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© 2005 Peter Burkhart

 

“The Sign of Four” Chapter 10 “The End of the Islander” Lesson:

Unit/Theme: Sherlock Holmes      Level: Honors

Subject: Seventh Grade English

NYS Standards/ Benchmarks: E1b: makes and supports warranted and responsible assertions about the text. E5a: The student identifies 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 silent reading time.
  
• Student will be able to identify elements of a story’s climax.
  
• Students will be able to identify an author’s use of rising action.
  
• Students will be able to identify the qualities of a well-rounded individual.
  
• Students will be assessed on their knowledge of recent reading of the story.

RESOURCES

• Sherlock Holmes text
  

QUOTABLE QUOTE

"I have never known him so brilliant. He spoke on a quick succession of subjects–on miracle plays, on mediaeval pottery, on Stradivarius violins, on the Buddhism of Ceylon, and on the warships of the future–handling each as though he had made a special study of it. His bright humour marked the reaction from his black depression of the preceding days. Athelney Jones proved to be a sociable soul in his hours of relaxation and faced his dinner with the air of a bon vivant. For myself, I felt elated at the thought that we were nearing the end of our task, and I caught something of Holmes’s gaiety. None of us alluded during dinner to the cause which had brought us together."

-Pg. 96.

PRIOR KNOWLEDGE

• Students will have read "Sign of Four" Chapter 10 prior to this lesson.

  ACTIVITIES
  

• Silent reading (20 minutes.)
  
• Update Sherlock Holmes quoteboard.
  
• Watson makes note of Sherlock’s intelligence. What does this say about Sherlock?
  
• Students, in small groups, will chart the method that Holmes used to move toward the climax of the case.
  
• Discussion: Is the capture of Jonathan Small and death of the Islander the climax of this case? If so, what will the remainder of the novel be spent on?
  
• Journal: We have spoken before about the value of being a well-rounded individual. How can it be useful? There is no doubt that Holmes is well-rounded. In your journal, provide four examples in the stories we have read that being a well-rounded individual has assisted Holmes in solving his cases. Be prepared to share.
  
  VOCABULARY:
  
  bon vivant n. A person with refined taste, especially one who enjoys superb food and drink.
  
  a priori adj.
  1. Derived by or designating the process of reasoning without reference to particular facts or experience.
  2. Knowable without appeal to particular experience.
  3. Made before or without examination; not supported by factual study.
  
  ASSESSMENT
  

• "Sign of Four" quiz Chapter 9."
  

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