And Then There
Were None
mystery unit
1
And Then There Were None
by Agatha Christie
Reading Goals
As you read this novel, you will:
1.) Identify clues to make informed predictions.
2.) Analyze characterization to make informed
predictions.
3.) Analyze characters and their relationships
with each other to demonstrate
understanding of cause and effect.
4.) To evaluate characters’ decisions
2
Pre-Reading Anticipation
Elements of this Mystery
suspects
 alibi
 motive
setting
suspenseful plot
 red herring
clues
themes
motifs
acquit
3
Vocabulary Detectives
The following is a list of vocabulary words chosen for this novel; all these words will be
assessed on the final.
1. adroitness
2. ascertain
3. brethren
4. capricious
5. cumbrous
6. earnest
7. exonerated
8. farce
9. fraternizing
10. furtive
11. idiosyncrasy
12. impious
13. incongruous
14. indignation
15. inexorable
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
innocuous
lassitude
maudlin
mirthless
palpably
perjury
proxy
raucous
recrimination
red herring*
righteous
sagacity
surreptitiously
tenacious
verisimilitude
4
Vocabulary Detectives Example
When you find these words in the novel, follow this model to format your answers.
Notice the parenthetical citation uses the MLA format.
righteousness– (n.) morally right or justifiable;
arising from an outraged sense of justice or
morality
“Enveloped in an aura of righteousness and
unyielding principles, Miss Brent sat in her
crowded third-class carriage and triumphed
over its discomfort and its heat” (Christie 7).
5
Setting (Burgh Island, England)
6
Burgh Island, England
-cliffs
-modern hotel (mansion??)
7
Chapter 1 (I)
 Content Goal- We’re
getting to know the ten
characters and making
inferences about their
personalities and pasts.
 Language Goal- We will
sift through the names
and descriptions to make
a chart of the important
characters. (+2)
 Vocabulary Detective:
righteousness (+3)
8
Chapter 1 – Meeting Characters
Fill in the shaded boxes while reading chapter 1, continue the chart through the whole
novel as more information becomes available. (+22) This is on the novel’s final.
Character’s
Name
Physical traits
and behaviors
Who invited
him/her and
why?
Evidence of
suspicious past
– who, why, and
how?
Order of
death
(1st, 2nd,
etc.)
Manner of death –
riddle & reality
Justice Lawrence
Wargrave
Vera Claythorne
Captain Philip
Lombard
Emily Brent
General Macarthur
Dr. Armstrong
Anthony “Tony”
Marston
Mr. Blore
(a.k.a. Mr. Davis)
Mr. Rogers
Mrs. Rogers
9
Chapter 2 (II)
 Content Goal- to make
connections and get
engaged in the characters
and plot of the novel
 Language Goal- We’ll
assess what we know and
what we need to learn
from this reading. (+2)
 Vocabulary Detectives:
fraternizing, red herring,
surreptitious [bonus
word: malevolent] (+9)
10
during reading
Chapter 2 – Asking Questions
Ask Agatha Christie 20
open-ended questions
that you think only she
knows the answer to.
She might even
answer them later in
this novel. (+20)
Model:
Will Vera and Lombard get together
romantically?
Not a model:
Who will die first?
Who will die second?
 Play along, the author will answer
you, but it might not be until the
end of the novel.
 We will discuss your questions as a
class.
11
Chapter 3 (III)
 Content Goal- To increase
personal connection to the
novel through “making
connections” journaling.
 Language Goal- To write
journals, to read the
chapter, to listen and
discuss connections with
cooperative groups. (+2)
 Vocabulary Detectives:
adroitly, verisimilitude (+6)
12
during or after reading
Chapter 3 – Making Connections
Answer each prompt with a paragraph. Restate the
question and use two text based details from
chapter 3 in each answer. (+15)
1.) React to characters, events, and conflict.
2.) Make connections to other characters or themes in
TV, books, or movies.
3.) Make connections to your own background
knowledge or life experiences.
4.) Predict what specific things that will happen to these
characters and conflicts in upcoming chapters.
5.) Visualize characters or setting. What do characters
look like, what does the house look like, what does
the island look like?
13
Chapter 4 (IV)
admit
lie
 Content Goal- (for
kinesthetic learners) to gain
content knowledge by
doing. We will evaluate
important story elements,
prove comprehension, and
reflect on the process.
 Language Goal- to write
quizzes, to read the chapter,
to listen to group members,
and to discuss corrections.
(+2)
 Vocabulary Detectives:
exonerated (+3)
Slide 14
Chapter 4 – Quiz Each
Other
during and after reading
As you read chapter 4, write nine quiz questions. Choose
the most important points of the chapter to quiz and
format yours like CAT questions.
1. theme, 2. summary, 3. inference,
4. prediction, 5. conflict,
6. compare/contrast, 7. cause/effect,
8. author’s purpose, 9. evaluate
choices/decisions
1.
2.
3.
4.
After finishing the chapter, write then trade your questions to a
member of your group (+9).
Answer the questions you receive in exchange (+27).
Exchange quizzes again, and correct the one you wrote (+9).
Reflection Journal: How did you do? How did your partner do? Are
there any reasons for excellent or poor performance? Record your
reflection of five or more sentences on the quiz you wrote. (+5)
15
Chapter 5 (V)
 Content Goal- to
recognize the elements
Agatha Christie repeats to
recognize her purpose
and literary elements.
 Language Goal- read,
write, speak, and listen
collaboratively while
evaluating important
repetitions (+2)
 Vocabulary Detectives:
capricious, indignation
(+6)
16
during reading
Chapter 5 – Recurring Elements
List any ten elements that repeat
through the novel so far and
support each item on the list with
two text-based details as evidence
(+10) You might choose from:
themes, motifs
repetitive events
characteristics of house guests
emotions of house guests
17
Chapter 6 (VI)
 Content Goal- We will
actively read the text by
personalizing passages in
a double entry diary.
 Language Goal- read,
write, speak, and listen
collaboratively while
making connections with
text elements (+2)
 Vocabulary Detectives:
none this chapter
18
Chapter 6 – Double Entry Diary
Fill out this chart with complete quotes and parenthetical citations (+8)
and your connections to the text (+8).
1. Full quote with page number
This reminds me of… because…
2. Full quote with page number
I wonder… because…
3. Full quote with page number
I infer (guess)… because…
4. Full quote with page number
This is important because…
5. Full quote with page number
I am confused because…
6. Full quote with page number
The picture in my head looks
like… because…
7. Full quote with page number
I think this means… because…
8. Full quote with page number
I visualize… because…
during and after reading
19
Chapter 7 (VII)
 Content Goal- to write
CAT questions to check
our knowledge and
analyze the events and
characters.
 Language Goal- read,
write, speak, and listen
collaboratively while
creating and answering
CAT questions (+2)
 Vocabulary Detectives:
none this chapter
20
Chapter 7 – CAT Questions
Write 10 CAT-like questions (+10) to be answered by a peer in
this class (+30). Make sure your peer answers the questions fully
so you can earn full credit.
1. Theme
2. Summary
3. Inference
4. Prediction
5. Conflict
6. Compare/contrast
7. Cause-effect
8. Author’s purpose
9. Was _____’s decision to _______ a good idea?
10. Compare novel to another book or movie cite 2…
21
Chapter 8 (VIII)
 Content Goal- to select
most important details
from the full text to
summarize thoroughly
 Language Goal- read,
write, speak, and listen
collaboratively while
evaluating important plot
elements (+2)
 Vocabulary Detectives:
indignation, righteous
[both are repeats],
furtive, proxy (+6)
22
During reading
Chapter 8 – Selective Notes
Write down 3 sentences per page of chapter 8 to
make a complete summary of the chapter and
fill your paper. You could add wording between
your quotes so the summary flows. (16 pages)
Another way to look at this is: write a summary
of chapter 8 using 48 text-based details. (+48)
Example of page 109 summary:
You don’t think this Owen’s idea might be to do this
job by proxy? Young Mr. Marston gets the wind up and
poisons himself. Cyanide- not a natural thing to be
carrying about.
23
Chapter 9 (IX)
 Content Goal- to understand
elements the author makes
obvious versus ones she
wants you to think about
more.
 Language Goal- read, write,
speak, and listen
collaboratively while
thinking critically about the
text (+2)
 Vocabulary Detectives:
exonerated (repeated),
idiosyncrasy, mirthless,
perjury, recrimination (+12)
24
Chapter 9 – Question-Answer Relationships
Answer these twelve questions. (+12)
In the book
In my head
Right There
1.) Who is U.N. Owen?
2.) What (specifically) happens to the
General?
Author and You
7.) Did Dr. Armstrong murder Mrs.
Rogers?
8.) Is there anyone you can eliminate
from suspicion?
Think and Search
3.) What evidence points to Dr.
Armstrong?
4.) Does being a judge or a doctor mean
someone is less likely to murder?
5.) Are women too weak to murder?
6.) Will they be able to prove any of the
accusations made in this chapter?
On My Own
9.) Why do you think Mr. Lombard
brought a gun?
10.) Did you think first two deaths
might be a coincidence?
11.) What do you think of Lombard’s
story for coming to the island and
having a gun?
12.) How do you feel learning that U.N.
25
Owen must be “one of us”?
Chapter 10 (X)
 Content Goal- to analyze the
relationships between all the
characters (dead or alive) to
reassess who U.N. Owen is.
 Language Goal- read, write,
speak, and listen
collaboratively while
analyzing character
interactions (+2)
 Vocabulary Detectives:
surreptitiously [repeated],
tenacious (+3)
26
after reading
Chapter 10 - Sociograms
an example from Hamlet
1. Decide on a shape to
represent each of the 10
characters (and Owen).
(+10)
2. Consider including the
setting in your drawing.
3. Draw each character
near others to show
their relationships (i.e.
living, how murdered,
alliances/friendships,
enemies…) (+10)
27
Chapter 11 (XI)
 Content Goal- to use
clues Agatha Christie puts
in the text to infer
information about the
living characters
 Language Goal- read,
write, speak, and listen
collaboratively to draw
conclusions (+2)
 Vocabulary Detectives:
perjury (repeat),
ascertain, earnest,
impious (+9)
28
during reading
Chapter 11 – Inferential Conclusions
TEXT-BASED DETAILS: a
significant comment/detail about
the character from chapter 11
with a parenthetical citation (+7)
What I conclude about the
character based on this
information (+7)
Vera + TBD
I conclude…
Emily + TBD
I conclude…
Mr. Rogers + TBD
I conclude…
Dr. Armstrong + TBD
I conclude…
Capt. Lombard + TBD
I conclude…
Justice Wargrave + TBD
I conclude…
Mr. Blore + TBD
I conclude…
29
Chapter 12 (XII)
 Content Goal- We will draw
conclusions about characters,
events, and conflicts based on
information from this chapter.
 Language Goal- We will read the
chapter, write our conclusions,
listen to group members’
conclusions, and discuss our
own. (+2)
 Vocabulary Detectives:
cumbrous (+3)
30
during reading
Chapter 12 – Drawing Conclusions
List 7 text-based details (clues)
from chapter 12 and cite
them parenthetically (+7)
What does this clue mean? (+7)
•
•
•
•
•
•
•
1.
2.
3.
4.
5.
6.
7.
1
2
3
4
5
6
7
So I conclude…
So I conclude…
So I conclude…
So I conclude…
So I conclude…
So I conclude…
So I conclude…
31
Chapter 13 (XIII)
 Content Goal- to pay
particular attention to
details surrounding
Justice Wargrave and
make inferences
 Language Goal- read,
write, speak, and listen
collaboratively to critically
analyze characterize (+2)
 Vocabulary Detectives:
none this chapter
32
Chapter 13 – Character Study
put 2 text-based details in each box (no repeats) (+16)
What Justice Wargrave
says…
professional
information
Wargrave’s
feelings
What
Wargrave
thinks…
shady past
description
who
Wargrave
dislikes
actions
by or
to him
33
Chapter 14 (XIV)
Burgh Island is said to have
been the inspirational setting
for And Then There Were None.
 Content Goal- to make
connections to prior
knowledge, summarize,
and make predictions
 Language Goal- read,
write, speak, and listen
collaboratively while
predicting the conclusion
of the novel (+2)
 Vocabulary Detectives:
farce, sagacity (+6)
34
after reading
Chapter 14 – My Own Think Aloud
Answer these questions by restating the question a
supporting each answer with two text-based details.
(+15)
1. Connection to prior knowledge: A few things I
already knew about this (character, weapon, poem)
are…
2. Summary: One way of saying what has happened in
this chapter is… (beginning, middle, and end)
3. Mental image: In my mind, I see…
4. Prediction: In chapters 15-16, I predict that…
5. Question: One question I’ve had since the beginning
that I think will be answer in chapter 15-16 is…
35
Chapters 15-16 (XV – XVI)
 Content Goal- to make
predictions before and after
these chapters; to track plot
elements during chapters 1516
 Language Goal- read, write,
speak, and listen
collaboratively about the
novel’s resolution (+2)
 Vocabulary Detectives: adroit
[repeat], innocuous,
lassitude, raucous (+9)
36
Chapter 15-16 – Cliffhanger
Evidence for
what I think will
happen- based
on end of
chapter 14. (+2)
Write the most
important eight
events from
chapters 15-16
along the “cliff.”
(+8)
My prediction of what will be revealed in the
epilogue and manuscript at bottom of cliff (+2)
37
Epilogue (Chapter 17)
Content Goal-to put all the
pieces of the plot together
Language Goal- read, write,
speak, and listen
collaboratively to review the
novel’s plot (from the police
perspective) (+2)
Vocabulary Detectives: none
this chapter
38
Epilogue – C.S.I. Crime timeline
(use this chapter to complete your character chart) (+14)
August 8th
Day 1
August 9th
Day 2
August 10th
Day 3
August 11th
Day 4
August 12th
Day 5
August 13th
Day 6
1. Guests
arrive
4.
6.
10.
16. … arrive
5.
7.
11. S.O.S.
signals
15.
Narracott
returns
2.
3. Isaac
Morris…
8. No
electricity
12.
9.
13.
14.
17. Police
decide
Owen dealt
with what
kind of
cases?
18. What
evidence
makes this a
confusing
case?
39
Manuscript (chapter 18)
 Content Goal- to evaluate critical
questions presented by the
chapter’s narrator
 Language Goal- read, write,
speak, and listen collaboratively
and support answers with
specific text-based details
 Vocabulary Detectives: brethren,
incongruous, inexorable,
maudlin, palpably (+15)
40
Manuscript
Critical Questions Chart Post-Reading
Elements to be
evaluated by
readers.
Cite two text-based details from the
manuscript to support your answer from
the left column. (+10)
Is the main theme clear,
concise, thoughtful and multilayered? ___yes ___no
Locate examples of the theme/message.
Does the crime scene
evidence seem convincing?
___yes ___no
Quote convincing evidence provided in the Epilogue and
Manuscript.
Are the sources authoritative
(expert) and reliable?
___yes ___no
Provide evidence that supports statements in the manuscript.
Is the “other side of the story”
represented?
___yes ___no
Provide information from the manuscript that is opposite of the what
you knew during the rest of the novel.
Does the speaker’s emotional
appeal change how you feel
about characters?
___yes ___no
Quote persuasive language uses emotional appeal to sway your
opinion of the manuscript’s writer.
41
Character’s
Name
Physical traits
and behaviors
Who invited
him/her and
why?
Evidence of
suspicious past
– who, why, and
how?
Order of
death
(1st, 2nd,
etc.)
Manner of death –
riddle & reality
Justice
Wargrave
Vera
Claythorne
Captain Philip
Lombard
Emily Brent
General
Macarthur
Dr. Armstrong
Anthony
“Tony”
Marston
Mr. Blore
(a.k.a. Mr.
Davis)
Mr. Rogers
Mrs. Rogers
U.N. Owen
42