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© 2005 Peter Burkhart

 

Holmes? A role model? Lesson:

Unit/Theme: Sherlock Holmes      Level: Honors

Subject: Seventh Grade English

NYS Standards/ Benchmarks: E1b The students read and comprehend 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 students participate in group meetings, in which the students clarify, illustrate, or expand on a response when asked to do so; ask classmates for similar expansions.

E5a The students respond to fiction using interpretive, critical, and evaluative processes; that is, the students analyze 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 update the Sherlock quoteboard with related references to his drug use.

  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

• Sherlock Holmes text
  

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

• Students have read a number of Holmes stories and are familiar with the character.

  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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