Activities
* Interview an Artifact: Students will investigate the story behind an object from another person's point of view. They will select an object, record your observations, and use what they see and know to describe the object's history, purpose, and relationship to its owner. They will then reflect on their own skills as an investigator.
* The observation of trifles (warm-ups): Students will solve a mini-mystery for their warm-up every day at the beginning of class. These will either be taken from Classic Whodunits or Two-Minute Mysteries.
* Case Notes (timeline): Students will create a timeline to document what events led up to the crime being committed, when the crime was committed, and what happened afterward. They need to include a minimum of seven events, but may include more. Students will not include the solution to the story.
* Criminal Profiles (character analysis): Students will complete 6 character profiles for their story. They will complete a template for each of the characters. Three characters - Sherlock Holmes, Dr. Watson, and Irene Adler - are required. Students will then create three more profiles for the victim, the criminal, the police investigator and/or victim in their individual stories.
* Evidence Artifact (setting/object): Students will recreate an element of the story. This can be either an artifact, clue, or piece of evidence Holmes examines OR a map or illustration of an important location. Students will also include a brief reflection on the significance of the artifact to the story and what pieces of textual evidence they used to create it.
* Research Report (research project): Students will choose a topic of forensic analysis, a historical crime, or some other element of Victoriana and write a 3-4 page informative research paper on the topic. This can be on a wide variety of subjects, from fingerprinting and ballistics analysis, to the famous Jack the Ripper murders, to the portrayal of women in the 19th century.
* Trading Case Reports: Students will exchange case reports with other groups and attempt to solve another's mystery based on the information provided in the report.
* Police Statement (reflection): Students will submit a 1-2 reflection on how they and their team went about solving another group's case and if they were able to do so with the information provided. They will also reflect on the project as a whole.
* Compare/contrast: Students will first read the scene in The Sign of the Four, when Sherlock Holmes analyzes Dr. Watson's pocket watch. Then we will watch a similar scene in "A Study in Pink" from BBC's Sherlock, where Sherlock analyzes John's cell phone. Afterwards, students will discuss and write about the similarities and differences between the two scenes.
* Fanfiction: Students will first look at the definition and history of fanfiction by reading an article called "The Boy Who Lived Forever," then by watching a short video on how Sherlock Holmes paved the way for works like Fifty Shades of Grey. Next, students will read through several examples of Sherlock Holmes fanfiction and compare/contrast them with each other and the originals.
* The observation of trifles (warm-ups): Students will solve a mini-mystery for their warm-up every day at the beginning of class. These will either be taken from Classic Whodunits or Two-Minute Mysteries.
* Case Notes (timeline): Students will create a timeline to document what events led up to the crime being committed, when the crime was committed, and what happened afterward. They need to include a minimum of seven events, but may include more. Students will not include the solution to the story.
* Criminal Profiles (character analysis): Students will complete 6 character profiles for their story. They will complete a template for each of the characters. Three characters - Sherlock Holmes, Dr. Watson, and Irene Adler - are required. Students will then create three more profiles for the victim, the criminal, the police investigator and/or victim in their individual stories.
* Evidence Artifact (setting/object): Students will recreate an element of the story. This can be either an artifact, clue, or piece of evidence Holmes examines OR a map or illustration of an important location. Students will also include a brief reflection on the significance of the artifact to the story and what pieces of textual evidence they used to create it.
* Research Report (research project): Students will choose a topic of forensic analysis, a historical crime, or some other element of Victoriana and write a 3-4 page informative research paper on the topic. This can be on a wide variety of subjects, from fingerprinting and ballistics analysis, to the famous Jack the Ripper murders, to the portrayal of women in the 19th century.
* Trading Case Reports: Students will exchange case reports with other groups and attempt to solve another's mystery based on the information provided in the report.
* Police Statement (reflection): Students will submit a 1-2 reflection on how they and their team went about solving another group's case and if they were able to do so with the information provided. They will also reflect on the project as a whole.
* Compare/contrast: Students will first read the scene in The Sign of the Four, when Sherlock Holmes analyzes Dr. Watson's pocket watch. Then we will watch a similar scene in "A Study in Pink" from BBC's Sherlock, where Sherlock analyzes John's cell phone. Afterwards, students will discuss and write about the similarities and differences between the two scenes.
* Fanfiction: Students will first look at the definition and history of fanfiction by reading an article called "The Boy Who Lived Forever," then by watching a short video on how Sherlock Holmes paved the way for works like Fifty Shades of Grey. Next, students will read through several examples of Sherlock Holmes fanfiction and compare/contrast them with each other and the originals.
Assessments
The culminating text for the first part of the unit will be a portfolio called the Case Report. It will be comprised of five elements: Case Notes (timeline), Criminal Profiles (character analysis), Evidence Artifact (object/setting), Research Report (research project), and Police Statement (reflection). Students will create these five elements based on the short stories they have been assigned in their teams and their experiences during the unit.
The culminating text for the second part of the unit is a two-part project. First, students will write a short story based on the original Sherlock Holmes stories (called fanfiction). Then, students will record readings of their stories, either in the style of audiobooks or radio plays.
Rubrics for both the Case Report portfolio and the Adaptations Project are all included in their respective assignment sheets.
The culminating text for the second part of the unit is a two-part project. First, students will write a short story based on the original Sherlock Holmes stories (called fanfiction). Then, students will record readings of their stories, either in the style of audiobooks or radio plays.
Rubrics for both the Case Report portfolio and the Adaptations Project are all included in their respective assignment sheets.
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