Follow the Evidence
Book Club ideas
Jan. 2013 session
A Reflective, Creative and Holistic Thinker
CGE3b
Creates, adapts, evaluates new ideas in light of the common good.
CGE3c
Thinks reflectively and creatively to evaluate situations and solve problems.
CGE3d
Makes decisions in light of gospel values with an informed moral conscience.
CGE3e
Adopts a holistic approach to life by integrating learning from various subject areas and
experience.
CGE3f
Examines, evaluates and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic and ecological) for the development of a just and
compassionate society
Getting Started:
Engagement & Motivation
Launching the “Follow the Evidence” book club
What is the role of science in cracking a case?
Observe, Infer, Hypothesize
• One possible opening activity… (see placemat
on wiki)
• “What role do humans play in solving a
crime?”
Planning Time
Introducing the Book Club
Review the launching lesson for your book
club.
Consider:
 Other ideas to engage students in this club
?
 What background knowledge needs to be
activated or built?
 Assessment “for” learning opportunities ?
The Read Aloud
Roll Call by Malcolm Rose
Luke Harding’s third thrilling case involves a series
of mysterious murders in which the victims seem to
have only one thing in common—the same name,
Emily Wonder. In the bitter cold of winter, the
teenage forensic investigator and his robotic
assistant, Malc, investigate the three crime scenes
and struggle to identify the murder weapons used,
as no traces have been left behind. When a young
homeless girl named Emily Wonder is reported
missing, Luke and Malc rush back to the slums of
London to try to save her from the murderer—and
from a giant tidal wave that threatens to destroy
the city.
About Malcolm Rose…
Malcolm Rose is the prolific author of young-adult suspense novels that
often use science to solve the quandaries presented. An instructor in
chemistry for many years, Rose moonlighted as an author of realistic teen
fiction and his efforts proved so successful that he eventually left teaching
to devote his full time to writing. As Rose once explained: "I was born in
Coventry, England, in 1953 and began writing stories as a hobby while
taking a Ph.D. in chemistry. Writing fiction was my escape from real life.
My then girlfriend (now wife) read one of my efforts and commented that
I ought to try to get it published. I had never thought of writing as
anything other than a hobby. Besides, as I thought then, a budding
chemist couldn't possibly be any good at it!”
http://www.malcolmrose.co.uk/
What you need to know…
What you need to do…
• It’s a Responsible,
futuristic novel
• Discuss futuristic genre
A Self-Directed,
Life-Long Learner
CGE4f• protagonist is male, 17, Luke Harding,
• Where have we seen these duos
sidekick
is a robot named
Malc
Applies effective
communication,
decision-making,
problem-solving,
time and resource management skills.
before?
CGE4g• Background info on forensic science
andreflects
its roleoninone's
helping
investigators
• aspirations
Minds On
activities.
Various
Examines and
personal
values, abilities and
influencing
life's
choicestext
and
solve crimes.
formats
(articles/short
opportunities.
• Vocabulary is challenging
• Novel is part of a 6 book series
A Collaborative Contributor
CGE5a• Text features (cover, chapters,
abbreviations, dialogue, omniscient
Works effectively
as an interdependent team member.
narration…)
CGE5b• Book club launches at Chapter 6 of
•
Thinks critically
about
the
meaning
and
purpose
of
work.
Roll Call
•
•
stories/video clips/supplementary
texts to provide background
knowledge and build on prior
knowledge.
Vocabulary related activities
Prediction activities
Teacher decides: are we ready?
Link to: INQUIRY QUESTION:
What is the role of science in cracking a case?
Understanding Genre
Victims and Crime Scenes
Clues
(plot)
Locations
(setting)
Suspects
(characters)
Victims and Crime
Scenes
The Mysterious Emily Wonders
EW1 - died at home after visiting Dundee
animal sanctuary
EW2
EW3
EW4 (missing girl)
EW1
•
•
•
•
•
Paralyzed … by poison?
At the animal sanctuary in Dundee
By fugu?
By cactus thorns?
Cornelius Prichard was lurking around at the
time … is he a suspect?
EW4 – the missing girl
•
•
•
•
•
Has she been abducted?
Is she still alive?
Is she related to the other “Emily Wonders?”
Her last know location: Greenwich
Evidence found: Her blue backpack contained:
2 blankets, mush bread and a furry cat toy
Locations
Clues
•
•
•
•
•
•
•
•
•
Cyanide
Green scarf
Opera singer
Fugu/TTX
Situs inversus totalis
Lipodystrophy
Celebrity worship syndrome
Cactus spine
Contact lens
Suspects
•
•
•
•
•
•
•
•
•
Cornelius Prichard
EW
Freya Lamacq
Clint Garrett (FI-instructor)
Robert Wonder
Tina Stone
Barbara Backley
Earl Dimmock
Owen Goode
Planning Time
The Read Aloud
Review the lessons and think aloud prompts…
Consider:
 How can students track information & their
thinking during the read aloud?
 What kinds of assessment data can we obtain
from the modeled reading? How will this
inform our teaching?
The Readers Responses
Focus and React: Reader Response
Focus:
Pick a point of interest or an
issue
React:
What do I think?
What do I feel?
What do I ask myself questions about?
Reactions to take to group discussion:
Focus and React: Reader Response
Focus: Pick a point of interest or an issue
“Luke looked away at the peaceful subzero
moorland and gazed at his forbidden
girlfriend. He could see that she was bitter
about the biologist that would be paired
with him. ‘And there’s an artist here in
Sheffield. You haven’t even told me his
name, but The Authorities will pair him
with you come The Time.’ (Roll Call, p. 30)
OR
“Tina knew
that Earl was undecided.
He’d told her that he was torn
between politics and music. His brain
urged him to follow the path of
politics but his heart was into classical
music. Opera was his favourite. “
OR
Vocab/Terminology/Dialogue/…
Reactions to take to group discussion:
React:
What do I think?
I think that Luke and Jade are not
allowed to be together in this
futuristic society.
What do I feel?
I would hate it if I lived in a society
where I was not free to make my own
choice as to who I want to be with!
What do I ask myself questions about?
Does this really happen anywhere?
Did it happen in the past? How much
control should a society/government
have over an individual’s life?
Connection to OCSGEs
CGE1d -develops attitudes and values founded on Catholic social teaching
and acts to promote social responsibility, human solidarity and the
common good;
CGE1j -recognizes that “sin, human weakness, conflict and
forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the
heart of redemption. (Witnesses to Faith)
CGE3c -thinks reflectively and creatively to
evaluate situations and solve problems;
CGE3f -examines, evaluates and applies knowledge of interdependent
systems (physical, political, ethical, socio-economic and ecological) for the
development of a just and compassionate society.
Planning Time
Readers Responses
Review the readers responses included in your
manual…
Consider:
 Is further enrichment of the response necessary?
 How can we model the depth of response we are
looking for?
 What kinds of assessment data can we obtain from
these responses?
 When and how will we collect these responses?
Begin with the end in Mind
is WhoCommunicator
I Am
Follow the Evidence History Comes Alive
AnThis
Effective
Writing: Free Verse
Writing: Procedural Report Writing: Character
CGE2a
Final Project: Personal
Final Project: Visual
Interview
Listens
to understand
and learn
in light
of gospel
Collageactively and critically
Representation
of a crime
Final Project:
Research
Page
scene
values.
How do people meet the
CGE2b
How do my choices shape
What is the role of science
challenges of tough times?
Reads,
written
materials effectively.
me? understands and uses
in cracking
a case?
CGE2c
Spies Around Us
Future Worlds
Stand Up for Human
Presents
and honestly
and with sensitivity
Writing: information
Opinion Piece and ideas
Writing:clearly
Science Fiction
Rights!
Project: Cartoon
Short Story
to Final
others.
Writing: Digital Story
Final Project: Poster &
CGE2e
When is spying justified?
Written Review
Uses and integrates the Catholic faith tradition, in the critical analysis of
Why do human rights
areinformation
the issues of today
the arts, media, technologyHow
and
systems
to enhance the
matter?
explored in science fiction?
quality of life.
Planning Time
The Final Project
Review the final project and supporting lessons
for this book club…
Consider:
 What skills will students need in order to
complete these tasks?
 What other lessons will be needed as
scaffolding for this task?
Infusing The Catholic
Graduate Expectations
1. A discerning believer
2. An effective communicator
3. A reflective, creative &
holistic
thinker
4. A self-directed, responsible,
lifelong learner
5. A collaborative contributor
6. A caring family member
7. A responsible citizen