Title of Text: Sherlock Holmes and the Redheaded League Author: Murray Shaw and M.J. Cosson GRL: S Series: On the Case with Holmes and Watson Genre: Fiction, Graphic Novel Standard: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Lesson Objectives: To be able to use evidence from the text to ask and answer questions, to draw inferences from the text, to be able to identify problems and solutions in the book. Comprehension Strategy: Questioning Skill: Problem and Solution Fluency: Phrasing/Chunking 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. pawnbroker b. precautions c. refreshingly (Prefix and suffix meanings) d. princely e. eccentric f. heirs Before Reading: ENGAGE! THINK! 1. Build Background Knowledge a. Let’s look at the front and back cover. What do you know about this mystery? b. What would you like to learn about this mystery? This is a graphic novel – what do you know about these kinds of books? c. Look at pages 4‐5. Where will this mystery take place? Who are the main characters? What can you tell me about their appearance? d. Read page 6 to students. Ask – what does the author want us to infer about the relationship between Watson and Holmes? 2. Skill Introduction: a. Problem and Solution – this mystery will have one main problem, but may have several minor problems. Let’s keep track and find out how they are solved. 3. Strategy Introduction: a. Questioning – we can use this strategy to better help us understand the book. Keep in mind the question words: who, what, when, where, why and how. Can questions help you determine the problem and solution? How? 4. Fluency: Phrasing/Chunking – read page 6 and ask students to tell you when you paused and chunked a part of the sentence. Ask them how you knew when to do this. Discuss use of commas. Standard ‐ Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. We already started this when I asked you to infer about the relationship (above) we will continue using details from a text 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 after reading page 25) 1.
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Tell me about a part you didn’t understand? Turn and Talk: how is using the strategy of questioning helpful in your reading? What were some questions that you generated when reading? 3. On page 11, the author uses an idiom. How does this help your understanding? The author uses very unusual language. Look through the pages you have read so far and list the words that are unusual (example chuckle, absurdity, etc. Talk about synonyms for the words listed. 4. What was one problem that came up so far? How was it solved? Were there other problems? Can you predict what may happen? Standard: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Infer what was meant on page 15 when Holmes says they have been fooled before. 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. What was the main problem and minor problems we read about? How were they solved? Who solved them? 3. How did the relationship between Holmes and Watson evolve in this mystery? Standard: Refer to details and examples in a text when explaining what the text says explicitly and when drawing 4.
inferences from the text. Use some details from the story as you make some inferences. 5. Standard: Determine a theme of a story from details in the text; summarize the text. What was the theme in the story? Can you summarize the mystery? Academic Vocabulary: Eccentric – think of some eccentric people (famous or not). What makes them eccentric?
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. . 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 your own Holmes and Watson mystery! Use the two main characters, make the setting in London, like the book. You can use the other characters from the book or make up new characters. Use the points above. IF/THEN: If students has trouble generating questions as a whole, take the book section by section and help them generate who, what, where, why, when and how questions for each. Then, develop them for the book. 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