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© 2005 Peter Burkhart

 

“The Noble Bachelor” Lesson:

Unit/Theme: Sherlock Holmes      Level: Honors

Subject: Seventh Grade English

NYS Standards/ Benchmarks: E2b: Produce a response to literature that demonstrates an understanding of the literary work. E5a: The student identifies and responds to fiction using interpretive, critical, and evaluative processes; that is, the student: evaluates literary merit, analyzes the reasons for a character’s actions, taking into account the situation and basic motivation of the character. E3b: Participates in group meetings in which the student gives reasons in support of opinions expressed. Volunteers contributions and responds when directly solicited by the teacher or discussion leader.

OBJECTIVES/OUTCOMES:

  • Students will be provided time for silent reading.
  • Students will demonstrate knowledge of "The Adventure of the Noble Bachelor."
  • Students will analyze character development and evaluate character behavior.
  • Students will compare and contrast two stories by the same author.
  • Student will participate in both small and whole group discussions.
  • Students will create a response to literature.

RESOURCES

  • Sherlock Holmes text

QUOTABLE QUOTE

"Circumstantial evidence is occasionally very convincing, as when you find a trout in the milk, to quote Thoreau’s example."

- Holmes. Pg. 250.

"It is very good of Lord St. Simon to honour my head by putting it on a level with his own."

- Holmes. Pg. 249.

PRIOR KNOWLEDGE

  • Students will have read "The Noble Bachelor" and other Holmes’ stories.

    ACTIVITIES

  • Silent reading 20 minutes
  • Students will, as a whole group, decide on the five most important events in the story. Why does Lord St. Simon come to Holmes? What makes most of Holmes’ clients come to him?
  • Students, in small groups, will choose another Holmes story the have read and compare it to "The Noble Bachelor." They will look for similarities and differences. (NOTE: Some stories they have read are ideal for the comparison. Others are not. Encourage groups to focus on stories with married couples or relationships.)
  • Discussion: Holmes is not a doctor but he seems to treat his clients like patients. Do you agree with this? Does he have anything in common with doctors? How does he treat Simon? Why or Why not?
  • Students will write a letter to Sherlock Holmes presenting him with a problem they have created or presently have. They will not sign their letters but will turn them in to be randomly distributed to other students who will write a response. The response will not be a solution but might contain follow up questions that Holmes would ask. Response will be handed in and select ones will be read aloud.
  • There is no real crime committed in this case. Consider why Holmes takes the case. Was it unique enough for him? Why? Keep in mind that this was Doyle’s least-liked story. Why?
  • Update Sherlock Holmes quoteboard.
  • In your notes, create a timeline for this story that contains at least one event for each chapter
  • FACT: Holmes and Watson are never seen attending a religious service. Why do you think this is? Why did Doyle do this? Does Holmes seem like the type of person who would be religious?

    VOCABULARY

  • pâté de foie gras - n. paste made of fattened goose's liver.

  • fait accompli- n. 'accomplished deed'; thing done or completed, about which it is too late to argue.

  • ulster- a long loose overcoat of Irish origin made of heavy material (as frieze)

    ASSESSMENT

  • Quiz: "The Noble Bachelor.

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