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© 2005 Peter Burkhart

 

“The Speckled Band” Lesson:

Unit/Theme: Sherlock Holmes      Level: Honors

Subject: Seventh Grade English

NYS Standards/ Benchmarks: E1b: The student reads and comprehends at least four books by a single writer and produces evidence of reading that makes and supports assertions with elaborated and convincing evidence. E2b: Student produces a response to literature that demonstrates an understanding of the literary work. 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. E5a: Students will identify recurring works across themes.

OBJECTIVES/OUTCOMES:

• Students will be provided time for silent reading.
  
• Students will compare two of Holmes’ adventures.
  
• Students will understand the value of developing a reservoir of knowledge.
  
• Students will be able to identify an author’s use of tension leading toward a climax.
  
• Students will understand that Holmes uses critical thinking skills to solve cases.

RESOURCES

• Sherlock Holmes text
  

QUOTABLE QUOTE

"Do not go asleep, your very life may depend upon it. Have your pistol ready in case we should need it. I will sit on the side of the bed, and you in that chair."

-Sherlock Holmes

"I should be very much obliged if you would slip your revolver into your pocket. An Eley's No. 2 is an excellent argument with gentlemen who can twist steel pokers into knots. That and a toothbrush are, I think, all that we need."

"Subtle enough and horrible enough. When a doctor does go wrong he is the first of criminals. He has nerve and he has knowledge."

PRIOR KNOWLEDGE

• Students will have read "The Speckled Band" and other stories.

  ACTIVITIES
  

• In small groups, students will identify the different parts of the story. (Introduction, rising action, climax, falling action and resolution.)
  
• How does Holmes study of previous crimes help him throughout all of the stories?
  
• Tension is used by authors to pull their readers in and keep their interest as they approach the climax. Small groups of students will list the different events in the story that lead up to Holmes solving the case.
  
• Discussion: Dr. Grimseby Roylott is killed by his own collection of creatures (the speckled band.) How is this an appropriate end to the story? What other stories have you read that involve an animal or invention killing its owner?
  
• Compare and contrast "The Speckled Band" to the "Five Orange Pips." What similarities exist between the two stories? List at least five similarities or obvious differences.
  
• Holmes admits he made an incorrect conclusion (pg.228.) He said, "I am no doubt indirectly responsible for Dr. Grimesby Roylott’s death, and I cannot say that it is likely to weigh very heavily on my conscience." What exactly is he saying here? Look in the story for events to support his opinion.
  
• Holmes never jumps to conclusions. He instead develops a theory and looks for supporting evidence. How does he use critical thinking skills
  
• He then describes how he used his "erroneous conclusion" to retrace his logic. What subjects might require you to retrace your steps to correct an answer?
  
• What role do the gypsies serve in this story? What are gypsies?

  INTEGRATION OF OTHER SUBJECTS

• Social Studies
  
  ASSESSMENT
  
  
• Two Quizzes: "The Speckled Band"

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