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©
2005 Peter Burkhart
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"The
Red Headed League" 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 .
OBJECTIVES/OUTCOMES
- Students
will explore the development of plot in a Holmes story.
- Students
will be able to identify different parts of a storys organization.
- Understand
that authors often use a specific pattern in their stories.
- Students
will update a classroom quoteboard with relevant quotations from Holmes.
RESOURCES
- Note:
This quoteboard portion of this lesson should be done after students
have read a few stories and should be continuous throughout the unit.
QUOTABLE
QUOTE
"It
is quote a three pipe problem, and I beg that you wont speak
to me for fifty minutes."
-S.
Holmes, Red Headed League
PRIOR
KNOWLEDGE
- Students
will have read "The Red-Headed League," and "A Scandal
in Bohemia" by Arthur Conan Doyle.
ACTIVITIES/
OUTCOMES
- Silent
reading (25 minutes)
- Working
in groups students will list the major events in "The Red-Headed
League."
- Small
groups of students will identify the different parts of the plotline
in a story (Exposition, rising action, climax, falling action, resolution.)
- Student
will use the blackboard to provide their answers for the group using
a chart.
- Time
will be provided for students to update the class quotation board.
- Journal:
It has been said people with red hair have fiery personalities. Do
you think hair color has anything to do with personality. Support
your answer.
- Journal
#2: Holmes said, "the more bizarre a thing is the less mysterious
it proves to be. It is your commonplace, featureless crimes which
are really puzzling, just as a commonplace face is the most difficult
to identify." What does he mean by this?
ASSESSMENT
- Group
work
- Participation.
- Update
quoteboard.
- HW.
Continue writing your thoughts about the stories and begin reading
"A Case of Identity." (pgs. 147-158).
- Quiz:
"The Red Headed League"
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