Mystery Middle School Unit.docx
“‘It’s ‘Middle School,’ My Dear Watson”: 8th Grade Mystery Unit By John Hachat, Mary Rezac, and Julie Ward8th Grade - 50 Minute Class PeriodsI. Rationale Teaching the Mystery genre in the middle school classroom, particularly through the lens of Sherlock Holmes, is an effective way to introduce students to observation, logic and critical thinking. Sherlock Holmes is a relevant character in school because he never theorizes without facts, but bases everything on what he already knows and what he has observed. The connection between observation and deduction has applications across multiple subject areas, such as social studies. For example, in part of this unit, students will research an ongoing historical mystery (i.e. What happened to Amelia Earhart? Is the lost city of Atlantis real? etc.) Students will also be able to use critical thinking skills through their research papers by positing what they believe is the true answer to the mystery, and supporting it with facts and observations from their research. A connection can also be made to the field of science - scientists must base their findings on what they can study and observe rather than their emotions. When studying and discussing Sherlock Holmes’ methods of crime solving, the teacher can compare this to the scientific method and the way scientists learn and discover. When teaching this unit, one could collaborate with the science teacher so that students are learning the scientific method concurrently with this unit. This fulfills a`facet one of understanding which calls for, “building units around questions, issues, and problems that demand student theories and explanations...” (Wiggins 88). Skills that can be introduced by reading Sherlock Holmes include the ability to critically analyze information, select what is relevant and discard what is less so, as well as to recognize literary devices that are used purposefully in the stories. By reading Sherlock Holmes, students will have the chance to improve their reading comprehension by paying close attention to the information that is given throughout the story in order to solve the mystery. We intentionally chose Sherlock Holmes’ adventures because of their short length and captivating qualities. By choosing engaging mystery stories with manageable lengths, and by reading in class, we hope to give our students the simple sense of satisfaction that comes from reading and finishing a story. As Cris Tovani states in I Read it, But I Don’t Get it:Struggling readers seldom get to experience how great it feels to finish a book….By ninth grade, many students have been defeated by test scores, letter grades, and special grouping. Struggling readers are embarrassed by their labels and often perceive reading as drudgery…Reading has lost its purpose and pleasure (9).With the release of several new American movies and the BBC series, Sherlock Holmes is also a relevant choice to make in the classroom because students have access to modern-day examples of these stories in the media. These stories are by no means “dead” or “irrelevant” as the modern media has suddenly seen a revived fascination with Holmes. Detective stories in general in the media such as NCIS and CSI have been extremely popular for the past decade as well, so it is likely many students will be familiar with some mystery or crime-solving stories, which could increase their interest and motivation in this unit. These other stories and mediums will be explored and discussed in a multi-media lesson during week two. In addition to the personal relevance component, an 8th grade mystery unit focused around the character of Sherlock Holmes is valuable for its literary significance. In her book Classics in the Classroom, Carol Jago speaks to the numerous benefits of incorporating classical works in secondary literature study. Jago, borrowing from Vygotsky, insists, “the only good kind of instruction is that which marches ahead of development and leads it” (4). In this way, Sir Arthur Conan Doyle’s writing--rich in evocative, varied diction--pushes students out of Jago’s so-called “ zone of minimal effort” and requires them to read text that at times, in true mystery form, can seem baffling. The challenge of the Sherlock Holmes stories is that they require guided teacher instruction on language study and vocabulary at the 8th grade reading level. Furthermore, Jago believes that selecting literature for a class is about teaching stories that cause the reader to think. “Recent research in cognitive science,” she explains, has indicated that “effort imprints the reading on students minds” (Jago 67). The fascinating, logical figure of Sherlock Holmes is crafted in a writing style that not only challenges students’ reading comprehension, but the mysteries themselves demand the astute observation and meticulous attention of the reader. In this way, these classic mysteries allow for a more profound engagement with written text as well as a keen awareness of the rhetorical techniques of the mystery genre. The final and perhaps most compelling reason for structuring our mystery unit in this way, is that a thorough study of the character of Sherlock Holmes will prepare students for future academic needs. This unit focuses on the development of reading and writing skills that will equip students for the tasks of the Elements of nonfiction assessment, the 8th grade Character Analysis Essay, and Descriptive Essay State Writing Assessment. Specifically, use of literary devices will be addressed within the first week and focused upon throughout the remainder of the unit. By limiting the text to the works of Sir Arthur Conan Doyle, this unit allows for a deep and complex reading of the character of Sherlock Holmes. During the first week, two full lesson plans focus on how Conan Doyle crafts his famous detective by having students examine specific literary devices in the text (e.g. point of view, metaphor, allusion, foil, motif, verisimilitude, and suspense). The final mystery papers will be scored according to the Nebraska Department of Education scoring guide for descriptive writing including: ideas/content, organization, voice/word choice and sentence fluency/conventions. We believe the texts we have chosen and activities we have designed make good pedagogical sense in that they scaffold students toward each of these understandings. Sherlock Holmes is an ideal text for its literary significance and recent resurface in popular culture. Arthur Conan Doyle’s stories maintain a consistent reading level, incorporate key characteristics of detective fiction, and as a collective body of work, they develop the same main characters. This allows middle school readers the opportunity to explore character development, employ critical thinking skills, synthesize new vocabulary, writing style, and participate in the larger discourse community of classical literature. II. Unit OutlinePart A: Pedagogical Orientation/Framework Theme JustificationKnowing that this is a conceptually driven unit, our selection for this unit was based on the principles that Smagorinsky explains in Teaching English by Design: How to Create and Carry Out Instructional Units. Eighth grade is a time when students need teacher support and enthusiasm. If they see that the teacher is not engaged with the material and work, they will mirror similar attitudes and efforts. We know that, “By showing genuine interest and enthusiasm for a subject, teachers can inspire kids to explore new areas of knowledge - and thus new ways to see themselves” (Cushman 34). With this as the motive, the mystery genre became our first selection. The mystery genre is a very intriguing genre that forces students’ curiosity to sky rocket and creative thinking skills to multiply. It puts students into positions they may never find themselves in, thus allowing them to experience literature and view the world through a unique lens. Smagorinsky points out that, “Any kind of unit design out to lead class members (including potentially the teacher) into new understandings” (117). The mystery genre forces students to think about problem solving and logical reasoning critically. It allows for the flexibility of postulating thought for both the student and teacher. Because of this commonality, we believe students will feel inspired by the intrigue of the story as well as teacher’s own curiosity and progression toward discovery within the genre. On top of this, the “topic needs to help students develop frameworks for thinking about issues so that they can think about new situations (including new texts) through that framework” (118). Transferability of understanding is crucial with any unit design, so the concepts used and worked with throughout this mystery unit will be fostered toward the ability to be used in other areas of study, as well. For example, the deductive reasoning used to solve the mysteries in the Sherlock Holmes can be applied to fields other than English, such as math and science. This kind of thinking and reasoning also challenges students to keep their emotions in check in their own lives when coming to conclusions and making decisions, which can aid in their self-knowledge, the sixth facet of understanding. According to Wiggins: “Too easily, we keep verifying our favored and unexamined models, theories, analogies, and viewpoints” (101). By reading mystery stories and critically thinking about what could come next and what evidence to use, students are introduced to a way of thinking that may be very different from what they are used to at a time in their lives when emotions can often be tumultuous and a ruling force in their lives. By introducing them to this new way of thinking critically about their world, students will gain the “wisdom to know one’s ignorance and how one’s patterns of thought and action inform as well as prejudice understanding” (Wiggins 100). The mystery genre seemed like it was potentially one of the best genres for a conceptually driven unit. Given its unknown content which leads to discovery, the high suspense that climbs with the plot, and the dramatic twists and turns incorporated toward each story’s end, we found it to be one of the most captivating in terms of student interest as well as enlightening and benefitting given its rich literary content and potential for literary growth. Teacher and Student “Stances” Engagement with the literature will prove to be one of the most important aspects of our unit design. The relationship maintained between the student and teacher will remain one of the most effective portions, too. If the students and teachers are on the same level, experiencing the journey of the mystery genre together, then the most productive and beneficial education will be obtained. In this sense, “The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow” (Freire 80). While this notion is broad in context, in can be applied in practice to the mystery genre. The text sends the reader on a journey into a world of unknown answers, and if teachers and students are working together to try and answer these unknown truths, they become examples of Freire’s ideologies. Students will feel motivated and inspired to engage with the text. The mystery genre offers a suspense factor to a degree and effect that other literature cannot always achieve. by delving into the complexities of the nature of mystery, exploring the various literary devices and writing techniques that the mystery genre encompasses, and shedding light on other aspects the literature has to offer, students are sure to develop an understanding of the literary form and will be able to transfer their knowledge into other styles of literature and reading. It is understood that, “Finding a balance between the hard tasks of learning and the more enjoyable activities of learning can lay the foundation for your positive relationship with students” (Cushman 57). The mystery genre contains both “hard tasks of learning” that will challenge both students and teachers, and “enjoyable activities of learning” that will ease the edge from the more difficult work and ensure that students remain interested. Through this duality, the relationship between the student and teacher will remain strong. Learning Strategies Aligned with Overarching Unit Questions and GoalsUsing rationale and logic behind reasoning is one of the larger goals that our unit aims to develop for students. They must be able to take what they have learned from their readings and other class work, and apply it to a concept that isn’t as familiar or constructed for them. So, transferability of skills taken from unit work will remain one of the key forms of authentic understanding. At the unit’s end, the students will be asked to finish their own mystery story, incorporating the various literary devices and mystery genre characteristics that have been learned, discussed, and highlighted throughout. We want to keep in mind, In some ways student compositions are the unit’s most important texts, because they distill what students have learned through their engagement with the unit. These texts are important not only for assessment purposes but for all students in the class to learn from, and so a conceptual unit should provide opportunities for students to read and think about what their classmates have produced in relation to the unit concepts. (Smagorinsky 118) Since the Sherlock Holmes texts will be our unit’s central focus for understanding the mystery genre, we want to be sure students are able to transfer the skills and knowledge fostered from those texts into their own writing. Student writing displaying the characteristics and techniques of the mystery genre will demonstrate their understanding of the important aspects of this style of literature and will show their ability to formulate their own logical reasoning through observation. Part B: Materials Core Texts1. “A Scandal in Bohemia” by Sir Arthur Conan Doyle. This short story begins with the King of Bohemia seeking the services of Sherlock Holmes in order to track down a photograph in the keeping of the famous opera singer, Irene Adler. The King fears Irene will use this photograph as proof of their association in order to threaten his upcoming marriage. Dr. Watson narrates how Holmes uses logic in order to get Irene to reveal where she has stashed the photograph, with a characteristic plot twist at the end.2. “A Case of Identity” by Sir Arthur Conan Doyle. This short story is a very straight-forward case for Sherlock Holmes, though the circumstances continue to puzzle Dr. Watson until the end. The case involves the wealthy Miss Mary Sutherland, who is engaged to a quiet Londoner who disappeared on the day on which they were to be wed. The fiancé, Mr. Hosmer Angel, is a quiet and secretive person; Miss Sutherland only knows that he works in an office in Leadenhall Street, but nothing more. All his letters to her are typewritten, even the signature, and he insists that she write back to him through the local Post Office. Through analyzing the evidence, Holmes is easily able to deduce what has happened to Miss Sutherland, though he chooses not to reveal the answer to her for he doesn’t think she would believe him. Bridging Texts3. Case Close?! This text is a collection of mini mysteries which will be used the first week of the mystery unit as bell work. These short mysteries include an image along with a descriptive paragraph that gives just enough information to solve the various crimes depicted, if the reader pays careful attention. The mysteries presented in this text require the type of Holmesian deduction repeated throughout the Sherlock Holmes adventures and will be used to get students thinking in terms of logic and observation. Titles of handouts1. Literary Devices2. Cultural Terminology from “A Scandal in Bohemia”3. Vocabulary from “A Scandal in Bohemia”4. Example Detective Diary EntryLiterary Devices“You know my methods, Watson”-Sherlock Holmes in “The Crooked Man”Students, this is your cheat sheet. This handout includes definitions and examples of literary devices which regularly appear in the adventures of Sherlock Holmes and widely throughout literature. During the course of this unit, we will focus on how a number of these are effectively used by Sir Arthur Conan Doyle in his short stories on his mastermind detective. Keep this worksheet close at hand, and refer to it often!4 essential literary devices in Sherlock Holmes: point of view, metaphor, allusion, and foil1. Point of ViewDefinition: In literature, the point of view is a literary device that describes the angle from which a story is told, as well as who tells the story. The point of view has a critical influence on the reader’s understanding of the story-- this device can allow the reader access to certain parts of the story while withholding other knowledge. Two of the most common point of view techniques are called first person and third person. Example:First person narration, is when the story is told by the narrator from his or her standpoint, using words such as “I” and “we.” “I had seen little of Holmes lately. My marriage had drifted us away from each other” - Doyle, from “A Scandal in Bohemia” Third person narration is when the narrator is not a part of the story, but tells what is happening by referring to all characters with words such as “he,” “she,” “it,” and “they.””It was nine o'clock at night upon the second of August -- the most terrible August in the history of the world. One might have thought already that God's curse hung heavy over a degenerate world, for there was an awesome hush and a feeling of vague expectancy in the sultry and stagnant air. The sun had long set, but one blood-red gash like an open wound lay low in the distant west.”- Doyle, from “His Last Bow” Questions to consider:1. Who is narrating “A Scandal in Bohemia?”2. Why might Sir Arthur Conan Doyle use this point of view to narrate the story of Sherlock Holmes?2. MetaphorDefinition: A metaphor is one of the most common literary devices in literature. Simply, a metaphor is a phrase that refers to the meaning of one subject by comparing it to another subject. When an author uses a metaphor, he or she implies that a subject is like a subject that seems unrelated, so as to draw a comparison between the two subjects’ shared characteristics. The purpose of the metaphor is to take a concept that the reader understands clearly (the second subject) and use it to better understand the subject with which the reader is less familiar (the first subject).Example: “He was, I take it, the most perfect reasoning and observing machine that the world has seen... Grit in a sensitive instrument, or a crack in one of his own high power-lenses, would not not more disturbing than a strong emotion in a nature such as his.” (Doyle, “A Scandal in Bohemia”)Questions to consider:1. To what does Doyle compare the character of Sherlock Holmes?2. Does this help you understand Sherlock Holmes in terms of his detective techniques?3. AllusionDefinition: An allusion is a literary device whereby the author refers to a topic (such as a place, event, or another work of literature) by way of referencing something with which the author assumes the reader is familiar. Allusions occur throughout all genres of literature, including newspapers, advertisements, novels, short stories, and poetry. These references ar intended to help the reader better understand a text by drawing upon shared information between the author and reader. It is up to the reader to make a connection to the subject being mentioned.Example: “I am lost without my Boswell” (p. 5, “A Scandal in Bohemia”)- this is a reference to James Boswell (1740-1795), the biographer of Samuel JohnsonA man entered who could hardly have been less than six feet six inches in height, with the chest and limbs of a Hercules. (p. 5, “A Scandal in Bohemia”)Question to consider:1. How do these literary allusions better help the reader understand what the author is talking about?2. Do allusions helps the reader better understand or do they further complicate a text?4. FoilDefinition: “Foil” refers to a writing technique where the author creates a character whose primary function is to serve as contrast to another character. This is done by emphasizing the contradictory or oppositional traits of two characters--sometimes the distinctions are obvious, and other times, quite subtle. One of the most well known and cited examples of the use of foil in literary history was created by Robert Louis Stevenson in his novel, The Strange Case of Dr. Jekyll and Mr. Hyde. In this story, Dr. Jekyll embodies all the qualities of goodness, while Mr. Hyde embodies evil. In a similar way, the calm, married, often incredulous physician, Dr. Watson, can be read as a foil to the wild, bachelor, brilliant detective that is Sherlock Holmes. Questions to consider:1. What characteristics of Dr. Watson contrast Sherlock Holmes?2. Does this help the reader understand Holmes? Understand Watson? Cultural Terminology from “A Scandal in Bohemia”1. Spirit Case (p. 2)- a holder for liquor2. Gasogene (p. 2)- an early type of machine used for adding carbonation to liquid3. Slavey (p. 2)- a servant4. Astrakhan (p. 5)- a fine wool6. Beryl (p. 5)- a semi-precious stone7. Vizard (p. 5) - a visor, the part of a helmet used for seeing8. La Scala (p. 7)- a operahouse in Milan, Italy9. Carte blanche (p. 9) [French]- a blank paper; also, carte-blanche means the freedom to do as one pleases or to use unlimited resources10. Chamois (p. 10)- a soft leather11. Bijou villa (p. 11)- [French] a jewel of a house12. Ostlers (p. 11)- people employed to care for horses13. Inner Temple (p. 12)- an area of London where many lawyers live14. Guinea (p. 12)- a gold coin15. Landau (p. 12)- a carriage16. Sovereign (p.12)- a coin17. “...only three minutes, or it won’t be legal.”- in England, at the time, all weddings had to be performed by 12 noon.18. Smoke-rocket (p. 15)- a tool used by plumbers to check for leaks19. Ulster (p. 17)- overcoat20. Brougham (p. 20)- a horse drawn carriageVocabulary from “A Scandal in Bohemia”1. abhorrent (p. 1)- hated2. gibe (p. 1)- a sarcastic comment3. incorrigible (p. 2)- very difficult to control4. malignant (p. 2)- evil5. opulence (p. 5)- fanciness6. august (p. 6)- distinguished7. languid (p. 6)- relaxed, unhurried8. incisive (p. 6)- direct and decisive9. incognito (p. 7)- in disguise10. prima donna (p. 7)- the main singer; someone who overrates his or her performance11. cabinet (p. 10)- a large-sized photograph12. inextricable (p. 10)- complicated and confused13. aquiline (p. 12)- curving like an eagle’s beak14. surpliced (p. 13)- a manner of dressing for religious figures15. expostulating (p. 13)- arguing16. inviolate (p. 22 )- pure; unable to changeExample Detective Diary EntryMonday, January 7, 2013Title: “Ms. Blaze and the Mysterious Ghost” from Case Closed!?The scene: Three people are standing in the kitchen with Ms. Blaze and the detective. They are her neighbors and one of them has stolen a lottery ticket from the house. Observations: The first neighbor is an old woman who looks smug. She is wearing an apron and carrying a rolling pin. The second neighbor is an old man who looks kind of worried. He is wearing a vest, glasses, and has a loaf of bread under his arm. The last neighbor looks the most suspicious. He is wearing a tie underneath his bathrobe and has a band-aid on his forehead. His bath towel is draped around his neck. Solution: The last neighbor looks the most suspicious to me because he looks like he might have been the man who bumped his head on the doorway. Multi-media extensions/supplements: - American “Sherlock Holmes” clip - Holmes meets Watson’s fiance Mary - American “Game of Shadows” clip - Sherlock, his brother Mycroft, and Watson make observations about each other - American “Game of Shadows” clip - Sherlock is outwitted by Irene Adler, example of verisimilitude - connection to historical events precluding WWI - Part two of Irene Adler scene - BBC modern deptiction of Holmes in “Sherlock” series - Sherlock and Watson meet for the first timeSecondary sources that informed the design process:Burkhart, Peter. "The Adventures of Sherlock Holmes as seen by my 7th Grade English Class." N.p., 2005. Web. Web. 05 Apr. 2013. <;. Web.Cushman, Kathleen. Fires in the Middle School Bathroom: Advice for Teachers from Middle Schoolers. New York: The New Press, 2008. Print. Freire, Paulo. Pedagogy of the Oppressed. New York: Continuum, 1970. Print.Jago, Carol. Classics in the Classroom: Designing Accessible Literature Lessons. Portsmouth: Heinemann, 2004. Print.Lipman, Matthew. Thinking in Education. Cambridge: Cambridge University Press, 2003. Print. Literary Devices. Literary-Devices, 2010. Web. 1 Apr. 2013. Smagorinsky, Peter. Teaching English by Design: How to Create and Carry Out Instructional Units. Portsmouth: Heinemann, 2008. Print. Tovani, Cris. I Read It, But I Don’t Get it: Comprehension Strategies for Adolescent Readers. Portland: Stenhouse, 2000. Print. Wiggins, Grant and Jay McTighe. Understanding by Design. Upper Saddle River, NJ: Pearson, 2005. Print.Supporting suppliesWhiteboards for practicing with literary devicesWhiteboard markersConstruction paper for historical mystery projectsscreen for viewing movie clipsprops for “Whodunnit” project [different for each group]Part C: Unit Goals Essential Questions:Why read mystery stories?What do mystery stories teach us about life and the world around us? How can literary devices effectively be used to create a mystery?How does fear of the unknown motivate us? The essential questions listed above have been designed and selected in order to ensure that students are able to better conceptualize the rationale of our mystery unit. Since the focus of our unit is to check for the ability to observe and logically or critically examine an issue, these questions have been pieced together to ask the students to think about the larger portions of the mystery genre and how they can be analyzed in a broader spectrum. We want our students to be able to experience a form of constructivism, “where the emphasis is on constructing knowledge rather than receiving it” (Smagorinsky 117). These questions will help the students construct a better foundation of knowledge on the mystery genre, how it works, what emotions apply to mystery and how these emotions affect who we are. The essential questions will ask the students to utilize their critical thinking skills that have been developed throughout the unit. We know “critical thinking is applied thinking. Therefore, it is not just process - it seeks to develop a product” (Lipman 211). Students will develop a deeper understanding of the mystery genre through the process of critical engagement with the given essential questions. Essential question number one (Why read mystery stories?) may seem broad and difficult to answer. This, however, can be a productive asset to an essential question. When it comes down to it, why is it that we read the texts that we do, and what is it about these texts that drives us to become attracted to more of that form? The mystery genre is one that is unique and set apart from most other genres. It employs literary techniques and devices that no other genre can hold claim too, which sets it further apart. So, in asking our students why we should read the mystery genre, we are hoping they will be able to explain that it is the differences found in this style of literature that makes it worthwhile. Essential question number three (What do mystery stories teach us about life and the world around us?) connects the mystery genre to the bigger picture. The purpose of most units is to be able to connect the content to the world around us. Students need to be able to see the relevance of the material within their own life. Without this connection or this relevance, student motivation would reach lows that would be irreparable. By asking the students how mystery can teach us about the world around us, we are asking the students to apply what they already know about mystery, what they are learning, and what they will soon learn to the bigger picture. It is asking for a transfer of knowledge. Questions like these “cause us to rethink what we thought we understood and to transfer an idea from one setting to others” (107). The other setting, then, could be looked upon as their personal worlds. Essential question number four (How can literary devices effectively be used to create a mystery?) incorporates key characteristics of the mystery genre that students will be further exploring. It is crucial to acknowledge that the term essential refers to what is needed for learning core content. In this sense, we can consider a question essential if it helps students effectively inquire and make sense of important but complicated ideas, knowledge, and know-how. (109). Literary devices would be considered “core content” for the mystery genre. By asking how they are used to create mystery, students are asked to look into what it is that a literary device is supposed to do and how it actively constructs and becomes a functioning, vital part of a mystery story. Essential question number five (How does fear motivate us?) is selected in order to deeply invoke critical thinking for the students. Some of “the most vital discipline-bound questions open up thinking and possibilities for everyone - novices and experts alike” (108). A question such as this one is impossible to answer in one sentence or statement. On top of this, a question like this is difficult and engaging for anyone attempting to tackle it. Fear is a relevant emotion experienced by both the reader and the characters that are being read. It is an inevitable part of the mystery genre, so including an essential question that forces critical thinking about the emotion was key for the unit. By the end of the unit, these questions should be used to better assist the students with their understanding of the mystery genre. They cover all facets of our mystery unit, and will be incorporated into the lesson plans in order to ensure that we are taking the time to delve into the content that they cover. Goals/ObjectivesEach of the overall goals and objectives selected for this unit are in unison with the unit rationale. They have been constructed to explicitly show what the students will be working toward, what each week and day will be revolved around, and eventually what the students will have taken away at the unit’s end. -Students will consider the use of literary devices in crafting a narrative mystery-Students will be able to recognize the use and purpose of literary devices in others’ work and then employ them in their own writingSome of the most important components of the mystery genre are the literary devices that can be observed and analyzed. Literary devices are, essentially, invisible tools that make writing come alive. The first week of the unit will be designed to allow students to “detect” these writing devices and become familiar with how they occur throughout the Sherlock Holmes stories. The four literary devices this unit will focus on specifically are: point of view, metaphor, allusion, and foil. Students will examine the use of 1st, 2nd, and 3rd person narratives as well as the significance of how Dr. Watson’s 1st person narration influences the tone and mood of the story. Metaphor and allusion will be examined in unison so as to ensure understanding of the similarities and differences. An entire day will be devoted to working with foil and how it is a device used for character development. Once they have been introduced to the literary devices and will have seen several examples of what each one looks like, they will be able to transfer this knowledge into their individual reading and writing. It becomes the intent of the unit for the students to be capable of recognizing and identifying devices individually, and eventually being able to employ them within their own work. If we know that, “Students who understand can use their knowledge and skill in new situations” then students who can utilize literary devices in their own writing will have demonstrated understanding (Wiggins 165). Likewise, if they are able to identify the literary devices in other authors’ writing, they will have, again, demonstrated the ability to transfer understanding. -Students will be able to analyze character development by exploring the character of Sherlock Holmes through different mystery storiesBy providing students with the opportunity to focus solely on one mystery character, they will be exposed to deeper and more critical character analysis. Deeper analysis of an individual character, as well as an author, allows for students to further develop their character analysis skills across other genres. Sherlock Holmes is a very complex character, and this remains constant throughout all of his stories. Sir Arthur Conan Doyle did an excellent job of creating a dynamic, evolving character who keeps readers guessing constantly in each story. This can be used to the advantage of the unit design since it will allows students to dig further into the motive and reasoning behind the famous detective. Through scaffolding from the instructor, students will understand how the character grows with each case, allowing the reader to “grow,” in some sense, with them. Carol Jago in Classics in the Classroom notes, “First I look for literary merit...Texts that work best for whole class study...include compelling, disconcerting characters” (47). One of the most important things she looks for when selecting literature are interesting characters. Sherlock Holmes is nothing short of this description, and students who latch onto this understanding will easily foster transferability of character analysis following the unit. -This unit prepares students to participate in the larger mystery discourse communityNot only do we want students to be able to comprehend the mystery genre in written form, but we want them to understand how mystery is relevant in the world around them. Acknowledging that, “an effectively designed conceptual unit will help students understand new material that is related to familiar material,” we will progress with the hopes that students will take their new knowledge on the mystery genre and apply it to the world of mystery they are familiar with (Smagorinsky 124). Students may not realize how much mystery is involved in their day to day events, so activities set up within the unit will help expose students to this realization. As humans, we are constantly asking the question “Why did ____ happen?” or “Why did they do ______?” We will use these natural questions as a springboard for class discussions and reflections. In the end, students should be able to understand how mystery is involved in society around them, and how it can effective their lives, as well. -Students will learn to use deductive reasoning and will learn to become more observant and critically analytical in their own lives-Students will understand the importance of using logic to reach conclusionsSherlock Holmes is a perfect example of a character who utilizes deductive reasoning in order to reach logical conclusions. Being able to come to a factually based, critically identified close on an issue or “mystery” is one of the most important goals for students to be capable of completing. If they can learn from the efforts and methods of characters in the stories they are reading and transfer what they have learned toward their real life problems, then they will have proven an effective mastering of logical analysis and deductive reasoning. Matthew Lipman, in his book titled Thinking in Education, notes, “Students would think better if they could be provided with conditions that would encourage the application of their thinking to the world in which they lived” (208). This is the aim of the critical analysis and deductive reasoning that will be observed in Sherlock Holmes’ character. Critical thinking “means producing something, said, made, or done. It involves using knowledge to bring about reasonable change” (211). If students can apply their deductive reasoning and critical analysis skills developed from reading Sir Arthur Conan Doyle into their own lives, they will have established an understanding of the content. Standards:LA 8.1.6.b Identify and analyze elements of narrative text (e.g. character development, setting, plot development, conflict, point of view, inferred and recurring themes)LA 8.1.6.c Analyze author’s use of literary devices (e.g., foreshadowing, personification, idiom, oxymoron, hyperbole, flashback, suspense, symbolism, irony, transitional devices)LA 8.1.6.e Apply knowledge of organizational patterns found in informational text (e.g. sequence, description, cause and effect, compare/contrast, fact/opinion, proposition/support) LA 8.1.6.j Generate and/or answer literal, inferential, critical, and interpretive questions, analyzing and synthesizing prior knowledge, information from the text and additional sources, to support answersLA 8.1.6.n Make complex or abstract inferences or predictions by synthesizing information while previewing and reading textLA 8.1.6.o Respond to text verbally, in writing, or artistically Part D: Assessment and Evaluation1) Summative Assessments: Historical Mystery ProjectThere are many unsolved mysteries in the world outside of literature, and intrigue often surrounds some of the most memorable moments in human history. As one of the summative assessments, students will research and answer questions about a real life mystery of their choosing. Topics for this mystery project are open, rather than assigned, in order to allow students to explore a mysterious aspect of an event, person, or place that they find intriguing. Students will be given two full class periods of lab time in order to do Internet research that answers these five questions: Who/What is involved? Where did it happen? What is the mystery or unsolved component of this story? What are people saying about it? What do you think happened? The goal of this assignment is that students will be able to utilize the critical analysis and logical thinking they have been using while reading Sherlock Holmes, and applying it to real world situations. By positing their belief about what really happened in the mystery in question, students fulfill requirements stated in LA 8.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text, since they will be synthesizing what they already know about mysteries and deductive reasoning and applying it to their researched mystery. Students will be assessed on how well they answer the questions surrounding the mystery, the amount of evidence and logic in their own solution, and how well the event, person, or place is visually represented. WhodunnitsWriting a mystery story at the end of the unit. Students will be divided up into groups of four. Each group will be required to use the line, “It looks like the cat’s out of the bag”. Each group must use a character who is a plumber named Max VonGrimes. Each group will be given an individual prop from the teacher to incorporate into their mystery. Their assignment is to write their own mystery in their groups using these elements. Students will then act out these mysteries in front of the class on the last few days of the unit. Students will be assessed on their contributions to group work, their creativity, and on their ability to use suspense and one other literary device to create a mystery. The purpose of including literary devices found in the mystery genre is to “[stress] the idea that certain kinds of texts have particular features that readers expect to find. These formal features serve as codes to help readers invoke the appropriate reading conventions.” (Smagorinsky, 155). Smagorinsky also stresses that summative assessments do not ignore the process, and so we have included group participation as part of our assessment. The goal of providing students with lines and character names and a prop is to provide some scaffolding in coming up with ideas for their stories. While they allowed to be as creative as they would like, they have some elements to use as a starting point for their story. This assignment engages students in both critical and creative thinking while fulfilling multiple standards, such as LA 8.1.6.o: Respond to text verbally, in writing, or artistically. This assessment also serves as a fun and creative yet culminating project which allows students to apply what they’ve learned about the mystery genre in this unit, as per LA 8.1.6.e standard: Apply knowledge of organizational patterns found in informational text (e.g., sequence, description, cause and effect, compare/contrast, fact/opinion, proposition/support). The “Whodunnit” projects should be a minimum of three pages. This gives the students a benchmark length they must strive toward, as well as leaving the option for more creativity and density at their disposal. 2) Formative Assessments: Detective DiariesOn the first day of the mystery unit, students will create what we are going to call a Detective Diary. This notebook, or section of a notebook, will be used by students to journal write and work through the various warm-up activities planned throughout the three weeks. For the first week of this unit, students will begin class by critically thinking through a mini mystery. For this activity, we have drawn from a collection of 40 mini-mysteries in a book titled Case Closed?!. The mysteries in this book comprise a picture drawing with an accompanying narrative. In order to solve the mystery, the reader must examine the image using the clues provided in the text as well as drawing from their own logic. While these mysteries are short, and not overly complex, they require students to think and observe. One of the salient characteristics of Sherlock Holmes is his ability to make inferences from the most minute of details. He deduces information about people, places, and objects by careful observation. For example, in the opening scene of “A Scandal in Bohemia,” Holmes deduces that Watson has been out in the rain and that he has "a most clumsy and careless servant girl". Watson,amazed, asks how Holmes knows this and he answers: It is simplicity itself ... My eyes tell me that on the inside of your left shoe, just where the firelight strikes it, the leather is scored by six almost parallel cuts. Obviously they have been caused by someone who has very carelessly scraped round the edges of the sole in order to remove crusted mud from it. Hence, you see, my double deduction that you had been out in vile weather, and that you had a particularly malignant boot-slitting specimen of the London slavey (Conan Doyle). In this way, these mini mysteries capitalize on the use of Holmesian deduction as well as prepare students to start thinking about the text. Throughout the second week, these Detective Diaries will continue to serve students as a place for them to respond to journaling prompts based on essential questions of the unit. The detective diaries will also serve as a reading comprehension tool, where students will keep notes about annotations and passages from “A Case of Identity” as they read it in class. Throughout the unit, the writing and responses in these notebooks will aid students in reaching the goals of two state standards: LA 8.1.6.b: Identify and analyze elements of narrative text (e.g., character development, setting, plot development, conflict, point of view, inferred and recurring themes) and LA 8.1.6.c: Analyze author’s use of literary devices (e.g., foreshadowing, personification, idiom, oxymoron, hyperbole, flashback, suspense, symbolism, irony, transitional devices).3) Assessment ToolsDetective Diary (Entries will be assessed at the end of each week): “Check Plus” Diary Entries: Includes all daily work and shows engaged and thoughtful consideration of the questions and prompts posed. Ideas/examples from both the text and the student’s personal life are used thoroughly.“Check” Diary Entries: Most daily work is included and thoughtful consideration of questions and prompts is evident. Some work may be missing or some entries do not fully engage either with the text or personal life. “Check Minus” Diary Entries: Much of the daily minimal required work is missing. Entries are only one or two sentences with clear lack of engagement with the prompts, text, and personal life.Historical Mystery Project RubricContentAll questions are answered in complete sentences. Answers are thoughtful and thorough. 8-10 pointsAll questions are answered. Some have incomplete sentences or thoughts.4-7 pointsSome questions are left unanswered. Full sentences are not used. Minimum length is not met. 0-3 pointsResearchEvidence of research is clear. All information is attributed to a source. Sources are credible.4-5 pointsResearch is evident throughout. May be missing an attribution or utilize one non-credible source.2-3 pointsMost information is either not researched and/or not attributed, or fully attributed to a non-credible source. 0-1 pointsConclusionConclusion about the mystery is plausible, and evidence from research is used when necessary.4-5 pointsConclusion about the mystery is plausible but lacks in research support.2-3 pointsConclusion about the mystery is not plausible or based on any research evidence.0-1 pointsOrganizationPicture is clear and answers are neatly organized.3 pointsPicture may be unclear and answers are not all uniformly organized.2 pointsPicture may be lacking, no effort was made to organize answers to questions.0-1 pointsLab participationStudent was engaged and not disruptive.3 pointsStudent could have used some time more effectively.2 pointsStudent was disruptive and did not complete work.0-1 pointsWhodunnits8-10 points4-7 points0-3 pointsParticipation within group (individual basis)Student worked within group and made significant contributions.Student allowed other group members to do more work. Student disrupted group work and did little to contribute to project.ContentStory has a beginning, middle, and end. The mystery is creatively and completely solved.Story has a beginning, middle, and end. Some mystery elements may not be clearly explained or connected to the story.Story lacks a beginning, middle, or end. Story does not create or resolve a mystery.CreativityStory uses all elements provided and adds unique ideas that work effectively within the story.Story utilizes elements provided with one or two new ideas.Story fails to use two or more required elements, and no new ideas are used.Literary ElementsStory creates appropriate suspense and utilizes one other literary element.Story creates some suspense. Use of other literary device is unclear.Story lacks suspense and/or the use of another literary device.SkitAll group members are actively engaged in the planning and acting of the skit.Most group members are actively engaged in the planning and acting of the skit.Some group members are actively engaged in the planning and acting of the skit.4) Writing ConferencesThe writing conferences conducted during the week that the students are working on their whodunnit projects in the lab will be considered an informal form of assessment. Although it is considered informal, it is still an essential portion of the unit. We need to “think of students as juries think of the accused: innocent (of understanding, skill, and so on) until proven guilty by a preponderance of evidence that is more than circumstantial” (Wiggins 148). The “preponderance” of evidence used in this informal setting will be the writing conferences that are conducted with the teacher. Students will be able to use this time to self-assess their work with the major project for the week. With a major project such as the whodunnit one, it is crucial that students are not only able to employ the knowledge and skills learned about the mystery genre throughout the unit, but also be able to reflect upon and self-analyze their employment. If students aren’t capable of identifying areas of their stories that need the most work or can’t point out where they need added instruction from the teacher, then they may not be producing top quality work. As teachers, we must ask ourselves, “What specific characteristics in student responses, products, or performances should we examine to determine the extent to which the desired results were achieved?” (150). While we are asking ourselves these questions to check for understanding, students can follow a similar approach in their reflection. By identifying specific questions or needs throughout their writing conference, they will be demonstrating the ability to self assess their own work. During the actual writing conference, they will be demonstrating this ability, thus allowing the teacher to provide beneficial feedback on their work/writing. This feedback will be aimed toward scaffolding the students’ work toward the desired end result for the projects. By having one on one time with the teacher during the writing conferences, the students will be the center of attention without distractions for the teacher. The teacher will be able to devote their time and assist the students with their project, and their project alone. This individual attention will allow for maximized reflection and analysis work, which is a pivotal component of the assessment process. Before conducting their writing conference, each group should have gone through their current “whodunnit” projects and determined which areas need the most work. They will have printed off a copy and, together as a group, gone through and highlighted/marked the specific portions of writing which need the most attention from the teacher. By identifying which pieces of the writing are lacking, not only will the writing conference run more efficiently and effectively, but it will show an understanding on the group’s behalf of recognizing and identifying the weaknesses in their writing. Once they have determined which areas of the writing need the most attention, they should, collectively, write down any remaining questions they want to ask about their specific project or about the project in general. With this preparation, the group will be expected to begin the conference on their assigned day with a clearly marked up rough draft and questions ready to ask the teacher. The teacher and the group, then, will work through the rough drafts and questions collaboratively in order to assist the group’s revising and finalizing processes. The conference should last somewhere around twenty minutes, giving the groups ample amounts of time to work through their projects and feel more comfortable heading into the final draft. Mystery Unit CalendarDay 1Introduction to the genre of mysteryBackground on Conan Doyle and Sherlock HolmesDay 2Begin “A Scandal in Bohemia”Literary device: point of viewDay 3Read “A Scandal in Bohemia” Literary devices: metaphor, allusionDay 4Finish “A Scandal in Bohemia”Literary device: foilDay 5Research Day for Historical Mystery PaperDay 6Lab Day: Historical Mystery PaperDay 7Due: Historical Mystery PaperSmall group presentation - wall hangingDay 8Show clips from and BBC Sherlock HolmesDiscussionDay 9“A Case of Identity”Cloze and choral readingThe power of ObservationDay 10“A Case of Identity”Cloze and choral readingRevisiting suspense and literary elementsDay 11Finish “A Case of Identity” How does fear affect lives? Assign: WhodunnitsDay 12Lab Day: WhodunnitsWriting ConferencesDay 13Lab DayWriting ConferencesDay 14Lab DayWriting ConferencesDay 15Lab DayWriting ConferencesDue: Whodunnit storiesDay 16Whodunnit PresentationsDay 17Whodunnit PresentationsShow clips from and BBC Sherlock HolmesMeet with groupsIII. Daily PlansWeek 1Day 1 (Monday)Today will be spent orienting students to the genre of mystery broadly, and specifically to the 20th century detective novel. We will begin with 10 minutes of bell work, wherein students will be given a mini mystery (includes a picture and accompanying paragraph) that requires observation and logic to solve (see Case Closed!? and handout titled Example Detective Diary Entry). From here, the class will discuss mystery from a historical perspective and look at mystery authors as well as foundational material for the genre of the modern day detective novel. The class will look at biographical information on Sir Arthur Conan Doyle and cultural significance of Great Britain during the time in which Sherlock Holmes was written in order that students have contextual grounding when reading his mysteries. Essential Questions:1. Why read mysteries?2. What is it that people, regardless of time period or culture, are attracted to the unknown?Goals/Objectives:Students will have a contextual framework for mystery literatureProcedures: [8 min] When students walk into the classroom they will pick up a photocopied mini-mystery from a stack near the door. Today, the bell work is titled, “Ms. Blaze and the Mysterious Ghost,” from Case Closed?! (8-9). After settling down in their seats, students will note their observations and deductions in their detective diaries. [2 min] As soon as students finish journaling in their detective diaries, after about 8 minutes, the class with take about two minutes to discuss the solution. The teacher will have an answer key to the mini-mysteries if students are not able to deduce a solution to the mystery on their own.[10 min] Now that the class is settled and primed to begin thinking about mystery literature, the class will receive an overview of the upcoming weeks. It is important, firstly, that each student will have a personal copy of the three week unit calendar with clear guidelines, due dates, and grading rubrics so that they are fully informed from the onset of what is expected within the next three weeks, and what their grades will be based upon. In this unit syllabus there will be included an example model of what a quality detective diary entry might look like. Students will be encouraged to secure this information in their folders. [5 min] Following the unit introduction, the class will engage in a brief full-class discussion aimed at activating the students’ prior knowledge. What do they already know about mystery literature? What are some of their favorite stories or most memorable encounters with the genre of mystery?[10 min] The remainder of class time will be used to dive into the genre of mystery literature. It is important here to set the scene for the next three weeks that we will spend exploring Sherlock Holmes. Some classic features of the 20th century detective story includeRobbery in an English country houseAn “inside job”Red herringsA celebrated, skilled, professional investigatorAn incompetent police forceLarge number of false suspectsThe "least likely suspect"A reconstruction of the crimeA final twist in the plot[15 min] After discussing these elements, it is important to pre-teach cultural terms before the class begins the first Sherlock Holmes story, “A Scandal in Bohemia” (see Cultural Terminology handout). Students will keep this sheet in their folders for reference as we dive into the first Sherlock Holmes text tomorrow. Day 2 (Tuesday):In order for students to become aware of the techniques and methods of good writing, it is important that they can identify and name the tools that good authors use. By explicitly focusing on the various literary devices used by Sir Arthur Conan Doyle throughout the Sherlock Holmes adventures, students will sharpen their understanding of composition and be able to employ these tools in their own writing. Today, students will work on naming and recognizing these tools as they begin to work through “A Scandal in Bohemia.” The class will begin again with a mini-mystery in order to get their logical and observational thinking cogs turning. As the class begins reading the text, the teacher will model how to effectively make annotatations while reading in order to help students identify literary devices as well as new vocabulary in the work. Essential Questions:1. Considering point of view, why is it significant that Dr. Watson narrates the story? 2. How does Dr. Watson influence the tone or mood of the story?Goals/Objectives: Students will be able to identify and examine the author’s use of the literary device “point of view”.Students will be able to have a discussion about tone and mood in text. Procedures:[10 min] Like yesterday, there will be a photocopied stack of bell work near the door. As students make their way to their seats, they will pick up “Orlando, The Disguise Artist,” Case Closed!? (p. 14-15). 8 minutes will be used to journal in detective diaries and approximately two minutes will be used to discuss the solution. [15 min] Class will begin with an overview of what a literary device is, and specifically what does it mean to use “point of view” in writing (see Literary Devices handout). The teacher will present a brief lecture on the various methods of narration (1st, 2nd, and 3rd person). In order to make this exercise interactive, as well as incorporate movement, students will be given whiteboards. The teacher will give examples of sentences in 1st, 2nd, and 3rd person and ask students to write their answers on the boards. [15 min] For the next 15 minutes, students will break up into groups of approximately 3 and work to produce their own sentences from differing points of view. Each group will collaboratively come up with one sentence per each (1st, 2nd, and 3rd person), write it on their whiteboards and then share it with the entire class. [10 min] With the remaining time, the teacher will pass out “vocabulary bookmarks.” These are long strips of cardstock, upon which students will be encouraged to record unfamiliar words and the accompanying page number, as well as mark the page where they left off in the story (see handout “Vocabulary in ‘A Scandal in Bohemia’” as an example). If time allows, the class will begin “A Scandal in Bohemia,” drawing attention to the significance of Dr. Watson as a 1st person narrator. Day 3 (Wednesday):Today students will have their first opportunity to begin digging into the mystery “A Scandal in Bohemia.” The class will read the story together, pausing frequently to analyze language, setting, and rhetorical writing techniques. Discussion today will focus around the literary devices metaphor and allusion. As the class reads, the teacher will model how to use annotations effectively and guide students through challenging vocabulary. Essential Questions:1. How does metaphorical language influence the reader’s understanding?2. How does Arthur Conan Doyle’s use of literary allusions impact your understanding as the reader? Goals/Objectives:Students will be able to identity metaphors and allusions in writingStudents will be able to differentiate between metaphors and allusionsStudents will be able to generate and/or answer literal, inferential, critical, and interpretive questions, analyzing and synthesizing prior knowledge and information from the text to support their answers.Procedures:[10 min] Students will once more pick up bell work by the door as they enter the classroom. Today’s assignment is titled “Chopped Down in Secret” from Case Closed!? (p. 18-19). By this time, students should be familiar with the routine of spending 8 minutes to journal in their detective diaries and 2 minutes to discuss solutions. [20 min] Class will proceed today with continuing to read “A Scandal in Bohemia.” For the first twenty minutes, students will engage in sustained silent reading with a highlighter and pencil in hand so that they can annotate the text and identify the literary devices we have discussed, as they encounter them. Students will have their handout on literary devices out on their desks for their quick reference. [10 min] After students have had an opportunity to work alone in silence, they will engage in small group discussion. In groups of approximately three, students will participate in a modified version of think/pair/share where they will discuss the text and the specific literary devices they see at play. Students will share their annotations and collaboratively list three moments in the text: 1) where they see the mood influenced by the point of view 2) where they see metaphor 3) where they see allusions. [10 min] Students will elect a speaker from their small group who is willing to share the group’s findings with the class as a whole. The teacher will go around the room, electing groups to share and discuss their observations as the remaining time allows. Students will be able to see how Doyle uses literary devices to enhance the audience’s understanding of the text. Day 4 (Thursday):By the end of the class period today, the 8th grade should be finished reading “A Scandal in Bohemia.” The final literary devices we will cover today is foil. At this point in the reading, students ideally have had sufficient experience with the characters Dr. Watson and Sherlock Holmes in order to examine how the two men contrast, or serve as foils to one another. At the end of the period, students will be introduced to the first summative assessment of the mystery unit, the Historical Mystery Project. Essential Questions:1. How do Dr. Watson and Sherlock Holmes work as foils? What characteristics inform your thinking?2. How does contrast work to develop a character?Goals/Objectives:Students will be able to identify elements of character development by examining the use of foil. Students will begin thinking about mysteries in the real world, as they exist outside of literature. Procedures:[10 min] Consistent with the rest of the week, students will begin with 8 minutes of bell work in their detective diaries. Today the mini mystery is titled “Perkey Has Got Big Change” Case Closed!? (p. 22-23). 2 minutes will be used to discuss solutions. [20 min] As a whole class, students will finish reading “A Scandal in Bohemia,” annotating the piece, making note of difficult vocabulary and literary techniques. Either the teacher will read, or students will be asked to read voluntarily, if the class so chooses. [10 min] After students have completed the story, the class should take time to discuss the concept of foil. As an interactive activity, the teacher will have the class guess what arbitrary object (such as a pencil or apple) he/she has in mind by describing what it is not. This is a good method of convincing students how foils, that is, contrasting characters, work to develop one another. [10 min] The remainder of time will be used to introduce students to the Historical Mystery Project that will begin researching in the lab tomorrow. Homework for tonight is that students begin thinking about a mystery topic in which they are interested and would like to know more about. These could be mysteries they have found compelling in the past-- whether they read about one in a novel, in a newspaper, on a television show, on the nightly news. Perhaps they have experienced a personal mystery, or heard of mysteries from any other reputable sources. Homework: Tonight, students should begin brainstorming ideas about what topics they might enjoy researching for the historical mystery project and prepare one sentence about their idea to share in class on Friday. This is homework because it is important that students have an idea in mind before heading to the computer lab tomorrow. Day 5 (Friday): Students will have finished reading and annotating the first Sherlock Holmes short story by today, and therefore have a broad idea of several rhetorical choices used in mystery writing. In order to fully capture the personal relevance component of this unit, outlined in the rationale, students will head to the computer lab today to begin preliminary research on an historical and/or present day mystery in the real world. Through online research, students will respond to these five questions in their detective diaries: Who/What is involved? Where did it happen? What is the mystery or unsolved component of this story? What are people saying about it? What do you think happened? Essential Questions:1. Considering language, word choice, and rhetorical effects, how do writers talk about mysteries happening in our world today?2. What mysteries do we find compelling?Goals/ObjectivesStudents will use research to find mysteries which they find compellingStudents will respond to online text in writingProcedures:[10 min] Before students head to the computer lab, the class will do a final mini mystery as bell work: “Bella Spark’s’ Costume Party” Case Closed!? (p. 28-29). The class will take 8 minutes to journal write and record observations, and 2 minutes to discuss solutions. [5 min] Once the class is settled, the teacher will hand out a half sheet of research questions: Who/What is involved? Where did it happen? What is the mystery or unsolved component of this story? What are people saying about it? What do you think happened? The half sheet will have a number at the top which indicates the group number that they are assigned to in the lab. There will be five groups of four students each. [25 min] Students will proceed to the computer lab. This will be their time to begin exploring the mysteries they began considering for homework last night. In their groups, students will begin researching their topic and reflecting on the ways in which authors, newscasters, television shows, et cetera, discuss mystery in the media. What rhetorical choices do they make? How does this make you think about mystery? On squares of construction paper (four per group, one for each student), each group will write their topic at the top and include three interesting facts they found online. [10 min] After the above activity is completed, students will head back to the classroom and post their construction paper squares around the room. If time allows, they will each give the title of their historical mystery project. This work holds students accountable for making productive use of their time in the computer lab. Week 2Day 6 (Monday):Today students will continue to work on their historical mystery research projects. By first writing from a journal prompt on fear, students will begin to consider the element of fear that is often present in mystery stories and how this fear causes people to act. Because fear is a universal human emotion, students will also begin to consider self-to-text/genre connections, which will be further explored later in the week. Essential Question: Are mysteries intriguing or frightening? Goals/Objectives: ? Students will consider how the unknown is often correlated with fear. ? Students will continue to work on their historical mystery papers. Bell Work [10 min]: Brief powerpoint showing examples of how to properly cite sources. Discuss what constitutes a credible source and what does not (i.e. Wikipedia). Procedure [40 min]: Students will continue to work in the lab on their historical mystery papers, and should finish them by the end of the period. The teacher should be available to answer questions and work with students who need additional help. Day 7 (Tuesday): Present Historical Mystery Projects. Students will gain confidence in front of their peers by briefly presenting the historical mystery they chose to research. This gives students a chance to share with their classmates any findings about which they are particularly excited. In particular, students will be asked how they came to their conclusion about the historical mystery of this choice, which will engage students in some meta-cognitive thinking about their deductive reasoning process. Essential Question: What evidence did you use to come to a conclusion about your mystery?Objectives:? Students will each present their mystery findings semi-informally in front of the class. ? Students will consider what evidence led them to their conclusions about their research. Procedure: [50 minutes] Each student will have about two minutes to present their findings to the class, giving a brief overview of the historical mystery they investigated and what conclusion they came to about the mystery. Each students’ work will be posted on the Mystery Wall in the classroom so that students can look at the work other students have done. Day 8 (Wednesday): Although film can often be dismissed as a medium not to be taken seriously, our students will explore effective visual storytelling in the mystery genre before beginning their “Whodunnits”. This will help our students with the skit presentation of their projects, and will help students understand the cultural relevance of Doyle’s work and how it continues to be popular in today’s culture. Students will be looking at two different film representations of Sherlock Holmes. Some clips will be shown from the recent American movie adaptations of Sherlock Holmes, which depict the stories in the time period in which they are written to have happened. The other clips will be from the BBC TV series, “Sherlock”, which adapts Doyle’s stories to a present day setting. The goal of this lesson is to incorporate integrated learning into this genre unit, as suggested by Smagorinsky, who says curriculum should serve “‘as a domain for culturally significant conversations’ that take place across space and time, suggesting the need to explore a set of questions across a series of related texts” (123). By showing these clips, students will be able to gain a better understanding of visual elements of the mystery genre and will better understand the characters of Sherlock Holmes and Dr. Watson by seeing the characters fleshed out on screen. Furthermore, they will see that Doyle’s work continues to maintain it’s literary [and entertainment] value among the culture of today. Especially through the BBC clips, students will see how the critical thinking and Holmesian problem solving skills are still relevant in the world’s crimes and mysteries today. Essential question: How does film further our understanding of the stories and characters of “Sherlock Holmes”? Objectives: ? Students will gain an idea of how the mystery genre and “Sherlock Holmes” can be represented in a visual way.? Students will be able to physically observe Sherlock Holmes’ character qualities and deductive reasoning in action. Procedure: [5 min] Watch first clip: Sherlock Holmes Dinner with Mary MorstanLINK: [5 min] Discuss clip: What aspects of Holmes’ character do we see in this clip? What about Dr. Watson? And their relationship to each other? [3 min] Watch “Game of Shadows” clip LINK: [7 min] Discuss clip: What else do you notice about Holmes and Watson in this clip? [7 min] Watch second part of first clip, first part of second clipLINKS: , [5 min] Watch BBC Sherlock clip, beginning at 7:30LINK: [15 min] Discuss differences and similarities of BBC series and American Sherlock films.Day 9 (Thursday): Begin reading “A Case of Identity” Essential Question: What can mystery stories teach us about life and the world around us? Objectives:? Students will consider the power of observation of details through a journaling prompt and subsequent reading. ? Students will continue to gain reading comprehension through the cloze and choral reading, class discussion and informal comprehension checks. Bell work: [7 min] Journaling prompt: Read the following quote. What would Holmes say that mysteries can teach us about life and the world around us? Do you agree?“‘My dear fellow,’ said Sherlock Holmes as we sat on either side of the fire in his lodgings at Baker Street, ‘life is infinitely stranger than anything which the mind of man could invent. We would not dare to conceive the things which are really mere commonplaces of existence.’” (A Case of Identity, pg. 1) Procedure: [35 minutes] Begin a cloze and choral reading of “A Case of Identity”, pausing on vocabulary words or other important sections while reading aloud to have students fill in the word in order to maintain their attention and engagement. After important action in the story and/or every 10 minutes or so, do a quick and informal check for understanding, and recap what just happened in the previous section. Use the guiding questions: “What just happened here?” and “What do you think is going to happen next?” as well as any other questions that naturally arise. As students read, have them keep an informal log of clues in their “Detective Diaries”, which can be as brief as writing down a page number where they found the clue. [8 min] All-class recap of the day. Discuss what happened in the reading and what clues the students have found so far. Possible discussion points: Do they think they can solve the mystery with the clues they have? What do mystery stories teach us about observing the world around us? Day 10 (Friday): Reading “A Case of Identity”: Revisiting suspense and foreshadowingEssential Question: How do literary elements help create mystery stories?Objectives:? Students will revisit the two literary devices central to the mystery genre: Suspense and Foreshadowing. ? Students will recognize and annotate moments of suspense and other literary devices as they read along.? Students will continue to gain reading and comprehension skills through the cloze and choral reading of Sherlock Holmes.Bell work: [10 min] Detective Diary prompt: Can you solve the mystery of “A Case of Identity”? What clues do you have so far?Procedure: [15 min] Continue and finish cloze and choral reading of “A Case of Identity”. Today, students will continue to write in their “Detective Diaries” while reading. During brief pauses in reading, students will highlight passages which contain the literary devices of suspense and the others covered in the previous week. As before, continue to pause while reading aloud and have the students fill in the next word, typically pause before vocabulary words or during important passages. [10 min] Think-pair-share: Have students consider which literary elements they recognized in the test and where. Then have them share their examples with their neighbor.[15 min] All-class discussion on findings of literary elements within “A Case of Identity”. Week 3Day 11 (Monday): Character Analysis: “A Case of Identity”Essential Question: How does fear motivate people? Objectives:? Students will gain self-knowledge through journaling about the essential question on fear. ? After reading “A Case of Identity”, students will be able to make self-to-text connections with the characters who exhibit fears and how their lives are affected by them. [10 min] Bell work: Journaling prompt - What are we afraid of and how does that affect our lives? [20 min] Small group work. Divide students into four groups of 4-5 students per group. Assign each group a different character from “A Case of Identity” [The father, daughter, Holmes, Watson]. Have students brainstorm and write as a group about how their character exhibits and is motivated by fear. [15 min] All class discussion about each group’s findings. Compare with journal entries from the beginning of class. [5 min] Assign “Whodunnit” project and announce student groups. Students can begin brainstorming ideas for their mystery. Day 12 (Tuesday)After reading through “A Scandal in Bohemia” and “A Case of Identity,” the students will be well versed on the mystery genre. They will have had many opportunities to delve into the stories, discuss the devices used within the writing, and experience with other exercises that helps them view the mystery lens. With so much experience under their belt, it will be time for them to construct a mystery story of their own. Using the prompt and assignment directions given to them yesterday, the students will spend this day working in their groups on their mystery stories. They will be given time in the computer lab to collaborate with one another and begin piecing together their stories, showing they understand the construct, form, and characteristics of the mystery genre. This will allow students to work together with the teacher on their story and ask any specific or directional questions that have been lingering for them. Essential Questions:How is each mystery story unique on its own? How are they similar? Do all mysteries have to be resolved? Why or why not? Goals/Objectives: Students will be able to begin constructing their own mystery stories based on the devices and characteristics previously learned. Students will understand the importance of collaboration and how effective group work can be. Procedures: (5 Minutes) Organizing for the computer lab. Students should collaborate in their groups and begin discussing what they will do once they get into the computer lab. They should know what the expectations will be, so allowing time for them to communicate with one another will help organize their work, as well. Group one should prepare their questions for their writing conference.(45 Minutes) Students will head down to the computer lab where they are to take advantage of the time given to them to work on their final stories. They will be in groups of four, so they should get together according to their groups and work on writing at a computer. While they are getting settled in, the teacher should be sure to list any notes or reminders the students may need to keep in mind when putting together their mystery stories. Literary devices, common terminology, character analysis notes or plot details may be needed as a reminder for the students, so placing this on the board in the room will help scaffold them through their writing process. The teacher should also be walking around the room and observing the groups as they are working, making sure to answer any questions or help with any issues that may arise in the groups. Students may take time to brainstorm what they want to do for their mystery story (since they are given a minor set of details that they must include in the story), so making sure to keep them on track and aware of their time will assist them, as well. By the end of the day, students should have a solid start on their mystery stories and should have a good sense of direction for where they want to take them. Writing Conferences: Group one will meet with the teacher during this lab day. The writing conference is designed for the group of students and the teacher to work collectively (isolated from the rest of the class) on the mystery story that the students have began writing. Any questions, concerns, or problems that the group has should be directed toward the teacher, where the teacher can scaffold information for the students and assist them with their writing. The students should take full advantage of their time with the teacher because they will only have the one opportunity in class to conduct a writing conference. Since this will be the first day of writing in class, group one should utilize their writing conference time by asking guiding questions to assist them in beginning the writing process. These conferences will take place in the same computer lab that the rest of the class is working in, however there will be a group of chairs organized around the front desk that allows them to be somewhat isolated from the other groups. The teacher will still be able to monitor the progress and productivity of the rest of the class during the conferences. Day 13 (Wednesday) After having a full day to work on their final mystery stories in the computer lab, the students will have developed a better understanding of what will be expected of them with this assessment. They will need to know that they are supposed to be able to display evidence of knowledge with the mystery genre by incorporating the mystery elements that they have learned from the weeks prior. With a full work day in the lab behind them, the students will be provided with another full workday in the computer lab. Since it is a collaborative, group project that they are working on, we want to make sure that we provide them with ample amounts of time to work together in constructing their stories. It can often be difficult to complete group projects outside of school hours, so giving them time to work in class will ensure completion on their part and will allow the teacher to oversee their work as they progress. Essential Questions: What is the most important part of a mystery story, if any? What purpose does a writing conference serve? Goals/Objectives: Students will discover the importance of the ending of fictional writing. Students will be able to point out the literary devices and specific mystery characteristics within their own stories. Students will be able to use information and advice given during a conference and apply it to their own writing and revising. Procedures: (5 minutes) Organizing for the computer lab. Students should get in their groups and assess the work they completed the previous day in the computer lab. They should talk about what they completed, and what they what to accomplish with their day in the lab today. Again, they should use these five minutes to orient their groups and prepare for the lab. Groups two and three should be prepared for their writing conferences. (45 minutes) Again, the students will head to the computer lab to continue working on their mystery stories. After getting a solid head start from the day before, they will be expected to begin piecing together the main portions of their text, making sure to include the essential literary devices found in most mystery stories. At this point, students may have questions with how to finalize or finish their work. Make sure to remind them of the previous mystery stories discussed in class, and point out the possible endings that students can use in their own work. Their stories will be due at the end of the week, so it is the teacher’s responsibility to remind the students of this constantly. Writing Conference: Groups two and three will be meeting with the teacher on this day for the writing conferences. Their time will be split in two for the class period, so it will be essential that the groups are ready to go with any questions or comments they need made on their whodunnit assignments. Day 14 (Thursday) The last two days will have been spent working in class on each group’s mystery story. After yesterday, they will understand that the assignments are due at the end of the week (Friday) The rest of the groups will have an opportunity to conduct their writing conference with the teacher in the next two days, so they should come with their stories prepared for this. Today will be another work day in the computer lab for the whodunnit assignments. The students should have plenty of time throughout this entire week to not only complete the assignment, but complete it to a degree that proves their understanding of all content covered. Proving several days in the computer lab will ensure this understanding. Essential Questions: 1. Is group work always better than individual work? 2. What are the pros and cons of group work versus individual work? Goals/ObjectivesStudents will understand the importance of teamwork with a group project. Procedures: (5 minutes) Organize for the computer lab. Like the previous day, students should use this time to reassess where they are at in their project’s progress as well as where they wish to be by the end of the day. Group four should have their work ready to conference with the teacher. (45 minutes) Students will work in their groups in the computer lab. The teacher will be conducting a writing conference with one of the groups, so more time should be available to be able to walk around and observe the other group work. It should be made apparent that the whodunnit assignment will be due tomorrow at the end of the class period, so students should be able to acknowledge what they need to get done with the time they have left. Writing Conference: Group four will meet with the teacher today. Again, group four should come prepared with any issues that have arisen or any questions that have come about from the last few days of work on their story. Day 15 (Friday)Yesterday, the students were given another day in the computer lab to work on their whodunnit assignments. Those major assignments are due at the end of the period today. They will be provided with a final work day in the computer lab today in order to allow them to finish up with any of the writing they still need to complete and finalize the assignments as a group. Group 4 met with the teacher for writing conferences yesterday, so group five is the last group left to conduct their writing conference. This will be done during the first half of the time frame in the computer lab. Essential Questions:What is the importance of time management with major projects? Goals/Objectives: The students will complete their major summative assessment for the mystery genre. Students will be prepared to present their projects starting next week. Procedures: (5 minutes) Organize for the computer lab. Remind the students that this will be the last “in class” opportunity for them to work on their projects. Students should use this time, in their groups, to determine what they need to complete by the day’s end in order to finish their projects. Group five should prepare their projects and questions for the writing conference. (45 minutes) This will be the last time students can work on their whodunnit assignments. They are to work on their projects until the end of the period, where they will turn in their completed work. The final conference will take place at the beginning of the period in the lab, so the teacher should assist the other groups with issues once the final writing conference has been completed. Students are to print off their stories and turn them into the teacher before walking out of the classroom for the day. The groups will be presenting their work for two days next week. Writing Conference: The final group will meet with the teacher today. At this point, they should be nearly finished with their mystery story. So, they may have some finalizing questions for their piece, or questions regarding some polishing that may need to be done. Be sure to assist them with whatever remaining issues they have so that they will be prepared to turn in their work.Day 16 (Monday)The students will have finally finished their whodunnit projects at the end of the week last week. At this point, the mystery unit will be coming to an end, so the students will be given time these next two days to present their mystery stories they created and show how they have evolved as mystery detectives! They will be given time at the beginning of the period to reflect on their work from the past week, and they will be given time to get back together with their groups to conduct group reflection. Essential Questions: 1. How is mystery relevant in the world today?Goals/Objectives: 1. Students will reflect on their experiences with the mystery unit as a whole. 2. Students will be able to synthesize the evolution of their projects in their groups. Procedures: (15 minutes) The students are to pull out their journals and prepare to individually reflect on their experiences with the whodunnit assignment. In their journals, they are to write written responses to the following questions: 1. How did your group go about putting together your whodunnit projects?2. What were some areas that you, individually, struggled with when writing?3. What were some areas that you felt were particularly strong in the writing process? 4. How do you feel your story connects to the mystery genre as a whole? What were the literary devices you used in your project? 5. What was your favorite part of the writing process for the whodunnit projects?(20 minutes) Once the students have completed their self reflection, they are to get in their groups from the whodunnit assignment and each take turns talking about their answers to the reflection. This is intended to allow the students to discuss what worked for them, what was difficult, and other important topics that relate to their project work. Once the students have each had a turn talking about their reflection from their journal, they are to each find another group to sit down and talk to (all the students in the new group will be from different groups as well). Once all of the new groups have been set with a different member from each group present, they are to discuss their reflections with their classmates. Getting different perspectives from the different groups will allow them to become exposed to the other groups that worked on the same project. (15 minutes) Group one will read their mystery story to the class. The rest of the class is supposed to listen to the story and try to note where key areas of literary device are used as well as other components of the mystery genre that the group has learned throughout the unit. After reading through the story and talking about their writing process and overall reflection on the assignment, the rest of the students will point out (large group discussion) the literary devices and mystery components they noted from the story. Homework: Exchange whodunnit stories with another peer (each group should have enough copies for everyone in their group). Read through their mystery story and identify as many literary devices that you find in their writing. Come to class the next day with these highlighted on the page. Day 17 (Tuesday)The students will have just began presenting their whodunnit assignments at the end of the day yesterday. Today, they will continue to present their projects and reflect on the process in large groups. Students need to be exposed to the other groups’ work so that they have the opportunity to compare and contrast their approaches and techniques during the writing process to one another. This will also provide them with the entertainment of hearing the other mystery stories. Essential Questions:1. What is the importance of exposure to a lot of different styles of writing? Goals/Objectives:1. Students will understand the differences in group work and group dynamics. 2. Students will understand how their group work is unique and important compared to other group workProcedures: (5 minutes) The students will pair up with the student they exchanged their mystery stories with. Together, they should go through one another’s (one at a time) and point out the literary devices they saw in the story. This will allow the students to talk through what they noticed in another peer’s work and how it enhanced their writing experience. (35 minutes) The other four groups will use this time to read through their mystery stories and reflect on their writing processes. Again, while they are reading the stories the rest of the class is to be looking for the mystery components and literary devices present in their stories. Once each group is done reading, the rest of the class will point out to them the notes they jotted down during the reading. (15 minutes) Once all of the reading is finished, the students are to take out their notebooks and do some final reflection for the project. In their journals, they are to write down what techniques were most commonly used, how they were effective within the piece, and the overall impact that the project had on the unit. Once they have responded effectively, the class will return to a large group discussion where students are free to respond to the class about the project. ................
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