Holmes?
A role model? Lesson:
Unit/Theme:
Sherlock Holmes Level: Honors
Subject:
Seventh Grade English
NYS
Standards/ Benchmarks: E1b The student reads and comprehends at least
four about one issue or subject or four books by a single writer,
or four books in one genre and provides evidence that:
- Makes
and supports warranted and responsible assertions about the texts
- Supports
assertions with elaborated and convincing evidence.
E3b
The student participates in group meetings, in which the student clarifies,
illustrates, or expands on a response when asked to do so; asks classmates
for similar expansions.
E5a
The student responds to fiction using interpretive, critical, and
evaluative processes; that is the student:
- Analyzes
the reasons for a character’s actions, taking into account the
situation and basic motivation of the character.
OBJECTIVES/OUTCOMES
- Students
will be provided time for silent reading.
- Students
will analyze Sherlock Holmes’ character with the goal of determining
if he is a good role model for others (while considering his drug
habit and other characteristics.)
- Students
will work cooperatively in small groups.
- Students
will participate in a classroom debate on an issue related to their
reading.
- Students
will apply their knowledge of the Sherlock Holmes stories to a
- Students
will update the Sherlock quoteboard with related references to his
drug use.
Students
will work cooperatively in small groups to discuss an issue related
to their reading.
NOTE:
This activity should be presented after students have read a number
of Sherlock Holmes stories. The activity should be revisited often
as stories are completed
RESOURCES
QUOTABLE
QUOTES
"I
suppose that its influence is physically a bad one. I find it, however,
so transcendently stimulating and clarifying to the mind that its
secondary action is a matter of small moment."
-"The
Sign of Four"
"For
me, there still remains the cocaine-bottle."
-"The
Sign of Four"
"It
is cocaine, a seven-per-cent solution. Would you care to try it?"
-"The
Sign of Four"
PRIOR
KNOWLEDGE
- ?????
ACTIVITIES/
OUTCOMES
- In
small groups students will create lists of the characteristics of
both good and bad role models. The class will share opinions and create
master lists for each type of role model.
- Students
will then be asked to consider the characteristics they arrived at
and apply them to Sherlock Holmes. Each small group will use the list
and conclude what type of role model Holmes is,
- The
class will be divided based on their opinions into two groups and
create an argument that supports their opinion. This will be part
of a classroom debate with the teacher as moderator.
- NOTE:
If the groups are uneven the teacher might want to consider randomly
assigning students to groups. This might be an effective way of getting
students to look at a debate from the opposite point of their own
views.
NOTE: The first page of "The Sign of Four" contains
an excellent discussion between Holmes and Watson on Holmes’
habit. All students should have read it before the discussion. It
might be helpful to use it as a read aloud prior to the lesson.
ASSESSMENT
- Homework:
Journal: Students will be asked to consider Holmes drug use. "After
today’s debate, is Holmes still a role model? Defend your answer.
- Group
work. Classroom participation.
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