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TRANSCRIPT
MY DEAR WATSON
Topic: Mysteries
Subject and Grade Level: Language Arts, Seventh Grade
Unit Type: 3 Weeks
Estimated Time: Each lesson lasts 55 minutes
Lesson Author: Megan Reynolds
PREVIEW OF UNIT
Overview: “My Dear Watson” is a mystery unit based on Sir Arthur Conan Doyle’s The Hound of the Baskervilles. In this unit, students will analyze the novel’s characters, learn to make predictions using context clues, participate in several engaging activities, and experiment with the five elements of a mystery. “My Dear Watson” will conclude with a test on The Hound of the Baskervilles as well as a group project. Both summative assessments will be used to evaluate student understanding of the mystery genre.
Featured Resources:Doyle, Sir Arthur Conan. The Hound of the Baskervilles. New York, NY: Signet Classic, 1986.
Print.ReadWriteThink – www.readwritethink.org
From Theory to Practice:Barloon, Jim. “The case for Identity: Sherlock Holmes and the Singular Find.” Clues: A Journal of
Detection. 25.1 (2006): 33-44. PrintOnofrio, Maureen. “Challenging Children with Mystery Stories.” Yale New-Haven Teachers
Institute. 2011. 1 November 2011. <http://yale.edu/ynhti/curriculum/units/1989/4/89.04.06.x.html>
STANDARDS
NCTE As taken from the NCTE website: 2. Students read a wide range of literature from many periods in many genres
to build an understanding of the many dimensions of human experience. 3. Students apply a wide range of strategies to comprehend, interpret,
evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning
and of other texts, their world identification strategies, and their understanding of textual features.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audience for a variety of purposes.
6. Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
12. Students use spoken, written, and visual language to accomplish their own purposes.
ALCOS 2. Relate literary elements and devices to each other, including main idea and supporting details, climax, point of view, and imagery.
5. Recognize the use of textual elements, including main idea and supporting details, to gain information from various text formats, including graphs.
6. Analyze nonfiction, science fiction, mystery or suspense, fantasy, and adventure for distinguishing characteristics.
13. Apply steps in the research process to identify a problem or issue, locate resources and information, and present findings.
Common Core As taken from the Common Core State Standards Initiative website:Key Ideas and Details:
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure: 4. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.Range of Reading and Level of Text Complexity:
10. Read and comprehend complex literary and informational texts independently and proficiently.
Text Types and Purposes: 1. Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence. 3. Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Research to Build and Present Knowledge: 7. Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess
the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Comprehension and Collaboration: 2. Integrate and evaluate information presented in diverse media and formats,
including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric.Conventions of Standard English:
1. Demonstrate command of the conventions of standard English grammar and use when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language: 3. Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use: Determine or clarify the meaning or unknown and multiple-meaning words
and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
21st Century Skills As taken from The Partnership for 21st Century Skills website:Learning and Innovation Skills:
Creativity and Innovation - Think creatively, using a wide range of creation techniques. - Elaborate, refine, analyze, and evaluate their ideas. - Be open and responsive to new and diverse perspectives. - Incorporate group input and feedback into the work. - Work creatively with others.
Critical Thinking and Problem Solving - Analyze and evaluate alternative points of view. - Interpret information and draw conclusions based on analysis. - Identify and ask questions that lead to better solutions. - Use various types of reasoning as appropriate to the situation. - Analyze how parts of a whole interact to produce an outcome.
Communication and Collaboration - Use oral, written, and nonverbal communication to articulate ideas.
ENDURING UNDERSTANDINGS
Students will understand the central components of a mystery novel: characters, setting, plot, problem, and solution.
Essential Questions:o Lesson 1:
Do all mystery novels have a victim? Describe the setting most often found in mysteries. In mystery novels, can you have a problem without a solution?
o Lesson 2: Describe the suspect in “Bus Ride.” To predict the ending of a mystery, what must you do first?
o Lesson 3: Do you think Dr. Watson will play a major role in the story? Explain, using information
from Chapter I.
Describe Sherlock Holmes, using examples from Chapter I.
o Lesson 4: Describe the Baskerville Curse. Who is the victim? In Chapter II, several clues are brought up about the case. What are they? Why are
these clues so important?
o Lesson 5: In Chapter III, Sir Arthur Conan Doyle mentions two things Sherlock does when thinking
about the case. What are they?
o Lesson 6: In Chapter IV, what does Sir Henry receive? Who questions Sherlock’s conclusion about the letter?
o Lesson 7: List any new characters mentioned in Chapters V and VI. At dinner, what does Sir Henry say about his uncle? Late at night, what does Dr. Watson hear? What main character is missing in Chapter VI?
o Lesson 8: Describe Watson’s conversation with Mr. Barrymore. How does Mr. Barrymore react
when Watson asks him about his wife? How does Watson feel about the conversation? Who does Watson meet in Chapter VII, after his conversation with Mr. Barrymore?
o Lesson 9: How is Chapter VIII different from the previous chapters?
o Lesson 10: What does Watson notice about the window Barrymore visits in Chapter VIII? When Sir Henry and Watson catch Mr. Barrymore at the window a second time, they
find out he is signaling someone across the moor. Who is it? What does Mrs. Barrymore say is the reason?
o Lesson 11: What does Watson find out about Sir Charles during his meeting with Laura Lyon? What do Watson and Mr. Frankland see when they look through the telescope? At the end of Chapter XI, Watson hears footsteps and a greeting. Who do you think it is?
o Lesson 12: Who greets Watson at the hut? Someone dies in Chapter XII. Who do Sherlock and Watson think it is? Explain. Who do Watson and Sherlock believe is the villain? Explain.
o Lesson 13: What happens to the hound in Chapter XIV? Describe the hound, using information found in Chapter XIV? Who do Watson and Sherlock find at the house?
In Chapter XV, what surprising fact does Sherlock reveal about Mr. Stapleton?
o Lesson 14: Who are the main characters in Sir Arthur Conan Doyle’s novel? Who is the victim? Who is the villain, or culprit? What was the climax of the story? Explain. Did the story’s end surprise you, or was it fairly predictable?
o Lesson 15: None – Test
o Lesson 16: None – Groups
o Lesson 17: None – Groups
o Lesson 18: None – Presentations
o Lesson 19: None – Presentations
o Lesson 20: None – Video
Students will know how to predict the ending of a mystery novel, using context clues.
Students will be able to identify the five elements of a mystery novel. Because some of said elements are found in other genres, students will also be able to identify them in other literary works.
ASSESSMENT EVIDENCE
Performance Tasks Other EvidenceGoalIn this unit, I will …
Introduce students to mystery novels Teach students about British culture using the diction,
setting, and characters found in Sir Arthur Conan Doyle’s The Hound of the Baskervilles
Teach students to appreciate the craft, or unique style of mystery novels
Teach students how context clues can be used to predict the outcome of a story
Teach students how to express their creativity in their summative assessment
Teach students how to successfully work in groups
** The most challenging part of this unit is generating student interest. Because a large portion of this unit involves critical analysis of Sir Arthur Conan Doyle’s novel, it is important that I engage students in the text so that they want to think about the novel on a deeper level.
RoleIn this unit, I will …
Teach the basic components of a mystery novel Introduce students to eloquent language Show students the importance of context clues Keep students engaged through out the unit
AudienceIn this unit …
The targeted audience is middle school students
SituationIn this unit, I may have …
Issues teaching students with special needs, especially in regards to the eloquent language used by the main characters
Trouble connecting The Hound of the Baskervilles to modern times, something that could significantly impact students’ interest in the novel
Product, Performance, and PurposeIn this unit …
Students will learn to use context clues so that they can predict the outcome of a story
Standards and Criteria for SuccessIn this unit, I …
Must meet the NCTE, ALCOS, and Common Core standards, as well as the 21st Century Skills required for middle school students (listed above)
Other Evidence: Summative assessment (see printout)
Informal observations of students’ notes
Quizzes on the novel that cover the basics, including main characters and what has happened in the story thus far
In-class activities, such as Story Impressions, Imagine This, Suppositional Readers, and Title Testing to not only engage students, but prepare them for their end-of-unit, or summative assessment
RESOURCES AND PREPARATION
MATERIALS AND TECHNOLOGY
Sir Arthur Conan Doyle’s The Hound of the Baskervilleso This unit encourages students to dive into the text and really think critically about its
components (setting, characters, plot, climax, diction, etc.). Therefore, I feel that students should have their own copies of the novel to annotate as they see fit. If a student does not have the means to purchase a book, I will make accommodations on an individual basis.
Movie version of The Hound of the Baskervilles Audio book of The Hound of the Baskervilles Elmo machine Construction paper Markers Glue Scissors Image of Sir Arthur Conan Doyle Laptops, or at least one computer than can be connected to an overhead machine “Mystery Cube,” an interactive activity taken from ReadWriteThink Unit Test, along with a teacher’s key
PRINTOUTS
Directions to “Puzzle Piece Mystery Book” the unit’s second summative assessment Rubric to “Puzzle Piece Mystery Book” Character Chart Story Map Venn Diagram Admit Slips and Exit Slips
WEBSITES
The “Mystery Cube” and “Puzzle Piece Mystery Book” were taken from www.readwritethink.org The “Five Essential Elements of a Mystery” was taken from www.penguin.com/camjansensleuthsquad
PREPARATION
Read and annotate Sir Arthur Conan Doyle’s The Hound of the Baskervilles, looking for important information. If you have taught this unit more than once, skim over the book and your notes to refresh.
Make enough copies of all worksheets needed for the unit.
If this is the first time teaching this unit, make your own version of the summative assessment so that students have a visual image of what their final products should look like; however, if this is not the first time teaching this unit, make sure you have a sample of a prior student’s work to show as an example.
Familiarize yourself with your students – their background, learning style, and behavioral patterns – so that you can accommodate them through out the unit.
UNIT BREAKDOWN Lesson 1: Elements of a Mystery Novel, Two-Minute Mysteries
Lesson 2: “The First Base Mystery”
Lesson 3: Introduction to Novel, Sir Arthur Conan Doyle Bio., Chapter I
Lesson 4: Chapter II
Lesson 5: Chapter III
Lesson 6: Chapter IV
Lesson 7: Chapters V and VI
Lesson 8: Chapter VII
Lesson 9: Chapter VIII
Lesson 10: Chapters IX and X
Lesson 11: Chapter XI
Lesson 12: Chapters XII and XIII
Lesson 13: Chapters XIV and XV
Lesson 14: Novel Review
Lesson 15: Test on Novel, Introduce Summative Assessment
Lesson 16: Groups
Lesson 17: Groups
Lesson 18: Presentation on Summative Assessment
Lesson 19: Presentation on Summative Assessment
Lesson 20: Video
STANDARDS IN LESSONS Lesson 1:
o NCTE – 2, 3, 12o ALCOS – 2, 5o 21st Century Skills – Creativity and Innovation (all)
Lesson 2:o NCTE – 2, 3, 12o ALCOS – 2, 5o 21st Century Skills – Creativity and Innovation (all)
Lesson 3:o NCTE – 2, 3, 5o ALCOS – 5, 6o Common Core – Key Ideas and Details, 3o Common Core – Craft and Structure, 4-6o Common Core – Text Types and Purposes, 1, 3o Common Core – Comprehension and Collaboration, 2, 3o Common Core – Conventions of Standard English, 1, 2o Common Core – Vocabulary Acquisition and Useo 21st Century Skills – Creativity and Innovation (all)o 21st Century Skills – Critical Thinking and Problem Solving (all)
Lesson 4:o NCTE – 2, 3, 5, 6o ALCOS – 5, 6o Common Core – Key Ideas and Details, 3o Common Core – Craft and Structure, 4-6o Common Core – Text Types and Purposes, 1, 3o Common Core – Comprehension and Collaboration, 2, 3o Common Core – Conventions of Standard English, 1, 2o Common Core – Vocabulary Acquisition and Useo 21st Century Skills – Creativity and Innovation (all)o 21st Century Skills – Critical Thinking and Problem Solving (all)
Lesson 5:o NCTE – 2, 3, 5, 6o ALCOS – 5, 6 o Common Core – Key Ideas and Details, 3o Common Core – Craft and Structure, 4-6o Common Core – Text Types and Purposes, 1, 3o Common Core – Comprehension and Collaboration, 2, 3o Common Core – Conventions of Standard English, 1, 2o Common Core – Vocabulary Acquisition and Use
o 21st Century Skills – Creativity and Innovation (all)o 21st Century Skills – Critical Thinking and Problem Solving (all)
Lesson 6:o NCTE – 2, 3, 6o ALCOS – 5, 6 o Common Core – Key Ideas and Details, 3o Common Core – Craft and Structure, 4-6o Common Core – Comprehension and Collaboration, 2, 3o Common Core – Vocabulary Acquisition and Useo 21st Century Skills – Creativity and Innovation (all)o 21st Century Skills – Critical Thinking and Problem Solving (all)
Lesson 7:o NCTE – 2, 3, 6o ALCOS – 5, 6o Common Core – Key Ideas and Details, 3o Common Core – Craft and Structure, 4-6o Common Core – Comprehension and Collaboration, 2, 3o Common Core – Vocabulary Acquisition and Useo 21st Century Skills – Creativity and Innovation (all)o 21st Century Skills – Critical Thinking and Problem Solving (all)
Lesson 8:o NCTE – 2, 3, 6o ALCOS – 5, 6 o Common Core – Key Ideas and Details, 3o Common Core – Craft and Structure, 4-6o Common Core – Comprehension and Collaboration, 2, 3o Common Core – Vocabulary Acquisition and Useo 21st Century Skills – Creativity and Innovation (all)o 21st Century Skills – Critical Thinking and Problem Solving (all)
Lesson 9:o NCTE – 2, 3, 6o ALCOS – 5, 6 o Common Core – Key Ideas and Details, 3o Common Core – Craft and Structure, 4-6o Common Core – Comprehension and Collaboration, 2, 3o Common Core – Vocabulary Acquisition and Useo 21st Century Skills – Creativity and Innovation (all)o 21st Century Skills – Critical Thinking and Problem Solving (all)
Lesson 10:o NCTE – 2, 3, 6o ALCOS – 5, 6o Common Core – Key Ideas and Details, 3
o Common Core – Craft and Structure, 4-6o Common Core – Comprehension and Collaboration, 2, 3o Common Core – Vocabulary Acquisition and Useo 21st Century Skills – Creativity and Innovation (all)o 21st Century Skills – Critical Thinking and Problem Solving (all)
Lesson 11:o NCTE – 2, 3, 6o ALCOS – 5, 6o Common Core – Key Ideas and Details, 3o Common Core – Craft and Structure, 4-6o Common Core – Comprehension and Collaboration, 2, 3o Common Core – Vocabulary Acquisition and Useo 21st Century Skills – Creativity and Innovation (all)o 21st Century Skills – Critical Thinking and Problem Solving (all)
Lesson 12:o NCTE – 2, 3, 6o ALCOS – 5, 6o Common Core – Key Ideas and Details, 3o Common Core – Craft and Structure, 4-6o Common Core – Comprehension and Collaboration, 2, 3 o Common Core – Vocabulary Acquisition and Useo 21st Century Skills – Creativity and Innovation (all)o 21st Century Skills – Critical Thinking and Problem Solving (all)
Lesson 13:o NCTE – 2, 3, 6o ALCOS – 5, 6o Common Core – Key Ideas and Details, 3o Common Core – Craft and Structure, 4-6o Common Core – Comprehension and Collaboration, 2, 3o Common Core – Vocabulary Acquisition and Useo 21st Century Skills – Creativity and Innovation (all)o 21st Century Skills – Critical Thinking and Problem Solving (all)
Lesson 14:o 21st Century Skills – Creativity and Innovation (all)
Lesson 15:o NCTE – 5o Common Core – Range of Reading and Level of Text Complexity, 10o Common Core – Text Types and Purposes, 1, 3o Common Core – Production and Distribution of Writing, 4, 5o Common Core – Conventions of Standard English, 1, 2o 21st Century Skills – Communication and Collaboration (all)
Lesson 16:
o NCTE – 12o ALCOS – 13o Common Core – Range of Reading and Level of Text Complexity, 10o Common Core – Research to Build and Present Knowledge, 7-9o Common Core – Conventions of Standard English, 1o 21st Century Skills – Creativity and Innovation (all)o 21st Century Skills – Communication and Collaboration (all)
Lesson 17:o NCTE – 12o ALCOS – 13o Common Core – Range of Reading and Level of Text Complexity, 10o Common Core – Research to Build and Present Knowledge, 7-9o Common Core – Conventions of Standard English, 1o 21st Century Skills – Creativity and Innovation (all)o 21st Century Skills – Communication and Collaboration (all)
Lesson 18:o NCTE – 12o ALCOS – 13 o Common Core – Range of Reading and Level of Text Complexity, 10o Common Core – Research to Build and Present Knowledge, 7-9o Common Core – Conventions of Standard English, 1o 21st Century Skills – Creativity and Innovation (all)o 21st Century Skills – Communication and Collaboration (all)
Lesson 19:o NCTE – 12o ALCOS – 13o Common Core – Range of Reading and Level of Text Complexity, 10o Common Core – Research to Build and Present Knowledge, 7-9o Common Core – Conventions of Standard English, 1o 21st Century Skills – Creativity and Innovation (all)o 21st Century Skills – Communication and Collaboration (all)
Lesson 20
LESSON PLANS
LESSON 1
Materials: Index cards – 5 per student Elmo machine, or white board A quick, easy-to-read mystery
Procedures: At the beginning of class, ask the students to raise their hands if they have ever read a
mystery novel. Assuming that multiple students raise their hands, ask them what their favorite mystery novels are and list them on the board. If they cannot think of a specific title, they can list their favorite authors or detectives. Time: 5 minutes
Once a few titles or names are written on the board, ask the students to describe what they like about mystery novels. As they talk, write down their comments. Try to guide them to the main elements of a mystery novel: characters, setting, plot, problem, and solution. As the elements are listed, ask the students to define them. Later, inform the students that they have just described the essential elements of a mystery novel. Time: 10 minutes
After the discussion, have two students pass out index cards to their classmates. These index cards should be blank, and each student must have 5. Once the students have received their index cards, ask them to label the front side as follows:Time: 3 minutes
After the students have labeled their index cards, have them write the definitions on the other side. Take each term, one at a time, and discuss the definitions with the class. Once the definitions have been discussed, put each one on an Elmo machine and have the students write the definitions on the back of the appropriate index card. Time: 10 minutes
While the students are copying the definitions, pass out the short story you want them to read for the next assignment. This story can come from anywhere, but it needs to be a mystery and short enough to finish in one class period. Once the stories have been
PLOT
SETTING
CHARACTER
PROBLEM
SOLUTION
distributed, wait for the students to finish copying their definitions before introducing it. Time: 3 minutes
As soon as the students finish copying their definitions, introduce the short story. Tell them the title, the author, and the purpose for reading the story. That is, you will use the story to determine whether or not the students understand the basic elements of a mystery novel.Time: 3 minutes
Read the story aloud to the students, and tell them to raise their index cards above their heads whenever they hear a particular term. For example, if you mention a character’s name or describe a character in the story, the students should have their “Character” index cards raised in the air. Time: 15 minutes
Once you’ve finished reading the story, tell the students to hang onto their index cards for future use. End the lesson with an introduction into the next one.Time: 3 minutes
References: The “Five Elements of a Mystery” was taken from the Cam Jansen Sleuth Squad website
LESSON 2
Materials: S.F. Heron’s “The First Base Mystery,” a short story Story Map Quiz
Procedures: At the beginning of class, review with the students the elements of a mystery novel.
First, ask the students to name the elements of a mystery novel. Afterwards, ask the students to give an example of each element, using the short story they read the day before.Time: 10 minutes
Once you finish reviewing with the students, ask two of them to distribute the Story Map to their classmates. The worksheets should look like this:Time: 2 minutes
TITLE OF STORY
MAIN CHARACTERS
SETTING (WHERE AND WHEN)
MAIN EVENTS
CLIMAX
SOLUTION
EXAMPLE OF SUSPENSE
CLUES
Explain the worksheet to the students, informing them they will complete this worksheet as you read the short story, “The First Base Mystery,” aloud. Tell the students to listen closely for each part of the chart, but reassure them that you will cover the answers at the story’s end.Time: 1 minute
Read “The First Base Mystery” aloud to the students, making sure to emphasize the terms mentioned on the Story Map.Time: 15 minutes
After you finish reading the story, discuss each term with the students. Make sure to ask the students what they put down first, before telling them the answers. Doing so will give you an opportunity to assess the students on what they know and where they struggle.Time: 15 minutes
End the lesson with a brief matching quiz, to see how well the students understand the mystery elements. Ask the students to take out a blank sheet of paper and put a copy of the quiz on the overhead. While the students take the quiz, walk around to make sure that the students are not using outside resources.Time: 10 minutes
References: “The First Base Mystery” and the Story Map was taken from ReadWriteThink
MYSTERY ELEMENTS QUIZName:
Date:
Period:
Directions: Write the name of the mystery element in the spaces provided. Use the Word Bank
at the bottom of the page to help you. Each definition will only be used once, so keep that in
mind as you answer. Each question is worth 2 points.
1. The individuals that a story is about. The most common of these are protagonists and
antagonists. __________________________
2. The thing that must be solved in mystery novels. __________________________
3. The actual story around which the entire book is based. It has a clear beginning, middle,
and end. __________________________
4. The location of the story, where the action takes place. __________________________
5. The way in which the action is resolved. For example, if a detective found the missing
item he was searching for. __________________________
WORD BANK
Character
Setting
Plot
Problem
Solution
MYSTERY ELEMENTS QUIZName:
Date:
Period:
Directions: Write the name of the mystery element in the spaces provided. Use the Word Bank
at the bottom of the page to help you. Each definition will only be used once, so keep that in
mind as you answer. Each question is worth 2 points.
1. The individuals that a story is about. The most common of these are protagonists and
antagonists. CHARACTERS
2. The thing that must be solved in mystery novels. PROBLEM
3. The actual story around which the entire book is based. It has a clear beginning, middle,
and end. PLOT
4. The location of the story, where the action takes place. SETTING
5. The way in which the action is resolved. For example, if a detective found the missing
item he was searching for. SOLUTION
WORD BANK
Character
Setting
Plot
Problem
Solution
LESSON 3
Materials: Sir Arthur Conan Doyle’s The Hound of the Baskervilles, for all students Image of Sir Arthur Conan Doyle Hi-lighters and pens, for the students to mark important information in their books Venn Diagram worksheets, for all students Interactive Venn Diagram Laptop connected to an Elmo machine
Procedures: At the beginning of class, distribute the quizzes to the students and review the answers.
Put the answers on an Elmo machine and ask the students to make corrections.Time: 5 minutes
Once the quizzes have been reviewed, ask two students to distribute The Hound of the Baskervilles, one to each student. If the students are all required to have a copy of the novel, make a list of who has paid for it and who still needs to pay for one. While the books are being passed out, introduce the novel to the students, beginning with a little background information on the author. Also, tell the students to have a hi-lighter or pen out whenever they read the book in class, so that they can take notes.Times: 5 minutes
Place an image of Sir Arthur Conan Doyle on the Elmo and ask the students to turn to the first page in the novel, where they can find a brief biography about Doyle. Read the information to the students and afterwards, ask them to raise their hands if they have ever read a Sherlock Holmes novel. Time: 5 minutes
As soon as you provide the students with background information on Sir Arthur Conan Doyle, ask the students to look at the cover and make a prediction about what the story will be about. Tell them to look at the color scheme, weather, location, and so forth. Time: 5 minutes
Once every student has written a prediction, transition into a whole-class discussion. Ask the students what their predictions were and how they came up with them. In the meantime, distribute Venn Diagrams to each of the students, still paying close attention to what the students are saying.Time: 5 minutes
When the discussion comes to a close, have the students turn to Chapter I in their books, following along as you read aloud. As you read, stop at certain points and have discussions with your students, keeping them actively engaged in the lesson. For example, at the beginning of Chapter I, Dr. Watson examines an object while Sherlock
Holmes’ back is turned. Sherlock comments on Dr. Watson’s interest in the item, and Dr. Watson is surprised his friend knew what he was doing. Sherlock mentions he has a well-polished coffee pot in front of him, making it easy for him to see what was happening behind him. This instance demonstrates that Sherlock is a very observant individual. In this instance, you could ask the students what they noticed about the situation and what it tells them about Sherlock as a character.Time: 15-20 minutes
After you have read and discussed Chapter I with the students, tell the students to take out their Venn Diagrams. Then, ask them to name the two main characters. Their answers should be Sherlock Holmes and Dr. Watson, but if they have trouble, help them figure out who they are using the text. Afterwards, explain the Venn Diagram to the students and ask them to complete it on Holmes and Dr. Watson. Tell them to fill out their worksheets, using information provided in the text. While the students are working, pull up the interactive Venn Diagram on the ReadWriteThink website.Time: 5 minutes
Once the students have finished completing their worksheets, ask them to help you fill out the interactive Venn Diagram, using the information they have on their sheets. For each characteristic the students mention, ask them to show how they came to that conclusion. This will show you how well the students can pick out important information from a literary text.Time: 8 minutes
When the discussion ends, tell the students to place their worksheets in their binders for future use. To end the lesson, ask the students to read Chapter II for homework, paying close attention to the elements of a mystery that they learned about.Time: 2 minutes
References: The “Interactive Venn Diagram” was taken from ReadWriteThink The Venn Diagram worksheets were taken from Mrs. Denise Bradberry, English teacher
at Hillcrest Middle School The image of Sir Arthur Conan Doyle was taken from Google Images
CHARACTER MAP
Name Description, General Information
Profession Suspicious Behavior Suspect(X or √)
1
2
3
4
5
6
7
8
9
10
11
12
13
Lesson 4
Materials: Sir Arthur Conan Doyle’s The Hound of the Baskervilles Character Maps, for all students Laptop that connects to an overhead machine
Procedures: At the beginning of class, ask students to take out a blank sheet of paper. They will be
taking an Admit Slip, based on the reading they were supposed to complete for homework. This opening assignment should be no more than three questions, using questions that should be obvious to the students who read. Here are some examples of questions you could use for this Admit Slip:
o List two characters you read about in Chapter II.o Briefly summarize the Baskerville Curse.o What important piece of evidence was found at the crime scene?
Time: 10 minutes
While students complete their Admit Slips, pass out a Character Map to each student. It looks like this:
Name Description, General Information
Profession Suspicious Behavior
Suspect(X or √)
1
2
3
4
5
Tell the students not to write on the sheet, because you will introduce it later.Time: 2 minutes
Once the students have finished their Admit Slips, ask them to pass their sheets to the front, faced down. Tell them that the assignment will be graded, but that you want to discuss the answers. Go through each question, one at a time, asking the students to
raise their hands and answer the questions. This could be used as an opportunity for informal assessment, allowing you to see how much the students recall from their reading, or who actually did their homework.Time: 5 minutes
When you finish discussing the answers, ask the students to take out their novels. Read aloud Chapter II, pausing at important parts or to ask questions. For example, because the Admit Slip includes a question about the Baskerville curse, stop at that part in the chapter and discuss it with the students. The same can also be done to the third question, about the evidence at the crime scene.Time: 20 minutes
When you finish reading, introduce the Character Map, telling the students what each section means. Let them know that, when completing their charts, not to write big because they will be adding to their sheets until the novel’s end. Furthermore, advise the students to use pencil, not pen, when writing on their sheets. This will allow them to make changes to their charts, which they will likely need in the “Suspect” section.Time: 5 minutes
As soon as you introduce the worksheet, pull up a blank Character Map on a laptop connected to an overhead machine. Ask the students to recall every character mentioned in the text, filling it out on the laptop as the students call out their names. Tell the students that they should copy down the characters as you type them on the computer. Do this until every character from the chapter is listed.Time: 8 minutes
Once all the characters are mentioned, model for the students how their charts should look. For example:
Name Description, General Information
Profession Suspicious Behavior
Suspect(X or √)
1 Sherlock HolmesLives at 221b Baker Street,
intelligent, observant Detective X
If there is time left in the lesson, work with the class to fill out information on the remaining characters. If you run out of time, ask the students to fill out what is left of their Character Maps for homework.Time: 5-8 minutes
References: None
Lesson 5
Materials: Sir Arthur Conan Doyle’s The Hound of the Baskervilles Sir Arthur Conan Doyle’s The Hound of the Baskervilles on tape Character Maps Laptop that connects to an overhead machine Writing prompt
Procedures: At the beginning of class, ask the students to take out their Character Maps and silently
read their books. In the meantime, walk around the room and check to see that the students completed their homework. It is not necessary to write down a grade, but keep a mental note of who attempted the assignment and who did not.Time: 5 minutes
After you have checked the homework, ask the students to turn their books to Chapter III. Instead of reading aloud as you did for the previous two lessons, ask the students to follow along as Chapter III is played on tape. While the tape plays, walk around the room and make sure that the students are paying attention and not falling asleep. Make sure to tell the students that they should add to their Character Maps as needed and, as always, pause to discuss important moments in the text.Time: 20 minutes
When the tape ends, transition into a whole-class discussion, asking the students how they felt about the chapter and what they added to their Character Maps.Time: 10 minutes
When the discussion comes to a close, turn on the overhead machine and ask students to take out a blank sheet of paper. Place a brief writing prompt on the board, asking the students to respond to the question the best they can. This writing prompt should help students connect to the text, so using a question that encourages personal reflection would be effective for this assignment. Here is an example:
Describe the environment in which you study best(at home, in the library, with music, in silence, etc.)
In this particular prompt, students are asked to describe the environment in which they study best. You could connect their answers to the text by mentioning that, at the end of Chapter III, Watson discovers Holmes in an isolates space, smoking his pipe; the
environment in which Holmes concentrates best.Time: 10 minutes – 2 minutes to explain, 8 minutes to write
To end the class period, ask a couple students to share their prompts, showing that everyone studies best in different ways.Time: 10 minutes
References: None
Lesson 6
Materials: Sir Arthur Conan Doyle’s The Hound of the Baskervilles Character Maps Sheet that lists group assignments Sheet that gives directions for the K-W-L Exit Slip Index cards, one for every student Laptop connected to an overhead machine
Procedures: At the beginning of the class period, ask students to take out their novels and turn to
Chapter IV. Instead of reading the chapter aloud, engage the students in “popcorn reading,” where students call on each other to read. This activity keeps students awake, and ensures equal participation. Make sure the you tell the students to read at least five sentences before passing it onto another student, and add to their Character Maps as needed. As always, pause to discuss important parts of the novel.Time: 20 minutes
Once the chapter has been read, have the students number off, 1-4. When all the students have a number, ask them to sit with their group. While the groups settle in their seats, place a sheet on the overhead that tells each group what information for which they are responsible:
o Group 1 – Characterso Group 2 – Settingo Group 3 – Clueso Group 4 – Suspense
Time: 5 minutes
After you inform the groups about their responsibilities, tell them exactly what you want them to do. That is, discuss their topics in detail with their group members, based on information in Chapter IV. For example, the fourth group should determine whether there was suspense in Chapter IV, and if so, where it occurs in the text. Give the students some time to talk with their peers, but walk around and make sure the groups are staying on task.Time: 12 minutes – 2 minutes to explain, 10 minutes for group discussion
Once the groups have had a chance to talk, transition to a whole-class discussion. Ask each group to briefly present their findings to the rest of the class. To ensure that the students are paying attention, you may want to ask them to take notes on the information their peers say in their presentations.Time: 15 minutes
If there is time left over after the presentations, pass out an index card to each student in the class. Then, ask the class to complete a K-W-L Exit Slip, placing a direction sheet on the overhead to avoid redundant questions. The directions sheet should look like this:
KWhat You Know
WWhat You Want To Know
LWhat You Learned
Having a sample K-W-L like the one above shows students how their final products should look.Time: 3-5 minutes
References: None
Lesson 7
Materials: Sir Arthur Conan Doyle’s The Hound of the Baskervilles Sir Arthur Conan Doyle’s The Hound of the Baskervilles on tape Character Map Body Character Chart, for all students Markers
Procedures: At the beginning of class, ask the students to turn Chapter V in their novels. Take out the
tape that you used in a previous lesson, and turn to the appropriate place. Ask the students to follow along as it plays, adding to their Character Maps as needed. As the students listen, walk around the room and make sure they are paying attention, and pass out one Body Character Chart to each student. As always, pause and discuss important parts in the novel.Time: 20 minutes
When the tape stops, turn on the overhead machine and place a copy of the Body Character Map on the glass. Ask the students to think of a character mentioned in the novel thus far and color their worksheets to look like said character. Tell the students that they can use their Character Map if they need to, but ask them to try to do the assignment without it. Also, be sure to mention that the students’ drawings should not be inappropriate.Time: 12 minutes – 2 to explain, 10 to draw
Once the students have had a chance to color their worksheets, ask a couple students to share their pictures and explain why they colored them in such a way. This simple exercise will help the students visualize the characters in the novel and make connections with the text.Time: 5-10 minutes
After a few students have shared their pictures, turn the tape to Chapter VI and listen to it until the bell rings. Again, tell the students to add to their Character Maps as needed.Time: 15-20 minutes
References: Google Images
Lesson 8
Materials: Sir Arthur Conan
Doyle’s The Hound of the Baskervilles
Character Map
Procedures: If you were unable to
finish the tape from the day before, turn it to Chapter VI and ask the students to sit quietly and listen to the recording. If you were able to finish the tape from the day before, start the period with a brief review of the novel thus far. Ask the students several questions about the text, using the questions found in the “Extras” tab. This will help prepare them for their
summative test, which will include information covered in class. Also, take this
opportunity to ask the students about their Character Maps, particularly the
“Suspicious Behavior”
section. Talk to the students about which characters have acted suspiciously thus far. This may start an interesting discussion, for some students may have different actions written on their
worksheets.Time: 10-15 minutes
When the discussion ends, ask the students to turn to Chapter VII in their novels. Read this chapter aloud to the students, pausing at important moment, as you would do normally. As you read, walk around the room and make sure that the students are following along in the text and not working on other assignments. Remind the students once again to add to their Character Maps as needed.Time: 20 minutes
When you finish reading, have the students number off, 1-4. When all the students have a number, ask them to sit with their group. When the groups settle in their seats, pass out a prompt for each group to discuss.
o Group 1 – Why do you think Mrs. Barrymore was crying? Why did Mr. Barrymore lie?o Group 2 – What do you think was written in the telegram Mrs. Barrymore received?o Group 3 – What do you think about Mr. Stapleton?o Group 4 – What was peculiar about Watson’s conversation with Miss Stapleton?
After you provide each group with a prompt, tell the class exactly what you want them to do. That is, discuss their topics in detail with their group members, thinking critically about the events in Chapter VI and the novel thus far. For example, the first group should think about why Mrs. Barrymore was crying and why Mr. Barrymore lied to Watson. There is no right or wrong answer to this question (at this point in the novel), so what you need to look for is that the students have considered the text and that they arrive at a thoughtful conclusion. This activity will not only spark discussion, but will also allow you to assess the students’ critical thinking skills.Time: 15 minutes – 5 to explain, 10 to discuss in groups
If there is time at the end of class, ask the students to take out a blank sheet of paper for a short reading quiz. Because you reviewed the novel with the students at the beginning of the class, those who paid close attention should not have any problems with this. If there is no time remaining in the period, have the students review their notes for homework because there will be a quiz the next day.Time: 5 minutes
References: None
Lesson 9
Materials: Sir Arthur Conan Doyle’s The Hound of the Baskervilles Quiz Character Map Writing prompt
Procedures: At the beginning of class, ask the students to clear their desks and take out a blank sheet
of paper, for the quiz you promised them the day before. Place the quiz on the overhead and walk around the room, making sure the students are not using outside resources. Time: 10 minutes
When the students finish their quizzes, collect their papers and go over the answers, using the quiz still on the overhead machine.Time: 5 minutes
When the discussion ends, have the students take out their novels and turn to Chapter VIII. As you did in a previous lesson, ask the students to engage in popcorn reading. Make sure to remind the students that they need to read at least five sentences before passing it onto another student, and add to their Character Maps as needed. As always, pause at important parts to discuss with the class.Time: 20 minutes
As soon as you finish discussing Chapter VIII, remove the quiz from the overhead and replace it with a writing prompt. Because Chapter VIII is written as a diary entry from Watson, it would be interesting to have the students write a diary entry to a friend, telling him or her what they did over the weekend or at school.Time: 15 minutes
Chapter VIII is written as a diary entry, one that Watson leaves for Holmes. Using the same style found in the text, write a journal entry to a friend, telling him or her what you did over the
weekend or what happened at school. Your entry should be detailed and thoughtful, including the events that occurred as well as your opinions about those events.
For the last five minutes of class, ask a couple students to share their entries.Time: 5 minutes
References: None
QUIZName: ________________________ Date: _____________ Period: ______
1. Who is Watson?
a. Heir to the Baskerville estate
b. Sherlock Holmes’ sidekick
c. Doctor and long-time friend to the Baskerville family
2. Who is the novel’s narrator?
a. Holmes
b. Sir Henry
c. Watson
3. What was stolen from Sir Henry in Chapter VI?
a. His clothes
b. A letter
c. His boots
4. Which main character does not travel to Baskerville Hall?
a. Holmes
b. Sir Henry
c. Watson
5. Who is Selden?
a. A convicted felon
b. A servant on the Baskerville estate
c. Sir Charles’ best friend
QUIZName: ________________________ Date: _____________ Period: ______
1. Who is Watson?
a. Heir to the Baskerville estate
b. Sherlock Holmes’ sidekick
c. Doctor and long-time friend to the Baskerville family
2. Who is the novel’s narrator?
a. Holmes
b. Sir Henry
c. Watson
3. What was stolen from Sir Henry in Chapter VI?
a. His clothes
b. A letter
c. His boot
4. Which main character does not travel to Baskerville Hall?
a. Holmes
b. Sir Henry
c. Watson
5. Who is Selden?
a. A convicted felon
b. A servant on the Baskerville estate
c. Sir Charles’ best friend
Lesson 10
Materials: Sir Arthur Conan Doyle’s The Hound of the Baskervilles Sir Arthur Conan Doyle’s The Hound of the Baskervilles on tape
Procedures: At the beginning of class, ask the students to turn to Chapter IX in their novels and
follow along with the tape as it plays. As always, pause the tape when you want to discuss something with the class, and walk around the room to make sure that the students are paying attention.Time: 20 minutes
When you finish discussing Chapter IX, have the students take out a blank sheet of paper. Ask them to predict what will happen to Selden in Chapter X. In Chapter IX, Sir Henry and Watson discover that Mr. and Mrs. Barrymore have been signaling Selden, the missing convict, with candles. Asking the students to predict what will happen with Selden will not only give them practice predicting with context clues, but will also test their critical thinking skills.Time: 10 minutes
When the students finish writing their predictions, ask a couple volunteers to share.Time: 5 minutes
When the discussion ends, have the students turn to Chapter X. Read aloud to the students, pausing to ask questions along the way. You should pause when the text mentions what Sir Henry and Watson decide to do about Selden. Again, make sure to walk around the room as you read, to make sure that the students are focused.Time: 20 minutes
References: None
Lesson 11
Materials: Sir Arthur Conan Doyle’s The Hound of the Baskervilles Venn Diagram, for all students
Procedures: At the beginning of class, ask the students to turn to Chapter XI in their novels and
follow along as you read aloud. As always, pause when you want to discuss something with the class, and walk around the room to make sure that the students are paying attention. Also, remind the class to continue adding to their Character Maps. One part you may want to stop at is after Watson’s meeting with Laura Lyons, for it is something that should be added in the “Suspicious Actions” section of the students’ Character Maps.Time: 20 minutes
When the discussion ends, ask two students to pass out a Venn Diagram to everyone in the class. The students should be familiar with the worksheet, for they worked with one earlier in the semester. As soon as all students have a diagram, ask them to look at their Character Maps and pick two characters to compare and contrast. Make sure that they do not use Holmes and Watson, for that was the example you used in a previous lesson. This simple activity will help the students practice their character analysis.Time: 15 minutes
Once the students finish their charts, ask a couple volunteers to present their diagrams to the class, explaining who they were comparing and contrasting and giving specific examples from in the text.Time: 10 minutes
For the last ten minutes of class, ask the students to take out a blank sheet of paper. Like the activity they did yesterday, the students will make predictions about the next chapter. This time, however, they will predict who greets Watson at the hut. After the students have had a chance to write down their thoughts, transition to a whole-class discussion and ask a couple students to share their ideas with the class.Time: 10 minutes – 5 to write, 5 for discussion
References: The Venn Diagram worksheet came from Mrs. Denise Bradberry, English teacher at Hillcrest Middle School
Lesson 12
Materials: Sir Arthur Conan Doyle’s The
Hound of the Baskervilles
Procedures: At the beginning of class,
ask the students to turn to Chapter XII. Read this chapter aloud to the students, pausing to talk about important parts along the way. As always, tell the students to add to their Character Maps.Time: 20 minutes
After you finish reading and discussing Chapter XII, ask the students about the predictions they made the day before. Were they right? Use their answers to transition to a whole-class discussion. Ask the students who predicted correctly to share with the class how they came to such a conclusion. This would be a great lesson in how to use context clues, especially since it includes the students’ ideas.Time: 10-15 minutes
Once the discussion ends, ask the students to turn to Chapter XIII and have them take turns reading. As usual, walk around to make sure the students are staying on track, and pause when you feel something needs to be discussed.Time: 20 minutes
References: None
Lesson 13
Materials: Sir Arthur Conan Doyle’s The Hound of the Baskervilles Sir Arthur Conan Doyle’s The Hound of the Baskervilles on tape
Procedures: At the beginning of class, ask the students to turn to Chapter XIV and listen to the novel
as it plays on tape. As always, walk around the room to make sure that the students are paying attention and stop the tape when you want to discuss something with the class.Time: 20 minutes
When the tape ends, start a conversation about the Hound of the Baskervilles. There is a detailed description of the hound in Chapter XIV, so this would an excellent time to stop and focus on it. Ask the students to tell you, using specific examples from the text, what the hound looks like. Then, draw a picture on the board, as best you can, to give the students a visual representation of the evil hound that haunted the Baskerville estate. You could even ask the students to draw their own representations of the hound to put in their notebooks.Time: 10-15 minutes
Once the discussion comes to a close, have the students turn to Chapter XV and follow along as you read aloud. Because this is the last chapter of the book, it sums up the case and explains everything that took place in the novel. This would be the best time to talk to the students about whether the novel met their expectations or not. You could discuss with them about if the novel ended like they thought, and so forth.Time: 20 minutes
References: None
Lesson 14
Materials: Sir Arthur Conan Doyle’s The Hound of the Baskervilles Jeopardy Generator
Procedures: This entire class period is dedicated to helping the students prepare for their unit test.
At the beginning of the period, ask the students to number off, 1-4. After the students have a number, tell them to sit with their group members, for they will be their team for the period. Once everyone settles, explain to the students what Jeopardy is and how to play. Let them know that each team will receive points for each question they answer correctly, and that the team with the most points will win five bonus points to use on their unit test. You could even change the reward, depending on the students and where they struggle. Make sure that, when you play the game, the students do not use their notes, so they can really test themselves and prepare for their test.Time: N/A
References: The Jeopardy Generator was taken from www.superteachertools.com/jeopardy
Lesson 15
Materials: Unit Test, for all students Unit Test Key Directions to the “Puzzle Piece Mystery Book,” for all students Rubric to the “Puzzle Piece Mystery Book,” for all students
Procedures: At the beginning of class, ask the students to clear their desks. Distribute the Unit Test,
telling the students that all they need is a pencil. Make sure to separate the students and, if you have time, make two different tests so that the students cannot cheat. While the students take their exams, watch them carefully.Time: N/A
When all the students have turned in their tests, ask two students to pass out the directions to their second summative assessment, a “Puzzle Piece Mystery Book.” This simple group project is an easy and fun way for the students to add points to their grades. In addition to the directions, pass out the rubric you plan to use for the assignment, so that the students know exactly how you will grade their projects.Time: N/A
If there is time left in the period, go ahead and tell the students their groups. A fun way to do this would be to put all the students’ names in a hat and sort them one at a time. For example, you would start with Group 1 and draw as many names as you need for that group. For this assignment, the groups need to small, so put no more than four students in a group, unless the class has an uneven number of students. Groups of four are preferred simply because the groups are required to design eight puzzle pieces related to The Hound of the Baskervilles. Therefore, each person in the group is responsible for creating two puzzle pieces. Make sure that the students know this, so that one person is not left with all the work.Time: N/A
References: The “Puzzle Piece Mystery Book” was taken from ReadWriteThink
Teacher Homework: Make sure to reserve space in the school’s library for computer lab, to use at the
beginning of each class period tomorrow.
UNIT TESTName:
Date:
Period:
Directions: Match the mystery element on the right with its definition on the left. The terms
will only be used once, so keep that in mind as you answer. Each question is worth 2 points.
1. _____ The individuals that a story is about. A. Character
2. _____ The thing that must be solved in mystery novels. B. Setting
3. _____ The actual story around which the novel is based. C. Problem
4. _____ The location of the story, where the action takes place. D. Solution
5. _____ The way in which the action is resolved. E. Solution
Directions: Circle the appropriate answer to each question. Each response is worth 2 points.
1. Who is the novel’s narrator?
a. Holmes
b. Sir Henry
c. Watson
2. What does Watson hear during his first night at Baskerville Hall?
a. A woman sobbing
b. A dog barking
c. Sir Henry snoring
3. Which two characters have a romantic relationship?
a. Holmes and Laura Lyons
b. Watson and Miss Stapleton
c. Sir Henry and Miss Stapleton
4. Who does Mr. Barrymore signal with a candle?
a. Selden
b. Laura Lyons
c. Mrs. Barrymore
5. Who is the villain, or antagonist?
a. Mr. Frankland
b. Mr. Stapleton
c. Mr. Barrymore
Directions: Please respond to the short answer question below, using as much detail as possible
and at least two to three sentences. Each question is worth 10 points.
1. Describe, in detail, the Curse of the Baskervilles. What is it, and how did it start?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
2. Describe, in detail, the Hound of the Baskervilles. Hint: Think about the last chapter.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
3. Who is your favorite character from The Hound of the Baskervilles. Why?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Directions: Determine whether the statements below are true or false. In the space provided,
place a “T” next to all the true statements, and an “F” next to all the false statements. Each
question is worth 1 point.
1. _____ Dr. Watson is Sherlock Holmes’ sidekick.
2. _____ Sir Hugo Baskerville was the victim at the beginning of the novel.
3. _____ Sir Henry received an anonymous letter, warning him to stay off the moor.
4. _____ Holmes is an intelligent and observant detective.
5. _____ Mr. Barrymore signal Mrs. Barrymore with a candle.
UNIT TESTName:
Date:
Period:
Directions: Match the mystery element on the right with its definition on the left. The terms
will only be used once, so keep that in mind as you answer. Each question is worth 2 points.
6. A The individuals that a story is about. A. Character
7. C The thing that must be solved in mystery novels. B. Setting
8. E The actual story around which the novel is based. C. Problem
9. B The location of the story, where the action takes place. D. Solution
10. D The way in which the action is resolved. E. Plot
Directions: Circle the appropriate answer to each question. Each response is worth 2 points.
6. Who is the novel’s narrator? C
a. Holmes
b. Sir Henry
c. Watson
7. What does Watson hear during his first night at Baskerville Hall? A
a. A woman sobbing
b. A dog barking
c. Sir Henry snoring
8. Which two characters have a romantic relationship? C
a. Holmes and Laura Lyons
b. Watson and Miss Stapleton
c. Sir Henry and Miss Stapleton
9. Who does Mr. Barrymore signal with a candle? A
a. Selden
b. Laura Lyons
c. Mrs. Barrymore
10. Who is the villain, or antagonist? B
a. Mr. Frankland
b. Mr. Stapleton
c. Mr. Barrymore
Directions: Please respond to the short answer question below, using as much detail as possible
and at least two to three sentences. Each question is worth 10 points.
4. Describe, in detail, the Curse of the Baskervilles. What is it, and how did it start?
The Curse of the Baskervilles started with Sir Hugo Baskerville, who kidnapped a local girl. According to
legend, she escaped from the Baskerville estate, and Sir Hugo made a deal with the devil to bring her
back. When he went out onto the moor to find the girl, Sir Hugo was attacked and killed by a large beast.
The Baskerville family has been haunted by the beast ever since. Students will receive full credit if they
include the above information.
5. Describe, in detail, the Hound of the Baskervilles. Hint: Think about the last chapter.
The Hound of the Baskervilles was Mr. Stapleton’s dog, a bloodhound-mastiff mix. It has a ghostly glow,
which Mr. Stapleton achieved by using phosphorus. Students will receive full credit if they include the
above information.
6. Who is your favorite character from The Hound of the Baskervilles. Why?
There are many ways that students can answer this question. They will receive full credit as long as they
mention a character and provide a clear reason as to they like said character the most.
Directions: Determine whether the statements below are true or false. In the space provided,
place a “T” next to all the true statements, and an “F” next to all the false statements. Each
question is worth 1 point.
6. T Dr. Watson is Sherlock Holmes’ sidekick.
7. F Sir Hugo Baskerville was the victim at the beginning of the novel.
8. T Sir Henry received an anonymous letter, warning him to stay off the moor.
9. T Holmes is an intelligent and observant detective.
10. F Mr. Barrymore signal Mrs. Barrymore with a candle.
PUZZLE PIECE MYSTERY BOOKMystery stories are written puzzles made for a reader. To
complete this project, you will make a nine-piece puzzle that gives the reader clues about The Hound of the Baskervilles. You will complete this
project in groups, and will briefly present your final product to the class.
Materials: Puzzle pieces
o These pieces do not need to be a specific shape, but they must connect to one another like puzzle
Coloring pencils or markers Poster board
Procedure:1. Number your puzzle pieces 1-8.
2. Piece 1 – A colorful display of the title and author of the book
3. Piece 2 – A detailed description and illustration of the main characters
4. Piece 3 – Describes the setting of the book
5. Piece 4 – States the problem of the book
6. Piece 5 – Lists the main events of the book
7. Piece 6 – Lists three clues related to the problem of the book
8. Piece 7 – Gives a hint about the solution, without saying what it is
9. Piece 8 – Gives a personal rating of the book, with an explanation
10. Put the pieces together on a large piece of poster board and decorate.
RUBRIC FOR STUDENT ASSESSMENTFACTOR POINTS
Piece 1 – Creatively displays the title and author of the book
_____ / 5 Points
Piece 2 – Provides a detailed description of the book’s main characters, and includes an illustration _____ / 5 Points
Piece 3 – Describes the book’s setting _____ / 5 Points
Piece 4 – States the problem in the book _____ / 5 Points
Piece 5 – Lists the book’s main events _____ / 5 Points
Piece 6 – Lists three clues related to the book’s problem _____ / 5 Points
Piece 7 – Gives a hint about the solution of the book, without saying exactly what it is
_____ / 5 Points
Piece 8 – Gives a personal rating of the book, with an explanation
_____ / 5 Points
Presentation – All members participate equally, and all the pieces are discussed
_____ / 10 Points
Total: _____ / 50 Points
Final Score: _____ %
Comments:
Lesson 16
Materials: Sir Arthur Conan Doyle’s The Hound of the Baskervilles Character Maps Computer lab or school library Scissors Markers Construction paper Glue
Procedures: At the beginning of class, have the class put their bags down and walk to the school’s
library or computer lab together. There, the students will pull up the “Mystery Cube” activity on the ReadWriteThink website. Tell the students not to start the assignment until you have had a chance to explain it. After you have modeled for the students what to do, ask the students to begin the activity. You may even want to, instead of modeling the activity, complete one with students, step by step, to avoid any confusion. The “Mystery Cube” activity is a fun, interactive way for the students to organize their projects. Basically, each side of the cube represents a different part of a mystery novel, and the students have to fill them out accordingly. When they are done, the students can print their results, cut them out, and fold them into a cube. Time: 20 minutes
After the students have printed their cubes, ask them to take their papers back to the classroom, where they will have a chance to cut and put together their cubes. You can even give each student a set of markers, so that they can cut and color their cubes before folding them.Time: 10 minutes
For remainder of the class period, ask the students to meet with their project groups to assign responsibilities and plan out what they would like to do. If they already have some ideas in mind, tell the groups that they can start working on their projects. Provide each group with some construction paper, glue, and markers, so that they can start working on their puzzle pieces. Giving students the materials they need and asking them to complete the project in class allows you to monitor the classroom and how well the students work together in groups. If this was a high school unit, the students should be mature enough to work on a group project outside of class.Time: 20-25 minutes
References: None
Lesson 17
Materials: Sir Arthur Conan Doyle’s The Hound of the Baskervilles Scissors Markers Construction paper Glue Poster board
Procedures: For the entire class period, the students will be working on their projects in groups. As
you did the day before, provide the students with all the necessary supplies, including poster board. Because you are giving them the entire period to work, there should be no reason why the students should not finish their projects. If, for whatever reason, they do not finish in class, tell them they can come finish it after school or they will have to finish it outside of school. If the groups finish their work early, ask them to work on their script for the presentation, for that is an important part of their grade as well. When class ends, tell the students to leave their posters in your classroom, so they will not have to worry about losing them before their presentations.Time: N/A
References: None
Lesson 18
Materials: Student projects Rubric to evaluate the students’ work Laptop
Procedures: At the beginning of the period, open www.primaryschoolict.com on your computer, and
find the Random Name Selector. Your students’ names should already be typed out, as that was your homework fro the night before, so have the appropriate class period ready to go. When it is pulled up, randomize your students’ names to see who will present first. This will eliminate any issues you may have with reluctant volunteers, unless you have a class that is willing and anxious to participate.Time: 3 minutes
As each student presents, complete a rubric and keep an eye on the rest of the class.Time: N/A
Get in as many presentations as you can, and finish the rest tomorrow.Time: N/A
References: The Random Name Selector was taken from www.primaryschoolict.com
Lesson 19
Materials: Student projects Rubric to evaluate students’ work Laptop Movie version of The Hound of the Baskervilles
Procedures: Like you did the day before, open www.primaryschoolict.com on your computer, find
the Random Name Sector, and have the appropriate class period ready to go. Randomize the students that still need to present, and ask them to come to the front as their names are called.Time: 3 minutes
As the remaining students present, complete a rubric and keep an eye on the class.Time: N/A
If there is time to spare after the presentations ends, begin the movie version of The Hound of the Baskervilles. This will provide students with a visual representation of the novel they studied. Be sure to make note of how far each period gets, so that they will not have to see the same part twice.
References: The Random Name Selector was taken from www.primaryschoolict.com
Lesson 20
Materials: Movie version of The Hound of the Baskervilles Rubrics and grades for the students’ summative projects
Procedures: At the beginning of class, turn the television to where each period left off in the movie,
and ask the students to silently watch it.Time: N/A
If the film ends with time still available during the class period, hand back the students’ grades for their projects. Explain to them how you graded the assignment, and let them know that they can come to you should they have any questions, comments, or concerns. Leave the rest of the period open for them to do so, asking the rest of the class to read quietly in their seats.Time: N/A
References: None