Title of Text: Sherlock Holmes and the Adventure of the Sussex Vampire
Author/Illustrator: Murray Shaw/M. J. Cosson/Sophie Rohrbach GRL: Q Series: On the Case with Holmes and Watson Genre: Fiction, Mystery, Graphic Novel Standard: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Lesson Objectives: to draw conclusions and make inferences from the text, to evaluate an author’s purpose, to combine new information with previously‐learned information, to analyze the reasoning process Comprehension Strategy: Synthesizing Skill: Drawing Conclusions Fluency: Accuracy Academic Vocabulary: explain or research the meanings of the words below. Discuss the morphology of the words: suffixes, taking a root word and adding to it to change the meaning of the word. Have students talk about the meaning of each word, using antonyms, synonyms and situations where each word can be used correctly. a. venomous b. post c. mistress d. scanty e. telegram f. frenzy Before Reading: ENGAGE! THINK! 1. Build Background Knowledge a. Let’s look at the front and back cover. What do you know about vampires? b. What are some characteristics of the genre: mystery c. What skills help you be best able to read a graphic novel? 2. Skill Instruction: a. Draw Conclusions ‐ read the first bubble on page 8 – draw conclusions as to what Holmes means, read the first tow bubbles on page 12 – what conclusions would you make about Camilla? 3. Strategy Introduction: a. Synthesizing – let’s use the information we shared about vampires to see if we learn anything new, I wonder if our opinion about Camilla will change as we read? 4. Fluency: Accuracy – as we read today, let’s work on reading accurately, so remember to slow down your reading so you don’t miss anything Standard – Read the last bubble on page 12 – what does the author want us to infer? Copyright © 2012 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com During Reading: Don’t Wait Until It’s Too Late! Check for Understanding (Stop Midway through the Book) 1.
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Tell me about a part you didn’t understand? Turn and Talk: how is using the strategy of synthesizing helpful in your reading? Standard: Read the top of page 15 – what did Holmes mean by saying, “I will never understand your limits”. On page 19 – Holmes asks Robert who else lives in the house. Why is he doing this? 4.
Standard: On page 17, we read the word telegram. Does it have a prefix or suffix? What other words have the same prefix? (telephone, television, telecast). What does tele mean? (over distance) After Reading: EVALUATE! 1. What is the most important thing to remember from this book? What are the details that can help you remember this? 2. Re‐read page 22 – what helps you visualize what the author wants you to know about the farmhouse? 3. On pages 23‐24, we start to see Holmes going through the reasoning process. Tell me what the process is. Predict what you think will happen with Camilla and the thought she is a vampire. 4.
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Standard: On page 35, Holmes tells us he had already made conclusions. Go back into the text and find out the ways the author let us know this might be happening. Standard: On page 40, how do the author and illustrator work together to make meaning of the plot? 6.
Standard: Read page 46, How did Holmes use Inference to help him solve the mystery? How can you describe Holmes? Use specifics from the text for your answer. 7. Academic Vocabulary: Post – how is the word “post” used in the book. What words do we use instead? Writing Standard: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. Task: Write a new ending for the story. Use the same characters but you can also add characters if you like. Use the strategy of synthesizing. Use the points above to help you. IF/THEN: Drawing Conclusions – if students are having trouble with this skill, narrow down the focus for them: 1. Mary went downstairs. There was an aroma in the air. The table was set with warm blueberry muffins, freshly squeezed orange juice, and brewed coffee. Draw conclusions as to the time of day. Why do you think this? 2. A note was left on the table. It said, "Dear Mary, Have a great day. We are so happy you are in our lives! Love, Mom and Dad" Next to the note there was a wrapped present with a bow on top. Draw conclusions – what is this day? Copyright © 2012 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com