Grade 7
Language Arts Novel Unit
Designated Group
Accelerated
On
Above
Below
Novel Title: The Hound of the Baskervilles (Globe Fearon) Author: Sir Arthur Conan Doyle
Marking Period: First Unit Length:
Prerequisite(s):
2 Weeks
Enduring Understanding(s):
Literature helps us learn about life.
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Basic understanding of the elements of a mystery
Use of precise language, action verbs, and active voice
Parts of the plot
Literary elements differ across genres.
The use of reading strategies affects comprehension.
Writing is both a thinking and communication process.
Curricular Connections:
Science- The scientific method
Language choice strengthens writing.
Essential/Key Questions:
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What can we learn about problem solving reading
and analyzing mysteries?
What are the characteristics of mysteries?
What reading strategies are most useful for the
comprehension of mysteries?
Why is critical listening important in our society?
Technology Indicator(s):
Upon graduation, students will be able to use computers and related
technologies:


As a tool to increase productivity, promote creativity, and
encourage collaboration.
To gather, evaluate, and analyze information/data and
report results.
Name of novel: The Hound of the Baskervilles Created by: Kara Annonio
Evidence of Learning:
Formative Assessments:
 On-grade-level comprehension
of an expository passage
 Limited writing prompt
 On-grade-level selections
identify elements of a mystery
using a variety of media
Instructional Resources:
Links to other literature:
Ready, Set, Revise & Ready, Set, Edit Connie
Prevatte
Short Short Stories for Reading Aloud (Read
Aloud) “ The Scooter Solution” p. 41-43
Baffling Disappearances (Read Aloud)
“ The Bermuda Triangle” 34-40
Mystery and Suspense Language Arts and
Reading Activities Grade 5-8 “Take a Closer
Look” page 74
Summative Assessments:
 Writing to inform extended
writing task
NATT (ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools
1
Novel Planning Sheet
Selection pages chapter 1
Read Aloud/Journal Topic
Teacher Directed Reading
Teacher Directed Writing
Word Development
Technology
Outcome:
Students will gain an
understanding for establishing
a purpose for reading while
listening to the teacher read
aloud
Outcome:
Students will use illustrations to predict ideas
and events.
Outcome:
Students will summarize chapter 1.
Outcome:
Students will identify words
that create atmosphere
Outcome:
Students will
gather information and
report results
Procedure:
Material: Preface and letter
written by Dr. Watson
Procedure:
Work in cooperative groups
Before:

Give each group illustrations from a
variety of chapters throughout the
novel.*

Complete Prediction Chart. TR 2

Based on the information from
previewing, what predictions can you
make about the novel?
Procedure:
Editing Drill- Capitalization p. 6770(Ready, Set, Edit)
Revision Drill-using transitions p.50-63
(Ready, Set, Revise)

Students will complete the
chart with information from
chapter 1. TR 3

Teacher will model writing a
summary using information
from the chart

Students will write a summary
of chapter 1, using information
from their chart.
Procedure:
Procedure:
Ongoing in Directed
Writing
The teacher models
establishing a purpose for
reading, while reading the
preface and the letter.
Journal
Prompt-Based on Watson’s
letter about Holmes, were there
clues that indicated that they
had a good friendship. Explain
the clues.
TR 1



Preview Chapter 1
Purpose for reading-Is Dr. Mortimer
a suspect in the case?
Directions for reading: Students will
read chapter 1 independently or in
pairs. While reading they will use post
it notes to mark information about Dr.
Mortimer.
Identify words from chapter
1 that create a feeling of
mystery for literary elements.
Categorize words on the
Word Development chart.
TR 4

Assign research
questions to each
group
TR 5

Students will use
book marked sites
and on-line
encyclopedias in
research

Such topic could
be:

About Sir Arthur
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
During:

Students read chapter 1 independently
or in pairs marking appropriate text.
After:


Conan Doyle
London’s society of
that time
Transportation of
that time
Return to the purpose for reading
Discuss the information about Dr.
Mortimer that the students marked.
* Illustrations from the Globe edition can
be used for background building with
students reading non-Globe editions
Name of novel: The Hound of the Baskervilles Created by: Kara Annonio
NATT (ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools
2
Selection pages – Chapter s 2 – 4 Rising Action
Read Aloud/Journal Topic
Outcome:
Students will identify rising
action in a story while
listening to a teacher read
aloud
Procedure:
Materials: Short Short
Stories… “The Scooter
Solution” p. 41-43
The teacher will read the
short story “The Scooter
Solution”.
Journal TR 5
Describe how the action
rises in this story
Novel Planning Sheet
Teacher Directed Reading
Teacher Directed Writing
Outcome:
Outcome:
The students will describe how the qualities Summarize research information
of characters are related to the rising action
using a clear beginning, middle, and
of the plot
end
Word Development
Outcome:
Students will identify
words that create
atmosphere
Technology
Outcome:
Gather information and
report results
Procedure:
Procedure:
Procedure:
Before:
 Activate prior knowledge by
briefly discussing what we know
about the main characters in The
Hound of the Baskervilles.
 Preview chapter for examples of
dialogue (Read, Set, Revise) pages
130-141
 Purpose for reading-Identify events
in the chapter that are examples of
the rising action in the novel
 Directions for reading- The teacher
explains that students will be
reading chapter independently or in
pairs. While reading, they will use
post it notes to mark places that are
examples of rising action.
During:
 Students will read independently or
in pairs marking appropriate text.
Revision Drill-Usage p.7-36 (Ready,
Set, Edit)
Editing Drill-Transitions p. 50-63
(Ready, Set, Revise)
 Teacher will model bulleting
and summarizing
information from their
research on Arthur Conan
Doyle.
 Students will working
groups to bullet key points
in their research information
 Students will summarize the
information
Identify words from
chapter 4 that create a
feeling of mystery for
literary elements.
Procedure:
On going in Directed
Writing
 Continue
research on
questions
assigned.
 Develop
Power Point
slide to
publish results
of their
research TR 5
Continue to categorize
words on the Word
Development chart
After:
 Return to the purpose for reading.
 Discuss the examples of rising
action that were marked in the
selection.
 As a class, compose a summary for
the Rising Action section of the
”Novel Plot Summary.”
Name of novel: The Hound of the Baskervilles Created by: Kara Annonio
NATT (ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools
3
Read Aloud/Journal Topic
Outcome:
Students will identify the
climax of a story
Selection - Chapters 5 –8
Identifying the climaxax
Procedure:
Materials: “The Bermuda
Triangle”
The teacher will read “The
Bermuda Triangle” using a
think aloud strategy to model
identifying exposition, rising
action, and climax of the story.
Journal
What is the climax of the story?
Teacher Directed Reading
Novel Planning Sheet
Teacher Directed Writing
Outcome:
The students will identify the climax of a story
Procedure:
Chapter 5-8:
Before:
Activate prior knowledge by summarizing the
rising action of the story
Outcome:
The students will summarize a mystery

Summarize the action that has taken place since
chapter
Students should make predictions about what
could happen in the selection they are about to
read.
Purpose for reading
What role do the hounds play in the events in
this chapter?
Students will read with partners or independently
to locate information in the chapter. They
should use post it notes to mark important
information in the text
During:
Students will read independently or in pairs
marking appropriate text.
After:

Return to the purpose for reading and
discuss

Discuss the parts of the text the
students marked

Summarize the climax of the story
Name of novel: The Hound of the Baskervilles Created by: Kara Annonio

Technology
Outcome: The students will
display their work using a
Power Point slide
Categorize words on the
Word Development chart
Procedure:
Procedure:

Word Development
Outcome:
Identify words from a
chapter that creates a feeling
of mystery for literary
elements.
The students will write a
summery of a mystery that they
have read.
Use the writing prompt on page
18 of the Balanced Instruction
for Limited & Extended
Writing.
Display student’s work.
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Discuss shades of
meaning from the
novel.
Review denotation
and connotation
Use Mystery and
Suspense
Language Arts
and Reading
Activities Grade 58 page 74
Model for the
student the word
mystery
Have the students
find words from
the novel and use
denotation and
connotation
Procedure:
Present Power Point slides
to the class
NATT (ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools
4
Novel Plot Summary
Parts of the Plot
Exposition
Rising Action
Climax
Falling Action
Resolution
Summary
Holmes and Watson meet with a man named Dr. Mortimer. The Doctor explains that some sort of mysterious object might have
murdered Sir Charles Baskerville. (The Hound) Intrigued with the supernatural, Holmes takes the case and he and Watson head to
London. Henry Baskerville, the only living heir to the fortune comes from the Americas to claim his inherence.
Three strange things happen to Henry while he is in London. First he receives an anonymous note. Second a new boot is stolen from his
room it was later found and an old boot was taken instead. Last a strange man with black beard follows him.
Holmes declares his suspect and stays in London. Watson goes with Henry to Baskerville Estate. Watson reports to Holmes about
what he finds. Watson reports a death of a pony on the moor, the Barrymore’s are acting strange, Henry falling in love with Ms.
Stapleton and many more strange occurrences happened. Watson finds out that Holmes in not in London but near the Baskerville’s
estate doing some more investigating.
One evening Watson in investigating a sighting on the moor, when he hears screams. He follows the screams to find Seldon dead and
seemingly murdered by the diabolical hound.
It turns out that that Stapleton and his sister are really Mr. And Mrs. Vandeleur and Stapleton is a distant relative to Sir Charles.
Stapleton took advantage of the superstition and bought a hound to scare Sir Charles to death. Seldon death was an accident; because
he was wearing Sir Charles clothes the dog pick up Sir Charles’s scent and the dog chased him and he fell off a cliff. Holmes sets a trap
and when Stapleton tries to kill Henry, Holmes catches him.
Name of novel: The Hound of the Baskervilles Created by: Kara Annonio
NATT (ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools
5