion.
Adaptations
I will use purposeful grouping for those needing additional reading assistance, pairing
higher achieving readers with lower achieving readers. For those who might need
additional help during the research/reading part, I will encourage peer aid.
Furthermore, struggling learners may not be expected to provide quite so many examples
on their KWL sheets.
Extensions
I would pose additional questions for students that can think more deeply about the
material. I would also ask these students to help less achieving students figure out what
information is relevant.
__________________________________________________________________
Lesson Rationale & Strategies: This lesson is meant to give students a more culturally
aware sense of the book and the author. Since Colfer is from a different culture, his
writing style is a little different than the average American author, so I think it's
important to show students that Colfer is coming from a different place. Some students
likely know nothing about Ireland, or fairies, so, having all three in this lesson to
frontload some background is my way to help foster a better sense of the book's roots.
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For ELLs, the use of the KWL to take notes will aid in their organizational skills,
helping them really connect their knowledge with what they are learning. This will be
something they can refer to. I am also making strides to have multimodal literacy present
in this lesson with the use of web, books, video, and so on. I hope this will make it more
engaging for students. For ELLs, the video, which lacks words, will hopefully give them an
opportunity to critically think simply about visuals and what they mean.
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Lesson 2 PowerPoint Slides (Pg. 1)
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Lesson 2 PowerPoint Slides (Pg. 2)
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KWL Worksheet
21
Eoin Colfer Webpage
22
Ireland Webpage
23
Fairies Webpage
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Holly Short Character Worksheet
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Lesson 3: Holly vs. Artemis: Fairies, Felonies, and the Fowls
Lesson by Safrianna DeGroat
7 Grade On-Level English Language Arts
Approximate Time: 45 Minutes
th
Content Standards
2.1. Apply comprehension skills by selecting, reading, and interpreting a variety of print
and non-print informational texts, including electronic media.
3.3.d. Analyze characterization: Character's traits based on what character says, does, and
thinks and what other characters or the narrator says.
1.C. FLUENCY *: Students will read orally with accuracy and expression at a rate that
sounds like speech.
Language & Literacy Objectives
Students will begin to compare and contrast Holly and Artemis based on their
personalities early in the book. We will then do a read aloud of Chapter 4 together
Vocabulary
Abduction, catastrophic
Materials & Resources
Class journals
Worksheets on Holly and Artemis (Already provided in Lessons 1 and 2)
PowerPoint (LP3. PP.)
Class set of Artemis Fowl by Eoin Colfer
Lesson Content
Warm-Up (3 minutes)
Students will have time to answer the following in their journals: Have you ever judged a book
by its cover before? If so, what boo and what judgments did you come to? If you’ve never
judged a book by its cover before, why not?
Vocabulary (3 minutes)
Abduction - To carry off by force; kidnap.
Catastrophic - unfavorable, unlucky, disastrous, unfortunate, detrimental
Activities
Refresher (2 minutes): Can anyone summarize chapter 3 for me?
Small Groups (5-7 minutes): I'd like you to work together and discuss the evidence you've
found so far for your character traits. See what other people around you think about
Holly and Artemis so far.
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Whole class discussion (5 minutes): So, what do you guys make of Holly and Artemis so
far? What do you think is going to happen next?
Reading Activity, Read Aloud (15-20 minutes): Now we're going to read Chapter 4
together, and see what happens. (I will have students volunteer to read in turns, and
pause for questions.)
During reading questions I will pose:
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 tranquilized her? (p77)
Closure
Writing Activity/Exit Slip (Remaining time): In your journal, briefly answer the following
question:
Given the events that just unfolded, is Artemis Fowl a villain or a hero? What about Holly?
Homework
Please read Chapter 5 tonight. Pay particular attention to Commander Root's personality.
You don't need to take any notes, but you might want to bookmark or note things you
find interesting.
Assessment
Assessment will be based on the amount of classroom discussion, participation, and
writing in journals as an exit slip.
Adaptations
Vocabulary will be frontloaded at the beginning of class. I will help point out particular
page numbers/paragraphs where answers to questions can be found, as necessary,
though the point of asking them in the middle of the reading is to ensure that all
students are on the same page.
27
Extensions
I would pose additional questions for students that can think more deeply about the
material. For those who are high achieving, I would bounce more discussion questions
back and forth with them.
__________________________________________________________________
Lesson Rationale & Strategies: This lesson is intended to get students thinking about the
psychological profiles of the characters in a non-stressful way (as in, not in an essay).
They will be continuing their graphic organizers as we go along. I also wanted to do the
read aloud to really get my students involved with the text. Pausing for questions forces
the students to pay attention to the content of the story, and gives me a great way to assess
their understanding as we go along.
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Lesson 3 PowerPoint Slides
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Lesson 4: The Root of All Problems: Fairies, Felonies, and the Fowls
Lesson by Safrianna DeGroat
7 Grade On-Level English Language Arts
Approximate Time: 45 Minutes
th
Content Standards
4.7. Compose texts using the prewriting and drafting strategies of effective writers and
speakers
2.1. Apply comprehension skills by selecting, reading, and interpreting of print text.
3.3. Analyze details that provide information about the setting, the mood created by the setting,
and ways in which the setting affects characters
Language & Literacy Objectives
Students will write a journal entry from Commander Root's perspective as a writing
exercise, highlighting Holly and Artemis's character traits. Students will also discuss how
the setting affects the story at this point in the novel, now that they have had enough time
to get a feel for the different races.
Vocabulary
Rookie, Civilians
Materials & Resources
Class journals
PowerPoint (LP4. PP)
Class set of Artemis Fowl by Eoin Colfer
Lesson Content
Warm-Up (5 minutes)
Reading Activity: Refresher, Students will have 5 minutes to look through the chapter and jot down
notes: Take 5 minutes to look through the chapter again, re-read parts, and pull out some
traits that you would use to describe Root.
Vocabulary (3 minutes)
rookie - An untrained or inexperienced trainee, as in the army or police; beginner;
newcomer
civilians - A person who is not an active member of the military or police.
Activities
Whole Class Discussion (5 minutes): Why do the negotiations between Artemis and
Commander Root fail? What could Root have done different? How does Root respond
differently to Artemis than Holly has? Why?
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Lecture (1-3 minutes, depending on student comments/questions): It's very important to
consider some things from this chapter. The first is that violence has consequences.
People get hurt. Also, having prejudices and using hostile language can make bad
situations worse. This makes me think about the question from the other day. Is Artemis a
villain? Well, he's putting people in situations where they can get hurt. Still, we can see
that Artemis feels some guilt when he has really hurt someone. With these things in
mind, I want you to seriously consider what is going through Root's mind at a time like
this. From what we've learned about the fairies so far, they have rules that are simply too
sacred to them to break. Sometimes they make poor decisions, but they try to stick by
their ideals.
Writing Activity *Summative Assessment* (12-17 minutes): Write a journal entry as if you
were Commander Root, commenting on how you felt during the events of Chapter 5.
You can use the evidence you pulled during your warm up to make it more authentically
like Root. You will receive credit for this assignment.
Share Out (5 minutes): I'd love some volunteers to share their journal entries! Then I will
collect them.
Closure
Share Out / Whole Class Discussion (Remaining time): Now that we've gotten far enough
into the book to really see what the setting is like and the differences between the two
societies, I'm curious to hear how you think the setting effects the story. Could this story
be put in any other setting? Could it function in a different way without the fairies? My
hope is that they'd make a connection to good vs. evil and greed in order to link it to the next lesson,
which will focus on good vs. evil.
Homework
Please read Chapter 6 tonight. Keep working on your character trait worksheets. I want
you to start thinking about themes at this point, and be ready to talk about them
tomorrow.
Assessment
Assessment will be based on the amount of classroom discussion and their journal entries
as Root (which they will receive a grade for).
Adaptations
Since this is a primarily individual activity, I will offer assistance to those that need help
writing, by answering questions, providing ideas, and pointing out useful passages in the
book.
31
Extensions
Students that are particularly ambitious in writing could go beyond the content of this
chapter to imagine what Root would write about/think about situations/characters.
__________________________________________________________________
Lesson Rationale & Strategies: Thus far, I have not really had students do any super in
depth writing, so I wanted to have a break from heavy discussion and group activities to
do some creative writing. This lesson focuses on Root and his perspective on the story.
This will help me branch into themes on the following day, because Root is a good
anchor point to look at Good. vs. Evil, and Chapter 5 was particularly pertinent to the
theme of greed.
32
Lesson 4 PowerPoint Slides (Pg. 1)
33
Lesson 4 PowerPoint Slides (Pg. 2)
34
Lesson 5: Good vs. Evil: Fairies, Felonies, and the Fowls
Lesson by Safrianna DeGroat
7 Grade On-Level English Language Arts
Approximate Time: 45 Minutes
th
Content Standards
2.1. Apply comprehension skills by selecting, reading, and interpreting of print text.
3.5.a. Analyze main ideas and universal themes
3.1.3. Analyze elements of narrative texts to facilitate understanding and interpretation.
Language & Literacy Objectives
Students will analyze how Artemis Fowl breaks normal conventions of narrative text.
Students will discuss the theme of Good vs. Evil in Artemis Fowl and make connections to
their own lives. They will discuss what makes a hero vs. a villain and how these characters
fit into those roles.
Vocabulary
Theme, siege, detonate
Materials & Resources
Class journals
PowerPoint (LP5. PP)
Character and Theme Worksheet (LP5. WS1)
Class set of Artemis Fowl by Eoin Colfer
Lesson Content
Warm-Up (5 minutes)
Students will have 5 minutes to look through the book and write down ideas for themes: Last night I
asked you to think about themes. Take a few minutes now and write down any themes
you thought of, and if you can pull out some examples from the text.
Vocabulary (3 minutes)
siege - The surrounding and blockading of a city, town, or fortress by an army attempting
to capture it.
detonate - To explode or cause to explode; blow up; set off; ignite; spark off; discharge
Activities
Refresher (2 minutes): First, last night we read a really fun chapter. Can someone refresh
us on what it was about?
Whole Class Discussion (5 minutes): What themes are you guys seeing?
35
Lecture / Discussion (5-7 minutes, depending on student comments/questions): The
theme that I am really interested in discussing in depth is Good vs. Evil. This text is really
fascinating to me because it breaks normal conventions of the main character being the
good guy and the "outsiders" being the bad guys.
In what other ways does it break normal conventions? Can you think of any other books
that do similar things?
If we look at the characters and events, we can actually start to see a manifestation of
good vs. evil in their actions, words, and thoughts. So, today you're going to be looking at
the theme of good vs. evil.
Small Groups / Reading Activity (15-20 minutes): Get together with a partner and fill out
this worksheet, pulling specific examples from the text to demonstrate the theme. Reread sections you find relevant together, using paired reading strategies we have
discussed in the past.
Closure
Whole Class Discussion (Remaining time): Are you guys seeing anything truly good or
evil about this story? Is any single character purely good or purely evil? Are their straight
cut villains and heroes? What about in real life? Is there black and white good and evil, or
is that something in stories?
Homework
Please read Chapter 7 tonight. Keep working on your character trait worksheets. You may
want to make note of some of Mulch's traits as you go along.
Assessment
Assessment will be based on the amount of classroom discussion and worksheet
completion.
Adaptations
I will use purposeful grouping for those needing additional reading assistance, pairing
higher achieving readers with lower achieving readers., I will offer assistance to those that
need help with the worksheet, by answering questions, providing ideas, and pointing out
useful passages in the book.
Extensions
Students that are gifted will be expected to provide more supporting details.
__________________________________________________________________
Lesson Rationale & Strategies: I really wanted to build up to themes, so I feel it's
appropriate at this point to finally introduce the concept of good and evil in the book. It's
36
certainly there, it's just necessary for the students to be able to pull examples out. The use
of the graphic organizer will come in handy for my students that need a little extra help
organizing their thoughts.
37
Lesson 5 PowerPoint Slides
38
Character and Theme Worksheet
39
Lesson 6: Grime and Greed: Fairies, Felonies, and the Fowls
Lesson by Safrianna DeGroat
7 Grade On-Level English Language Arts
Approximate Time: 45 Minutes
th
Content Standards
2.1. Apply comprehension skills by selecting, reading, and interpreting of print text.
3.5.a. Analyze main ideas and universal themes.
3.3.d. Analyze characterization.
Language & Literacy Objectives
Students will compare and contrast Artemis Fowl and Mulch Diggums. Students will
discuss the theme of greed in Artemis Fowl and make connections to their own lives.
Vocabulary
Conjure, simultaneously
Materials & Resources
Class journals
PowerPoint (LP6. PP)
Character Comparison Worksheet (LP6. WS1)
Text-to-Self Worksheet (LP6, WS2)
Class set of Artemis Fowl by Eoin Colfer
Lesson Content
Warm-Up (5 minutes)
Students will answer the following in their journals: What was your first impression of Mulch?
Vocabulary (3 minutes)
conjure - To call for by magical or supernatural power.
simultaneously - Happening, existing, or done at the same time; concurrently
Activities
Refresher (2 minutes): Can someone summarize Chapter 7 for me?
Whole Class Discussion (5 minutes): What do you guys think of Mulch? How does he
seem to relate to the other characters?
Reading Activity (5-7 minutes): The scene on page 199-200. Let's re-read the end of Chapter
7 together again. I need a few volunteers, one in particular to be Mulch.
40
What does this say about Mulch?
Whole Class Discussion / Worksheet Activity (15 minutes): Worksheet. Let's come up with
some ways that Mulch and Artemis are alike and different.
I will be trying to push students toward making connections about their greed and criminal
backgrounds.
So, since we've been talking about themes, are you seeing a theme of greed coming out
more strongly now that Mulch has joined the crew? Who are the most greedy characters?
The least?
Closure
Whole Class Discussion (5 minutes): How does Colfer humanize the magical creatures
and dehumanize "Mud People?"
Exit Slip, Worksheet Writing Activity (Remaining time): Can you think of a way in which
greed has negatively impacted your life? Think about the novel and try and make some
comparisons between you and it.
Homework
Please read Chapter 8 tonight. Keep working on your character trait worksheets, and start
thinking about what interests you most in the book.
Assessment
Assessment will be based on the amount of classroom discussion and worksheet
completion.
Adaptations
I will offer assistance to those that need help with the worksheet, by answering questions,
providing ideas, and pointing out useful passages in the book.
Extensions
Students that are gifted will be expected to provide more supporting details and draw
more comparisons.
__________________________________________________________________
Lesson Rationale & Strategies: This lesson is mainly meant to highlight the theme of
greed. Mulch and Artemis have some interesting similarities, but I believe students might
need a little scaffolding to make the connections. Overall, this is a very discussion heavy
lesson to balance some of the other lessons that have focused on worksheets or
conceptual things. I want students to start making connections to their own lives, and
greed is certainly one they're likely to be able to compare to.
41
Lesson 6 PowerPoint Slides (Pg. 1)
42
Lesson 4 PowerPoint Slides (Pg. 2)
43
Character Comparison Worksheet
44
Text-to-Self Worksheet
45
Lesson 7: Catching a Criminal with Teamwork & Trolls: Fairies, Felonies,
and the Fowls
Lesson by Safrianna DeGroat
7 Grade On-Level English Language Arts
Approximate Time: 45 Minutes
th
Content Standards
2.1. Apply comprehension skills by selecting, reading, and interpreting of print text.
3.5.a. Analyze main ideas and universal themes.
3.3.d. Analyze characterization.
4.2. Compose written and visual presentations that express personal ideas, inform, and persuade.
Language & Literacy Objectives
Students will continue to discuss the themes of greed and good vs. evil. In addition, they
will look at how the Fairies work (or don't work) together, in order to achieve their goals.
Students will create wanted posters for Artemis using aspects of his character.
Vocabulary
Malfunction, disoriented
Materials & Resources
Class journals
PowerPoint (LP7. PP)
Wanted Poster Assignment (LP7. WS1)
Paper Assignment Sheet (LP7. WS2)
Paper Rubric (LP7. WS3)
Poster paper
Markers
Crayons
Construction paper
Scissors
Class set of Artemis Fowl by Eoin Colfer
Lesson Content
Warm-Up (5 minutes)
Reading Activity, searching for context. Students will answer the following in their journals: What
makes Artemis so hard to beat? Look for a passage that demonstrates a way he is difficult
to beat.
Vocabulary (3 minutes)
malfunction - To operate improperly; break down; go wrong; fail; act up
46
disoriented - having lost your bearings; confused as to time or place or personal identity;
mixed up; bewildered; perplexed; at a loss
Activities
Refresher (2 minutes): Can someone summarize Chapter 8 for me?
Whole Class Discussion (5 minutes): Last night's chapter was pretty action packed, huh?
Do you think the fairies are getting desperate to see Fowl defeated? What steps do you
think they'll go to next? What did you guys write about in your journal? Why is he so
hard to beat? What does that say about his character?
Writing & Discussion Activity (25-30 minutes): Assignment worksheet. First, let's break into
groups. Take about five minutes to discuss the questions on the sheet, then, once you're
ready, you can start creating your poster. Remember to keep the themes we have
discussed in mind: Greed and Good vs. Evil.
Closure
Hand Out Paper Assignment
Poster Share Out (Remaining time): Let's take what time we have left to look at each
other's posters. I will have the class divide into two large groups. One group will stand with their
posters at a time while the other gets an opportunity to look at them. Then they'll swap.
Homework
Please read Chapter 9 and the Epilogue tonight. Finish your character trait worksheets,
and look over the paper topics. We'll discuss that all tomorrow.
Assessment
Assessment will be based on the amount of classroom discussion and their poster
presentation.
Adaptations
I will offer assistance to those that need help with the poster, by answering questions,
providing ideas, and pointing out useful passages in the book.
Extensions
Students achieving on a higher level will be held to a higher standard in their poster
presentations.
__________________________________________________________________
Lesson Rationale & Strategies: I imagine my classroom to be one with a lot of art type
assignments (or, options for art assignments). I wanted to incorporate at least one lesson
like that in this. This continues to engage students in the themes and character analysis,
while being a fun, not so intense project.
47
Lesson 7 PowerPoint Slides
48
Wanted Poster Assignment
49
Paper Topics Sheet
50
Paper Rubric
51
Lesson 8: It All Comes to an End (Or Does it?): Fairies, Felonies, and the
Fowls
Lesson by Safrianna DeGroat
7 Grade On-Level English Language Arts
Approximate Time: 45 Minutes
th
Content Standards
2.1. Apply comprehension skills by selecting, reading, and interpreting of print text.
3.5.a. Analyze main ideas and universal themes.
6. Analyze important ideas and messages in literary texts.
Language & Literacy Objectives
Students will conclude their reading of Artemis Fowl and discuss the progression on the
characters Holly Short and Artemis Fowl.
Vocabulary
Mesmerized, descended
Materials & Resources
Class journals
PowerPoint (LP8. PP)
Class set of Artemis Fowl by Eoin Colfer
Lesson Content
Warm-Up (3-5 minutes)
Students will answer the following in their journals: Now that you've finished the novel, I'd like
you to write about what you liked and did not like about the novel. Try and make
personal connections. You can use your Text-to-self worksheet if you'd like.
Vocabulary (3 minutes)
mesmerized - Spellbound; having your attention absorbed as though by a spell;
hypnotized; fascinated; awestruck; captivated
descended - To move from a higher to a lower place; come or go down; descended
Activities
Refresher (2 minutes): Can someone summarize Chapter 9 for me? We'll discuss the
epilogue together.
Whole Class Discussion (5-7 minutes): So, we've finally finished the book. Was the
ending what you expected? How was it different? How did you feel about Artemis tricking
Juliet and Butler? What did you learn about Artemis's motivation for stealing the gold?
52
How did you feel when he succeeded? Why do you think Holly agrees to help Angeline
Fowl?
Reading Activity / Discussion (10 minutes): Let's read the Epilogue again together.
Do you agree with the epilogue's assessment of Artemis? In what ways does the
presentation of the story as a psychiatric report lend the plot credibility? How might it
distract readers and cause them to question the truth of the information? How would the
novel be different if Artemis had been the narrator? In what ways is an omniscient
narrator the most effective way to tell Artemis's story?
Small Group Discussion (7-10 minutes): How did Holly and Artemis change throughout
the story? Look at the worksheets you've been doing so far and see if you'd add anything
to their character after the conclusion of the story.
Closure
Paper Assignment Details (Remaining time): Tomorrow we will begin work shopping your
final paper, so tonight, I want you to start thinking about what topic you'd like to pick. If
you want to do a topic other than the three on the sheet, you'll need to come up with a
thesis statement or proposal to give me tomorrow. I encourage you to write on what you'd
like to write on. It's a 3-4 page paper, and you'll have two days in class to brainstorm and
peer review, then you'll turn in a draft next Monday.
Final Note: What does this mean? "Ironically, the greatest triumph for both protagonists
was the time they were forced to cooperate during the goblin insurgence. But that's
another story."
Homework
Decide which paper topic you want to do. Draft a thesis statement for your paper.
Assessment
Assessment will be based on the amount of classroom discussion.
Adaptations
I will be certain to re-ask guiding questions as needed.
Extensions
Students achieving on a higher level may be asked additional questions.
__________________________________________________________________
Lesson Rationale & Strategies: This is a major discussion day because we've just
concluded the book and I need to see what students got out of it and determine how well
my material was presented. This will lead them into their final project, which will be the
53
essay through whatever lens they chose. But, it is essential that we make the final
connections in the book now.
54
Lesson 8 PowerPoint Slides (Pg. 1)
55
Lesson 8 PowerPoint Slides (Pg. 2)
Lesson 9: Critical Thinking: Fairies, Felonies, and the Fowls
Lesson by Safrianna DeGroat
56
7th Grade On-Level English Language Arts
Approximate Time: 45 Minutes
Content Standards
2.1. Apply comprehension skills by selecting, reading, and interpreting of print text.
4.1. Compose texts using the prewriting and drafting strategies of effective writers and speakers
6.c. Summarize or paraphrase the text of the work.
Language & Literacy Objectives
Students will map out the plot of Artemis Fowl in order to organize their thoughts and
progression through the novel. They will then begin drafting their paper.
Vocabulary
Thesis
Materials & Resources
Class journals
PowerPoint (LP9. PP)
Plot Organizer (LP9. WS1)
Inspiration* (Computer lab if necessary)
Class set of Artemis Fowl by Eoin Colfer
Lesson Content
Warm-Up (3-5 minutes)
Students will get a copy of the Plot Organizer Worksheet. Please begin filling this out on your
own. I will give you about 5 minutes to write down what you know.
Activities
Small Groups, Reading Activity (12-17 minutes): Please finish filling this out with your
groups. When you're doing your essays, I want you to be able to refer to this as a guide to
how things progress through the story, which will hopefully help you structure your essays
a little better. We'll be using Inspiration to help you organize your essays.
During the small groups, I will be going around to see what topic each student picked.
Writing Activity / Inspiration (Remaining Time): Now that you all have topics, we're
going to begin drafting our essays using Inspiration software to make outlines. You can
do a topic outline, or get more detailed and start putting in page numbers and quotes.
Closure
Homework
57
Look for more evidence in the book to support your essay. Tomorrow we will continue to
workshop and you'll have an opportunity to get some feedback.
Assessment
Assessment will be based on the completion of their character trait sheets and
participation in outlining their essays.
Adaptations
I will help students with graphic organizers and clarify difficult vocabulary as necessary.
Extensions
Students achieving on a higher level will be purposefully paired with students that need
additional help looking at the book.
__________________________________________________________________
Lesson Rationale & Strategies: Now that the unit is pretty much coming to a close, it's
time for my final summative assessment, which will be in the form of an essay rather than
a test, since I've been checking for comprehension throughout the unit with guiding
questions and classroom discussion. The idea of using a graphic organizer is to force
students to actually flip back through the book and try and remember all the plot points.
I hope they'll use that time to remember quotes or pieces of evidence they want to use in
their essay.
*Examples of Inspiration Outlines I will be using are attached; LP9: I1, I2, & I3.
Lesson 9 PowerPoint Slides
58
Plot Organizer
59
Inspiration Outline Comparison Example
60
Inspiration Outline Genre Example
61
Inspiration Outline History Example
62
Lesson 10: Finishing Touches: Fairies, Felonies, and the Fowls
Lesson by Safrianna DeGroat
7 Grade On-Level English Language Arts
Approximate Time: 45 Minutes
th
Content Standards
63
2.1. Apply comprehension skills by selecting, reading, and interpreting of print text.
4.1. Compose texts using the prewriting and drafting strategies of effective writers and speakers
6.c. Summarize or paraphrase the text of the work.
Language & Literacy Objectives
Students will continue drafting their essays
Vocabulary
None
Materials & Resources
Class journals
Inspiration (Computer lab if necessary)
Class set of Artemis Fowl by Eoin Colfer
Lesson Content
Activities
Individual Work (Approx. 25 minutes): Students will be given the opportunity to
continue their work on Inspiration. If they finish their outline, they can start on their
essay. I will show them an example outline I've come up with.
Reading Activity / Peer Review (15 minutes): Swap computers with a partner and read
their outline/essay draft. Give constructive feedback to your partner in order to help
them improve their essay. When you're done, you can print your stuff out, or email it to
yourself to use from home.
Closure
Homework
Over the weekend, I'd like you to complete a draft of your essay. Remember, it should be
3-4 pages long. You can use any of the graphic organizers we've done.
Assessment
Assessment will ultimately come the following week when they turn in their completed
essay drafts.
Adaptations
I will help students with Inspiration if they are having any trouble with it. I will answer any
questions, and give guidance and suggestions on essay topics and directions.
Extensions
64
Students achieving on a higher level will be encouraged to write more and have more
thoughtful theses.
__________________________________________________________________
Lesson Rationale & Strategies: Since my ultimate goal was to make Artemis Fowl fun in
order to encourage students to read more (there is an entire series, and Eoin Colfer has
other works), I really don't want the final project to be high stress and appear as a lot of
extra homework. Thus, I really want to give them some time in class to work on it, and get
some feedback from their peers.
65
References
The following sources were used to inspire various different parts of this Unit Plan.
Artemis Fowl
Colfer, Eoin. Artemis Fowl. New York: Scholastic Inc., 2001. Print.
This is a novel about a 12 year old criminal mastermind who concocts a plot to
steal the fairy gold. He meets his match in several fairies who use their magic capabilities
and technology to attempt to outwit him and defeat him. However, every step of the
journey, Artemis meets his "foes" with a move played right into their hands. This book
gives a unique, multicultural perspective, while being fun, easy to read, and still providing
interesting themes to discuss. This is the primary text of my unit.
Eoin Colfer Resources
"Eoin Colfer Resources." Scottish Book Trust. Scottish Book Trust, n.d. Web. 6 May 2011.
<http://www.scottishbooktrust.com/files/Eoin_Colfer_Resources.pdf>.
This source is a compendium of activities students can do related to the first
Artemis Fowl book. Most of them are creative and fun, so I only used ones that I could tie
back to my overall purpose. If objectives were not such an issue, I would be certain to
incorporate more of these "Missions" since they are so engaging.
A Critical Analysis
Roberts, David. "A Critical Analysis of the Artemis Fowl Series by Eoin
Colfer." Children's Literature. (2004): Print.
This essay looks at the overall series of Artemis Fowl, posing summaries and
applications for the classroom. Robert's poses some key questions to the book as well as
suggested lecture topics. This was more of a reference than anything. His questions were
useful, but as I am more focused on classroom discussion than lecture, his pull away
points would be something that I would only use in place of discussion floundering.
66
Artemis Fowl Vocabulary
"Artemis Fowl Vocabulary." The Mountain City Elementary Corner . N.p., n.d. Web. 6 May
2011. <http://www.mce.k12tn.net/reading35/artemis_fowl_vocabulary.htm>.
This source is simply a listing of key vocabulary terms from Artemis Fowl. Since I
had daily vocabulary, I wanted to use this source to give me an idea of what some good
vocabulary pieces might be.
State Curriculum
"Using the State Curriculum: Reading/ELA, Grade 7."School Improvement in Maryland.
MSDE, 15 011 2007. Web. 6 May 2011.
<http://mdk12.org/instruction/curriculum/reading/standard1/grade7.html>.
The Maryland State Curriculum was referred to frequently to determine what
objectives each lesson should have.
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