Kingdom Teacher's Resource Book

SA M P L E
KINGDOMTeacher’s
Resource
Book
Aly Allsopp, Seanagh McCarthy and Ciara Morris

Contents Highlighted sections included in sample
Planning Poetry and Song – Ordinary Level

Poetry and Song – Higher Level
Learning outcomes
Fiction – Ordinary Level
Guidance on planning
Fiction – Higher Level
First Year Stage and Screen – Ordinary Level
Linear year plan Stage and Screen – Higher Level
Thematic year plan Media and Advertising – Ordinary Level
Unit plans Media and Advertising – Higher Level
Second Year Relationships: A Thematic Approach – Ordinary Level
Year plan ....................................................................................1 Relationships: A Thematic Approach – Higher Level
Unit plans...................................................................................2 First Year Christmas exam – Ordinary Level
First Year Christmas exam – Higher Level
Third Year
First Year summer exam – Ordinary Level
Year plan
First Year summer exam – Higher Level
Unit plans
Templates Kingdom 2
Home is Where the Heart is – Ordinary Level
Supplementary materials Home is Where the Heart is – Higher Level
Kingdom 1 The World Around Me – Ordinary Level
Writing With Purpose The World Around Me – Higher Level

Poetry and Song Tracing My Travels – Ordinary Level
Fiction Tracing My Travels – Higher Level
Stage and Screen Courage Through Conflict – Ordinary Level
Media and Advertising Courage Through Conflict – Higher Level
Relationships: A Thematic Approach Breaking Barriers – Ordinary Level
Breaking Barriers – Higher Level
Kingdom 2
Mapping Milestones – Ordinary Level
Home is Where the Heart is
Mapping Milestones – Higher Level
The World Around Me
Let Freedom Ring – Ordinary Level
Tracing My Travels
Courage Through Conflict Let Freedom Ring – Higher Level
Breaking Barriers ......................................................................7 Facing Challenges – Ordinary Level
Mapping Milestones Facing Challenges – Higher Level

Let Freedom Ring Looking Back – Ordinary Level
Facing Challenges Looking Back – Higher Level
Looking Back Second Year Christmas exam – Ordinary Level
Second Year Christmas exam – Higher Level
Additional resources
Checklists
CD script
Comparing two poems
Analysing a monologue
Kingdom 1
CD 1
Analysing a soliloquy ........................................................... 11
Monologues and soliloquies in stage and screen Brennan’s Bread
Documentary study .............................................................. 15 Great Irish Radio Ads
Placemats Kingdom 2
Think – Pair – Share............................................................... 20 CD 1
Tallaght Kids Talk to The International Space Station
Assessment
Thank You, Ma’am
Information on assessment
CD 2
Kingdom 1 Valentine’s Bones
Writing With Purpose – Ordinary Level ............................ 21 CD 3
Writing With Purpose – Higher Level ................................ 26 Roald Dahl Centenary
Second Year Year Plan
September–mid-term November–Christmas January–mid-term February–Easter Easter–summer
Theme Home is Where the Heart is The World Around Me Tracing My Travels Courage Through Breaking Barriers
Conflict
Learning OL 1, OL 6, OL 12 OL 2, OL 3, OL 5, OL 7 OL 4, OL 8, OL 9, OL 13 OL 5, OL 7, OL 9, OL 2, OL 5, OL 7, OL 9
outcomes R 1, R 3, R 4, R 6, R 7, R 10 R 2, R 5, R 7, R 8, R 12 R 1, R 3, R 9, R 10, R 11 OL 10, OL 11 R 2, R 3, R 6, R 8
W 1, W 3, W 5, W 7, W 8 W 1, W 6, W 7, W 10, W 12 W 2, W 4, W 8, W 13 R 2, R 3, R 6, R 13 W 2, W 3, W 8
W 9, W 11
Writing  Personal essays  Blogs  Brochures  Interviews  Diary entries
With  Personal letters  Speeches  Reviews  Memoirs
Purpose  Debates
Poetry and  Rhyme  Repetition  Rhythm  Similes  Learn about
Song  Tone  Compare a poem  Dramatic history through
 Imagery with a song monologues song
 Personification  Creative
modelling
 How to analyse poetry
Fiction  Figurative language  Studied novel  First-person  Endings  Studied novel
 Plot narratives (revision)
 Third-person narratives  Foreshadowing  Flashbacks
 Setting
Stage and  How to examine film  Acting  Studied play or film  Studied play or  Studied play or
Screen  Spoken word  Stage directions film (continued) film (revision)
 Monologues  Allegories
Media and  Media images  Satire  Infographics  Propoganda  Television
Advertising  Print advertisements  Feature articles  Film posters  How to read advertisements
visual texts
Language  Capital letters and full stops  Possessive adjectives  Double negatives  Present tense  Synonyms
Skills  Commas and pronouns and past tense  Antonyms
1
 Apostrophes  Key spellings
PLANNING – SECOND YEAR UNIT PLANS
KINGDOM TEACHER’S RESOURCE BOOK
Second Year Unit Plans

September to mid-term
Theme(s) Home is Where the Heart is
Learning OL 1, OL 6, OL 12
outcomes R 1, R 3, R 4, R 6, R 7, R 10
W 1, W 3, W 5, W 7, W 8
Aims  Read texts in a variety of different genres.
 Write for a variety of different purposes.
 Revise poetic techniques.
 Examine and create print advertisements.
 Engage in film studies.
 Revise capital letters, full stops, commas and apostrophes.
Texts Writing Poetry and Fiction Stage and Media and
With Song Screen Advertising
Purpose
 Where I  Home is  Matilda  The  Media
belong where there’s  The Year Tempest images
one to love us the Gypsies  The  Dutch Boy
 When All the Came Wizard paint
Others Were  The Road of Oz
Away at Mass Home
 The Emigrée
 Home is so
Sad
Assessment  Language skills (page 42 of textbook)
 Oral assessment (page 42 of textbook)
 Written assessment question 2 (page 43 of textbook)
 Exam skills (page 43 of textbook)
 End-of-unit asessment (page XX)
Differentiation  Mixed-ability groups for group tasks.
 Tasks graduating from lower to higher order.
 Range of tasks (oral, written, creative).
Support
materials
Reflection
notes
2
November to Christmas
Theme(s) The World Around Me
Learning OL 2, OL 3, OL 5, OL 7
outcomes R 2, R 5, R 7, R 8, R 12
W 1, W 6, W 7, W 10, W 12
Aims  Engage with different genres of writing.
 Learn about satire.
 Revise the features of fiction.
 Read and write feature articles.
 Discover how to perform.
 Learn about possessive adjectives.
 Revise pronouns.
Texts Writing With Poetry and Fiction Stage and Media and
Purpose Song Screen Advertising
 The Limits  The Road  Studied novel  Educating  Foil Arms
of the Earth Not Taken  The Rita and Hog
 Pharrell  There Umberella  Look Up  A World
Williams Came a Man without
at NYU Day  All the Light Limits
Graduation We Cannot
See
 The Island
at the End of
Everything
 Written assessment (page 89 of textbook)
 Christmas exam
Differentiation  Tasks graduating from lower to higher order.
 Extension tasks available for early finishers.
Support
materials
Reflection
notes
3
January to mid-term
Theme(s) Tracing My Travels
outcomes R 1, R 3, R 9, R 10, R 11
W 2, W 4, W 8, W 13
Aims  Read for a variety of purposes.
 Learn the features and language style of brochures.
 Compare a poem with a song.
 Learn about foreshadowing.
 Engage with a studied play or film.
 Analyse inforgraphics.
 Understand how to avoid double negatives.
 Experience  Fabulous  Miss  Studied  The
the Places Peregrine’s play or Evolution of
wonders of  Song in Home for film Travel
Kerry Space Peculiar  The  Solar System
 A Whole Children Coming of Infographic
New  The the Kings  Pirates
World Landlady of the
Caribbean
and
Interstellar
 End-of-unit assessment (page XX Ordinary Level, page XX Higher Level)
Differentiation  Tasks graduating from lower to higher order.
 Ordinary Level and Higher Level end-of-unit assessments.
Support
materials
Reflection
notes
4
February to Easter
Theme(s) Courage Through Conflict
Learning OL 5, OL 7, OL 9, OL 10, OL 11
outcomes R 2, R 3, R 6, R 13
W 9, W 11
Aims  Engage with a studied play or film.
 Understand the function of monologues.
 Revise the present tense and past tense.
 Discover how to read visual texts.
 Learn about war propoganda.
 Learn how to avoid common spelling errors.
Texts Writing With Poetry Fiction Stage and Media and
Purpose and Song Screen Advertising
 Raising Kids  The  Thank  Studied  War
During War: A Target You, play or film photojournalist
Syrian Mom’s  Dulce et Ma’am (continued)  War posters
Story Decorum  Henry V
 Hitler’s Est
Canary by
Sandi Toksvig
– review
 Oral assessment question 2 (page 185 of textbook)
 End-of-unit assessment (page XX Ordinary Level, page XX Higher Level)
Differentiation  Range of tasks (oral, written, creative).
 Extension tasks available for early finishers.
 Ordinary Level and Higher Level end-of-unit assessments.
Support
materials
Reflection
notes
5
Easter to Summer
Theme(s) Breaking Barriers
outcomes R 2, R 3, R 6, R 8
W 2, W 3, W 8
Aims  Read and write a diary entry.
 Learn the features and language style of memoirs.
 Learn about a historical event through a song.
 Read a poem in an unusal format and use creative modelling.
 Understand how flashbacks can be used to tell a story.
 Understand the purpose of allegories.
 Examine a television advertisement.
 Learn about synonyms and antonyms.
 Revise the material learned throughout the year.
 The Diary of  Christmas  Studied  Studied  Smart
a Young Girl 1914 novel play Communications
 One Pair of  Refugees (revision) or film
Feet  New Boy (revision)
 Over The
Wall
 End-of-year exam
Differentiation  Mixed-ability groups for group tasks.
 Tasks graduating from lower to higher order.
Support
materials
Reflection
notes
6
Theme 5
Breaking
Extension Tasks B a r r ie r s
Worksheet 1 – Refugees
Name: Date:
Read the poem ‘Refugees’ on page 214 of your textbook.

The following poem is written in a similar format. It can be read from top to bottom and from
bottom to top.
Worst Day Ever?

By Chanie Gorkin
Today was the absolute worst day ever
And don’t try to convince me that
There’s something good in every day
Because, when you take a closer look,
This world is a pretty evil place.
Even if
Some goodness does shine through once in a while
Satisfaction and happiness don’t last.
And it’s not true that
It’s all in the mind and heart
Because
True happiness can be attained
Only if one’s surroundings are good
It’s not true that good exists
I’m sure you can agree that
The reality
Creates
My attitude
It’s all beyond my control
And you’ll never in a million years hear me say
Today was a very good day
7
1. Reading from the top down, circle the word that you would use to describe the speaker’s
attitude to life.
 Pessimistic  Bitter
 Optimisitic  Sad
 Angry
Explain your choice.
2. Would you rather spend time with someone who shares the attitude of speaker 1 (from the
top down) or speaker 2 (from the bottom up)? Explain your answer.
The speaker I would rather spend time with is ...
Speaker 1 Speaker 2
The reason for my answer is ...
3. Suggest an alternative title that covers both viewpoints explored in this poem. Give reasons
for your choice.
The alternative title I would give this poem is ...
The reason I chose this title is ...
8
THEME 5 BREAKING BARRIERS
4. Choose a line from the poem and write a short personal response.
For example: ‘There’s something good in every day’ or ‘This world is a pretty evil place’.
My chosen line is ...
Personal response
9
5. Write your own top-bottom/bottom-top poem on any subject you wish. When you are
finished, share it with a classmate and ask them to read it aloud so both meanings can be
conveyed.
Rough work
Title:
10
ANALYSING A SOLILOQUY
Analysing a soliloquy
Name: Date:
Use this worksheet to analyse a soliloquy from a play or film you have studied.
Title of text:
Name of playwright or director:
Details on the character delivering the soliloquy
Name:
Gender:
Age:
Personality
traits:
Interests:
Any additional
information:
11
Details on the soliloquy

1. Where does the soliloquy take place?
2. What events led to the character delivering this soliloquy?
3. What thoughts does the character express in the soliloquy?
4. What does the soliloquy reveal about the character?
12
ANALYSING A SOLILOQUY
5. What outcome does the character desire?
6. What obstacles are preventing the outcome being achieved?
7. Briefly describe the solution you would offer the character on their concerns.
13
8. Which two quotes would you consider to be the most important in this soliloquy? Give a
reason to support your choices, explaining what each quote reveals.
Quote 1:
What does this quote reveal?
Quote 2:
What does this quote reveal?
14
DOCUMENTARY STUDY
Documentary study
The analysis of a documentary worksheet on page XX can be used with any documentary that
you choose to do in class. The features and language style of documentaries are covered on
page 258 of Kingdom 2. Below are some suggestions of documentaries that you could cover
with your class.
Unbreakable: The Mark Pollock Story

Genre: film Director: Ross Whitaker Length: 80 minutes
This documentary is about a man named Mark who, due to a degenerative condition, went blind in his
early 20s. He went on to compete in ultra endurance races and was the ﬁrst blind person to race to the
South Pole. In 2010 an accident left him paralysed. This documentary is about his strength and courage
as he takes on his next big challenge: learning to walk again.
I Am Immigrant (episode 2)
Genre: television series Director: Luke McManus Length: 45 minutes
The documentary follows a number of Irish immigrants and documents the daily challenges, as they see
them, through their eyes. (Some bad language.)
Don’t Go Far
Genre: radio documentary Producer: Paul Russell, Ronan Kelly Length: 40 minutes
This documentary tells the story of two young boys who, in the summer of 1985, got on a Dart in North
Dublin and ended up in New York.
www.rte.ie/radio1/doconone/2011/0812/646856-radio-documentary-dont-go-far/
An Inconvenient Truth
Genre: Film Director: Davis Guggenheim Length: 120 minutes
A documentary about former United States Vice President Al Gore’s campaign to educate people on the
effects of global warming.
Additional resources
Some useful sources for audio documentaries are:
www.rte.ie/radio1/doconone/
www.theguardian.com/documentaries
15
Analysis of a documentary
Name: Date:
Title of documentary:
Director:
Before listening/watching
1. What do you think this documentary is about?
2. What do you want to find out from listening to/watching this documentary?
16
DOCUMENTARY STUDY
After listening/watching
1. What features of a typical documentary did you notice in this piece?
2. Tick the box of any of the roles that you identified in the documentary.
Interviewer
Interviewee
Voice over/narrator
Expert opinion
Eye-witness account
Choose one of the roles that you identified in this documentary and explain why it is an
important role and how information was presented by this person.
Chosen role:
Why is this role important?
How was information presented by this person?
17
3. Write out three important facts that you learned during the documentary and describe
how each of these facts were presented (e.g using visuals, eyewitness accounts, footage or
graphics).
Fact 1
How was this fact presented?
Fact 2
Fact 3
18
DOCUMENTARY STUDY
4. Choose a point in the documentary where you can hear background sounds. Describe the
sound and explain its purpose.
5. What is the difference between a documentary and a piece of fiction?
19
Name: Date:
20
Think – Pair – Share
Question/topic:
Write or Listen to your Talk with your

draw your partner and partner and
T hi n k – Pai r Share – what
my ide thoughts on partne – my write or draw decide what
as
the question
r’s ide their ideas on
we are sharing? you would
as
or topic in the the question both like to
space below. or topic in the share with the

space below. class.
Unit 1
Wri ti ng
Wi t h
End-of-unit assessment Purpose
Higher Level
Name: Date:
Section A Responding Imaginatively 20 marks
Question 1
Write a diary entry from the perspective of one of the people in the image below.
Rough work
21
Name three features of a diary entry that you included in your writing.
1.
2.
3.
22
UNIT 1 WRITING WITH PURPOSE – END-OF-UNIT ASSESSMENT
Section B Reading to Analyse and Evaluate 20 marks
Read the following personal essay and answer the questions that follow.
My First Day at School

My first day at secondary school was two weeks later than everyone else’s. My parents
decided to book a holiday to Portugal, completely ignoring the fact that I was meant to be
starting First Year in a brand-new school at the end of August. I was very worried – the school
was enormous compared to my primary school, I knew absolutely nobody and now I would
be too weeks behind everyone else. All of these concerns definitely affected my enjoyment of
my holiday in Portugal.
I arrived at school on time for my first class. I thought I was prepared. Everything I owned
had my name, Penelope Smith, either stitched onto it or written across it. As I saw the
students filtering through the school gates I realised that the school blazer was not
compulsory. I wished I had known this earlier. I wasn’t surprised that most students chose
not to wear it – it is the most uncomfortable and restricting garment I have ever put on, not
to mention the fact that it looks simply hideous.
Question 2 7 marks
Why was Penelope unable to fully enjoy her holiday in Portugal?
Question 3 7 marks
Do you think Penelope regrets wearing her school blazer on the first day?
23
Question 4 6 marks
Identify three nouns in the passage above.

1.
2.
3.
Section C Appreciating Audience and Register 20 marks
Question 5 12 marks
Write the opening paragraph of a speech you would deliver to your class to persuade them to
vote for you as class captain.
24
Question 6 8 marks
Rewrite the following sentences, inserting commas where appropriate.
(a) Can I have an apple a pear a bag of crisps and a bottle of water?
(b) As Helen reached the car the sun went down.
(c) I need my jersey socks shorts and vest washed for the match tomorrow.
(d) Katie Taylor the famous Irish boxer was born and raised in Wicklow.
25
Unit 1
Wri ti ng
Wi t h
Purpose End-of-unit assessment
Ordinary Level
Name: Date:
Section A Responding Imaginatively 20 marks
Question 1
Write a diary entry from the perspective of the person in the image below.
Rough work
26
Name two features of a diary entry that you included in your writing.
1.
2.
27
Section B Reading to Analyse and Evaluate 20 marks

Read the following personal essay and answer the questions that follow.
My First Day at School

My first day at secondary school was two weeks later than everyone else’s. My parents
decided to book a holiday to Portugal, completely ignoring the fact that I was meant to
be starting First Year in a brand-new school at the end of August. I was very worried – the
school was enormous compared to my primary school, I knew absolutely nobody and now
I would be too weeks behind everyone else. All of these concerns definitely affected my
enjoyment of my holiday in Portugal.
I arrived at school on time for my first class. I thought I was prepared. Everything I owned
had my name, Penelope Smith, either stitched onto it or written across it. As I saw the
students filtering through the school gates I realised that the school blazer was not
compulsory. I wished I had known this earlier. I wasn’t surprised that most students chose
not to wear it – it is the most uncomfortable and restricting garment I have ever put on, not
to mention the fact that it looks simply hideous.
Question 2 10 marks
In the case of each of the following, write the letter corresponding to the correct answer in the
appropriate box.
(a) Why was Penelope unable to fully enjoy her holiday in Portugal?
A. The weather was bad.
B. She was worried about starting school late.
C. She didn’t have a school blazer.
(a) What did Penelope realise as she watched the students entering the school gates?
A. She was late.
B. A lot of students attend this school.
C. She didn’t have to wear the school blazer.
Question 3 10 marks
Circle the word that you think best describes how Penelope felt on her first day of school.
Excited Nervous Scared
I think this word best describes how Penelope felt on her first day of school because ...
28
Section C Appreciating Audience and Register 20 marks
Question 4 15 marks
Imagine you have left your book in school. Write the email you would send to your teacher
explaining why you are unable to do your homework.
To:
From:
Subject:
B I U T TT
Question 5 5 marks
Circle all of the nouns in each of the sentences below.

(a) After a long day in school, I like to have a cup of tea.
(b) My dog ran across the road.
(c) The capital of France is Paris.
(d) My mum calls me for dinner at 6 o’clock.
(e) The pen fell off the table.
29
SA M P L E
KINGDO
Teacher’s
M
Resource
Book
CREATING JOBS IN IRELAND
Castleisland, Co. Kerry, Ireland.

www.educate.ie

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SA M P L E

Aly Allsopp, Seanagh McCarthy and Ciara Morris

Planning Poetry and Song – Ordinary Level

Kingdom 1 The World Around Me – Ordinary Level

Writing With Purpose The World Around Me – Higher Level

Breaking Barriers ......................................................................7 Facing Challenges – Ordinary Level

Mapping Milestones Facing Challenges – Higher Level

Documentary study .............................................................. 15 Great Irish Radio Ads

Second Year Unit Plans

Read the poem ‘Refugees’ on page 214 of your textbook.

Worst Day Ever?

Explain your choice.

The reason for my answer is ...

The reason I chose this title is ...

Details on the character delivering the soliloquy

Details on the soliloquy

2. What events led to the character delivering this soliloquy?

3. What thoughts does the character express in the soliloquy?

4. What does the soliloquy reveal about the character?

5. What outcome does the character desire?

6. What obstacles are preventing the outcome being achieved?

What does this quote reveal?

What does this quote reveal?

Unbreakable: The Mark Pollock Story

How was information presented by this person?

How was this fact presented?

How was this fact presented?

How was this fact presented?

5. What is the difference between a documentary and a piece of fiction?

Write or Listen to your Talk with your

space below. or topic in the share with the

Section A Responding Imaginatively 20 marks

Section B Reading to Analyse and Evaluate 20 marks

My First Day at School

Why was Penelope unable to fully enjoy her holiday in Portugal?

Identify three nouns in the passage above.

Section C Appreciating Audience and Register 20 marks

Rewrite the following sentences, inserting commas where appropriate.

(b) As Helen reached the car the sun went down.

Section A Responding Imaginatively 20 marks

Section B Reading to Analyse and Evaluate 20 marks

My First Day at School

Excited Nervous Scared

Section C Appreciating Audience and Register 20 marks

Circle all of the nouns in each of the sentences below.

CREATING JOBS IN IRELAND

Castleisland, Co. Kerry, Ireland.

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Kingdom Teacher's Resource Book

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