Grade 7
Language Arts Novel Unit
Novel Title: The Adventures of Sherlock Holmes
Marking Period:
Unit Length:
1
2 weeks
Enduring Understanding(s):
We learn about life from reading mysteries that are real and
fictional.
Using different reading strategies aids comprehension.
Deductive reasoning is useful in many areas of life.
Readers can be persuaded to share a writer’s opinion.
Essential/Key Questions:
What can we learn about problem solving from reading
and analyzing mysteries?
How is deductive reasoning used in stories and in life?
How do readers respond to persuasive writing?
Technology Indicator(s):
Upon graduation, students will be able to use computers and related technologies:
As tools to increase productivity, promote creativity, and encourage collaboration.
To communicate, collaborate, and interact effectively with multiple audiences.
To guide, evaluate, and analyze information/data and report results.
Designated Group
Accelerated
On
Above
Below
Author: Arthur Conan Doyle
Prerequisite(s):
Reading strategies of previewing text, predicting, visualizing, rereading,
categorizing what is read, questioning, making connections.
Knowledge of deductive reasoning. (See Write Source 2000 Thinking Logically)
Direct and indirect characterization and other story elements (SEE TEACHER
RESOURCE #4.)
Curricular Connections:
Use deductive reasoning and persuasive writing across the
curriculum.
Evidence of Learning:
Formative Assessments:
Identify elements of a story.
Identify elements of a mystery.
Identify and use deductive reasoning.
Write a summary.
Produce parts of writing a persuasive
essay.
Summative Assessment:
Read a mystery story not read by the
whole class, identify story elements,
and mystery elements. Complete a
review of the mystery.
Name of novel: The Adventures of Sherlock Holmes by Arthur Conan Doyle adapted version published by Globe Books, 1992
NATT(ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools
Created by: Susan Casler, July 2002
Instructional Resources:
Resources include the
assessment designed before the
rest of this novel design, rubric
for the assessment, related
readings online and in
anthologies, Write Source 2000
references, useful online
websites (TEACHER RESOURCE
1) noted for specific items as
TEACHER ONLY RESOURCES
for such things as read alouds
that each teacher should check
for suitability, sample
differentiated quizzes, and a
sample template to use as an
organizer for the mystery review
assessment.
1
Read Aloud/Journal
Topic
Day 1
Outcome:
Students will recall
prior knowledge and
experiences.
Selection pages - _1 -- 5_____Focus 1
Procedure:
1. Read aloud from
Encyclopedia Brown.
Have students predict
the format for the
story.
2. Read the story and
model aloud checking to
see if the story fits the
format students named.
Journal writing:
Students will write
about a mystery they
have observed in their
lives. (Ex. An
unexplained occurrence
at home such as how did
the milk top pop off
inside the refrigerator?
Why does a dog follow
one family member?
Why does the car radio
fade in and out?
Teacher Directed Reading
Novel Planning Sheet
Teacher Directed Writing
Outcome:
Students will preview text and
graphic information by skimming and
scanning.
Procedure:
KWL re: Sherlock Holmes.
Examine the text structure.
Read Preface and A Word from Dr.
Watson for the purpose of
understanding the exposition of the
stories.
Students will reread and take notes
on the exposition: setting, characters
of John H. Watson, Sherlock Holmes,
Mycroft Homes, Mrs. Hudson.
Outcome:
Students will identify evaluate
effective topic and closing
sentences in published writing.
Students will imitate the style
of an author’s topic and
concluding sentences.
Procedure:
The teacher will review the
purposes of topic sentences.
The teacher will model how to
identify topic sentences. The
teacher will also identify
concluding sentences. Working
in pairs, students will identify
topic and concluding sentences
for the section: “A Word from
Dr. Watson.”
With one computer in the classroom,
students will share their information
on the exposition and create a graphic
display using Inspiration. Students
will see how the information is
translated into an outline form. This
outline will be used throughout the
readings to see how knowing
character traits can help a reader
predict events. Students will copy
the information from the Inspiration
outline to use throughout the unit.
Homework: Review the Inspiration
notes.
Name of novel: The Adventures of Sherlock Holmes by Arthur Conan Doyle adapted version published by Globe Books, 1992
NATT(ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools
Word Development
Outcome:
Students will be able
to use writing terms
to analyze selected
readings.
Procedure:
In the Write Source
2000 (copyright 1993)
students will read the
section “Building
Paragraphs” sections
75 and 76. Students
will construct
definitions for the
following terms from
the information
presented: paragraph,
topic sentence, body,
closing, clincher
sentence, formula.
Homework: Study
these terms of the
Language Arts
discipline for a quiz.
Created by: Susan Casler, July 2002
Technology
Outcome:
Students will
understand how to
take ideas and
organize them
effectively by using
Inspiration.
Procedure:
With one computer in
the classroom,
students will share
their information on
the exposition and
create a graphic
display using
Inspiration. Students
will see how the
information is
translated into an
outline form. This
outline will be used
throughout the
readings to see how
knowing character
traits can help a
reader predict
events. Students will
copy the information
from the Inspiration
outline to use
throughout the unit.
2
Selection pages - 6 -- 27
Focus 2-Plan A
Read Aloud/Journal
Day 2.
Outcome: Students will
make inferences or draw
conclusions based in
part on tone of voice,
mood, and emotion in
communication.
Procedure:
Read aloud from the
“The Speckled Band.”
Read exposition (p. 6 –
11 to the death of Julia.
See Teacher Resource
2.
Journal writing
What observations can
you make about one of
the story’s main
characters? Determine
if you have used
information that is
direct or indirect
characterization.
Teacher Directed Reading
Outcome:
Students will establish a purpose for
reading.
Students will analyze characterization
as delineated through a character’s
thoughts, words, speech patterns, and
deeds.
Teacher Directed Writing
Outcome:
Students will write to explain
the author’s use of deductive
reasoning.
Procedure:
Choose one approach:
Students will review deductive
reasoning. Their purpose for reading
will be to see how deductive reasoning
is used to solve the mystery in this
story.
See Teacher Resource 3 for
suggestions of evidence of
deductive reasoning. After the
teacher models finding and
explaining evidence of deductive
reasoning, students can be
grouped in pairs, trios, or quads
to find and explain just a
portion of the deductive
reasoning in the story.
See the stance questions at the
end of the Teacher Resource 3
for additional writing
suggestions.
Using a graphic organizer to record
evidence of deductive reasoning,
students will read from the telling of
Julia’s death in the exposition (p. 11
Globe edition) to the end of the
story. (p. 27)
Name of novel: The Adventures of Sherlock Holmes by Arthur Conan Doyle adapted version published by Globe Books, 1992
NATT(ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools
Word Development
Outcome:
Technology
Outcome:
Students will be able
to use context clues
to determine the
meaning of words in
the story.
Students will
communicate,
collaborate, and
interact effectively
with multiple
audiences.
Students will be able
to use mystery genre
terms appropriately.
Procedure:
Depending on the text
selected and the level
of students, word
development will vary.
The title, “The
Speckled Band,”
needs to be explored
for the multiple
meanings of the words
Procedure:
Use of Inspiration by
several pairs for
teacher directed
writing.
See Teacher
Resources 4, 5 & 6
for several lists of
mystery terms,
literary terms,
including one list with
definitions provided.
Assign a number of
mystery terms to
study.
Created by: Susan Casler, July 2002
3
Focus 2 Day B
Selection pages - _6 – 27
Read Aloud/Journal
Topic
Outcome: Day 3
Students will apply
listening skills, using
note taking to assist
listening.
Procedure: Students will
listen and record the
author’s use of suspense
in the story read
yesterday, “The
Adventure of the
Speckled Band.” The
teacher will read parts
showing suspense: p. 7
“Good morning, madam,
…It is terror.”p.8 “That
is just the trouble.. I am
terribly afraid…I assure
you.”p. 22 – 24 “It was
almost eleven o’clock
when we saw a single
light flash up in a
window of the dark
house” “What can it
mean?” I gasped…
Teacher will note word
choices and style
choices that build
suspense. JOURNAL:
Recount a suspenseful
time without giving away
how the event ended.
Teacher Directed Reading
Teacher Directed Writing
Word Development
Outcome:
Students will read to analyze the
author’s use of suspense.
Outcome:
Students will be able to indicate
a clear beginning, middle, and
end to a story.
Procedure:
Procedure:
Students will read “The Adventure of
the Blue Carbuncle” (Globe edition pp.
50 – 69)
(See Word Development for
vocabulary to introduce before
reading the story.) After introducing
words students may not understand,
the teacher will direct students to
search the story for the element of
suspense. Students should review the
pattern of suspense Conan Doyle used
in “The Speckled Band” and predict
how suspense will be built up in this
story.
Students will outline “The
Adventure of the Blue
Carbuncle.” One or several
students will work at computers
in the classroom. Other
students will work on paper.
Students will revisit the text to
make sure that they include the
most pertinent information.
Students will compare their
outlines with several others.
Students will report to the
whole group their findings of
similarities and differences of
outlines. Students will analyze
the strengths and weaknesses
of various approaches.
Outcome: Students
will determine
influences on word
meanings and use
mystery genre terms.
Procedure:
Introduce vocab. in
directed reading:
Name of novel: The Adventures of Sherlock Holmes by Arthur Conan Doyle adapted version published by Globe Books, 1992
NATT(ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools
carbuncle – a precious
gem, toughs – ruffians,
thugs; gas laid – natural
gas piped into a building, a
common energy source in
the 19th century before
the widespread use of
electricity or oil; tallow –
drippings from a candle;
bonny – Scottish word for
good; peculiar with him –
unique to a person;
infamous – notorious, wellknown but rotten.
Technology
Outcome:
Students will use a
template when
assessed for
knowledge of vocab.
Procedure:
See template as
Teacher Resource 6,
for use after several
days when all mystery
vocabulary has been
introduced and direct
and indirect
characterization has
been mastered.
See Teacher
Resources 4, 5, & 6
for several lists of
mystery terms,
including one list with
definitions provided.
Assign a number of
mystery terms.
Created by: Susan Casler, July 2002
4
Selection pages - ______
Focus 3 Student Selected
Read Aloud/Journal
Topic
Outcome:
Students will apply
listening skills to
identify author’s use of
characterization to
predict events,
suspense, and deductive
reasoning.
Procedure:
Over several days, read
“The Redheaded League”
from an anthology
modeling finding
author’s
characterization leading
to events, use of
suspense, and evidence
of deductive reasoning.
Teacher Directed Reading
Novel Planning Sheet
Teacher Directed Writing
Word Development
Technology
Outcome: 2 –3 days
Students will read to identify author’s
use of characterization to predict
events, suspense, and deductive
reasoning
Outcome:
Students will use an organizer
to categorize knowledge about
story and mystery elements.
Outcome:
Students will use
context clues, prior
knowledge,
inferencing, and
reference materials to
determine meaning of
self-selected words.
Outcome:
Students will use a
template when
assessed for
knowledge of
vocabulary.
Procedure:
From The Adventures of Sherlock
Holmes and the Teacher Resource 7
list, students will select three stories
to read for the purpose of writing a
review critiquing author’s use of
characterization to predict events,
suspense, and deductive reasoning.
Procedure:
Procedure:
Procedure:
Using the template, TEACHER
RESOURCE 8, students will
identify and analyze story and
mystery elements in preparation
for writing their review of a
mystery story. Students can
work in pairs to share their
information with students who
have read the same story.
From self-selected
stories, students will
find up to three words
in each story for
which they had to use
a context clue, prior
knowledge,
inferencing, or a
dictionary or other
source to determine
the meaning as used in
the text. Students
will record their
words, context, and
strategies and share
them with groups.
See template as
Teacher Resource 8,
for use during
directed writing.
Journal: Students can
write about the author’s
characterization, use of
suspense, or use of
deductive reasoning for
the story selection read
this day.
Name of novel: The Adventures of Sherlock Holmes by Arthur Conan Doyle adapted version published by Globe Books, 1992
NATT(ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools
Created by: Susan Casler, July 2002
5
Read Aloud/Journal
Topic
Teacher Directed Reading
Novel Planning Sheet
Teacher Directed Writing
Word Development
Outcome:
Students will write to inform.
Writing Day
Procedure:
Procedure:
Continued from page 5.
Procedure:
This will be a three or four
day or step procedure.
Students will use the three
templates they have completed
as their resource material.
Then they will compose an
organizer for the specific topic
of the writing assessment. SEE
TEACHER RESOURCES 9 AND
10. Students will compose a
rough draft, following the
directions of the prompt and
rubric. They will revise,
proofread, and compose a final
draft. Some of the steps may
be completed as a homework
assignment, or on subsequent
days.
As a whole group, students will
publish their pieces
electronically.
Name of novel: The Adventures of Sherlock Holmes by Arthur Conan Doyle adapted version published by Globe Books, 1992
NATT(ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools
Technology
Outcome:
Students will word
process their final
proofreading and
draft.
Procedure:
Continued from page 5
Created by: Susan Casler, July 2002
Procedure:
Teacher will review
word processing
guidelines. Teacher
will model using a
spelling and grammar
checker. Teacher will
model saving
information in
correct e-file.
6
Novel Planning Sheet
Reading Day
Teacher directed reading.
Students will compare and contrast
knowledge with prior information.
Technology
Students will evaluate
persuasive writing
based on their
knowledge of mystery
writing.
The teacher will
model using the
electronic collection
of reviews of mystery
stories. The teacher
will also model how
using the electronic
file reviewing many
stories can help
students choose
additional stories to
read. For closure,
students will share
the info they found.
As a whole group, students will visit
the computer lab to read the
bookmarked site where all student
mystery reviews are published. They
will read a variety of reviews from
their immediate classmates and other
students from their grade and
compare the reviews to their own.
The teacher will model this activity.
Students will take notes about other
mystery story reviews they read
online, and write why they would or
would not like to read the novel based
on the review.
Name of novel: The Adventures of Sherlock Holmes by Arthur Conan Doyle adapted version published by Globe Books, 1992
NATT(ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools
Created by: Susan Casler, July 2002
7
Generic Plot Summary for Most Adventures of Sherlock Holmes
Parts of the Plot
Exposition
Generic Summary
Each Sherlock Holmes’ adventure starts at 221 B Baker Street, London, England, in the late 19 th century. Holmes
and Watson meet a victimized person who explains the problem to them. Holmes reveals his deductive reasoning
ability to this visitor by telling about the visitor’s personal life from astute observations made by Holmes.
Rising Action
From questions asked by Holmes, he then institutes a plan of action, but the reader is not privy to his thoughts.
Generally one danger occurs while initiating this plan of action.
Climax
Holmes’ plan works with a close call of danger to himself, Watson, and/or others. The suspense builds until the
major dangerous act occurs.
Falling Action
Resolution
Holmes reveals how he solved the problem.
After the problem is solved and the process of deductive reasoning is revealed, Holmes reverts to his quiet life at
221 B Baker Street.
Name of novel: The Adventures of Sherlock Holmes by Arthur Conan Doyle adapted version published by Globe Books, 1992
NATT(ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools
Created by: Susan Casler, July 2002
8
Selection Summaries:
About the Author and
Preface, The Adventures
of Sherlock Holmes,
Globe edition, 1992.
A Word From Doctor
Watson, p. 1 - 5
The Adventure of the
Speckled Band pp. 6 - 27
The Adventure of the
Blue Carbuncle pp. 50 69
Background information on Arthur Conan Doyle. Additional teacher information is on
(mysterynet.com). The preface helps the reader understand the differences between the stories’
setting and current times.
John H. Watson, M.D., the narrator of all Holmes’ stories, writes a letter explaining how he and
Holmes met, and why he recorded the adventures. Watson gives insight into Holmes through direct
characterization, and to himself through indirect characterization. The letter helps the reader
understand the friendship between Holmes and Watson, and the qualities of both.
This ‘locked-room’ mystery opens with Helen Stoner explaining to Holmes and Watson how she broke
into her sister’s locked room at the family estate of her stepfather, Dr. Roylott. After speaking
incoherently about a speckled band, Julia dies in Helen’s arms. Through a series of questions, Holmes
determines that no entry was possible by any human into the room. A series of clues leads Holmes
to the deduction that he will encounter the murderer within the locked room. He does, and later
reveals how he determined Dr. Roylott’s plan to murder his stepdaughter for her inheritance.
One Christmastide, Holmes explains to Watson how a rare blue carbuncle was found in a butchered
goose. Through keen observation and deductive reasoning, Holmes solves the seemingly unsolvable:
finding the owner of goose, leading to the breeder of the goose, leading to the one who ‘fed’ the
gem to the goose, the thief of the gemstone. An unusual revelation is Holmes’ compassion for the
thief, whom he releases because it is the season of peace on earth, good will to all.
Name of novel: The Adventures of Sherlock Holmes by Arthur Conan Doyle adapted version published by Globe Books, 1992
NATT(ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools
Created by: Susan Casler, July 2002
9