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And Then There Were None mystery unit

And Then There Were None mystery unit. Chapter 1 (I). Content Goal- We ’ re getting to know the ten characters and making inferences about their personalities and pasts. Language Goal- We will sift through the names and descriptions to make a chart of the important characters. (+2)

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And Then There Were None mystery unit

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  1. And Then There Were Nonemystery unit

  2. Chapter 1 (I) • Content Goal- We’re getting to know the ten characters and making inferences about their personalities and pasts. • Language Goal- We will sift through the names and descriptions to make a chart of the important characters. (+2) • Vocabulary Detective: righteousness (+3)

  3. Chapter 2 (II) • Content Goal- to make connections and get engaged in the characters and plot of the novel • Language Goal- We’ll assess what we know and what we need to learn from this reading. (+2) • Vocabulary Detectives: fraternizing, red herring, surreptitious [bonus word: malevolent] (+9)

  4. during reading Chapter 2 – Asking Questions Ask Agatha Christie 20 open-ended questions that you think only she knows the answer to. She might even answer them later in this novel. (+20) Model: Will Vera and Lombard get together romantically? Not a model: Who will die first? Who will die second? • Play along, the author will answer you, but it might not be until the end of the novel. • We will discuss your questions as a class.

  5. Chapter 3 (III) • Content Goal- To increase personal connection to the novel through “making connections” journaling. • Language Goal- To write journals, to read the chapter, to listen and discuss connections with cooperative groups. (+2) • Vocabulary Detectives: adroitly, verisimilitude (+6)

  6. during or after reading Chapter 3 – Making Connections Answer each prompt with a paragraph. Restate the question and use two text based details from chapter 3 in each answer. (+15) 1.) React to characters, events, and conflict. 2.) Make connections to other characters or themes in TV, books, or movies. 3.) Make connections to your own background knowledge or life experiences. 4.) Predict what specific things that will happen to these characters and conflicts in upcoming chapters. 5.) Visualize characters or setting. What do characters look like, what does the house look like, what does the island look like?

  7. Chapter 4 (IV) • Content Goal- (for kinesthetic learners) to gain content knowledge by doing. We will evaluate important story elements, prove comprehension, and reflect on the process. • Language Goal- to write quizzes, to read the chapter, to listen to group members, and to discuss corrections. (+2) • Vocabulary Detectives: exonerated (+3) admit lie

  8. during and after reading Chapter 4 – Quiz Each Other As you read chapter 4, write nine quiz questions. Choose the most important points of the chapter to quiz and format yours like CAT questions. • After finishing the chapter, write then trade your questions to a member of your group (+9). • Answer the questions you receive in exchange (+27). • Exchange quizzes again, and correct the one you wrote (+9). • Reflection Journal: How did you do? How did your partner do? Are there any reasons for excellent or poor performance? Record your reflection of five or more sentences on the quiz you wrote. (+5) • theme, 2. summary, 3. inference, • 4. prediction, 5. conflict, • 6. compare/contrast, 7. cause/effect, • 8. author’s purpose, 9. evaluate choices/decisions

  9. Chapter 5 (V) • Content Goal- to recognize the elements Agatha Christie repeats to recognize her purpose and literary elements. • Language Goal- read, write, speak, and listen collaboratively while evaluating important repetitions (+2) • Vocabulary Detectives: capricious, indignation (+6)

  10. during reading Chapter 5 – Recurring Elements • List any ten elements that repeat through the novel so far and support each item on the list with two text-based details as evidence (+10) You might choose from: • themes, motifs • repetitive events • characteristics of house guests • emotions of house guests

  11. Chapter 6 (VI) • Content Goal- We will actively read the text by personalizing passages in a double entry diary. • Language Goal- read, write, speak, and listen collaboratively while making connections with text elements (+2) • Vocabulary Detectives: none this chapter

  12. Chapter 6 – Double Entry DiaryFill out this chart with complete quotes and parenthetical citations (+8) and your connections to the text (+8). during and after reading

  13. Chapter 7 (VII) • Content Goal- to write CAT questions to check our knowledge and analyze the events and characters. • Language Goal- read, write, speak, and listen collaboratively while creating and answering CAT questions (+2) • Vocabulary Detectives: none this chapter

  14. Chapter 7 – CAT QuestionsWrite 10 CAT-like questions (+10) to be answered by a peer in this class (+30). Make sure your peer answers the questions fully so you can earn full credit. • Theme • Summary • Inference • Prediction • Conflict • Compare/contrast • Cause-effect • Author’s purpose • Was _____’s decision to _______ a good idea? • Compare novel to another book or movie cite 2…

  15. Chapter 8 (VIII) • Content Goal- to select most important details from the full text to summarize thoroughly • Language Goal- read, write, speak, and listen collaboratively while evaluating important plot elements (+2) • Vocabulary Detectives: indignation, righteous [both are repeats], furtive, proxy (+6)

  16. During reading Chapter 8 – Selective Notes Write down 3 sentences per page of chapter 8 to make a complete summary of the chapter and fill your paper. You could add wording between your quotes so the summary flows. (16 pages) Another way to look at this is: write a summary of chapter 8 using 48 text-based details. (+48) Example of page 109 summary: You don’t think this Owen’s idea might be to do this job by proxy? Young Mr. Marston gets the wind up and poisons himself. Cyanide- not a natural thing to be carrying about.

  17. Chapter 9 (IX) • Content Goal- to understand elements the author makes obvious versus ones she wants you to think about more. • Language Goal- read, write, speak, and listen collaboratively while thinking critically about the text (+2) • Vocabulary Detectives: exonerated (repeated), idiosyncrasy, mirthless, perjury, recrimination (+12)

  18. Chapter 9 – Question-Answer RelationshipsAnswer these twelve questions. (+12)

  19. Chapter 10 (X) • Content Goal- to analyze the relationships between all the characters (dead or alive) to reassess who U.N. Owen is. • Language Goal- read, write, speak, and listen collaboratively while analyzing character interactions (+2) • Vocabulary Detectives: surreptitiously [repeated], tenacious (+3)

  20. after reading Chapter 10 - Sociograms • Decide on a shape to represent each of the 10 characters (and Owen). (+10) • Consider including the setting in your drawing. • Draw each character near others to show their relationships (i.e. living, how murdered, alliances/friendships, enemies…) (+10) an example from Hamlet

  21. Chapter 11 (XI) • Content Goal- to use clues Agatha Christie puts in the text to infer information about the living characters • Language Goal- read, write, speak, and listen collaboratively to draw conclusions (+2) • Vocabulary Detectives: perjury (repeat), ascertain, earnest, impious(+9)

  22. during reading Chapter 11 – Inferential Conclusions

  23. Chapter 12 (XII) • Content Goal- We will draw conclusions about characters, events, and conflicts based on information from this chapter. • Language Goal- We will read the chapter, write our conclusions, listen to group members’ conclusions, and discuss our own. (+2) • Vocabulary Detectives: cumbrous (+3)

  24. during reading Chapter 12 – Drawing Conclusions List 7 text-based details (clues) from chapter 12 and cite them parenthetically (+7) • 1 • 2 • 3 • 4 • 5 • 6 • 7 What does this clue mean? (+7) • So I conclude… • So I conclude… • So I conclude… • So I conclude… • So I conclude… • So I conclude… • So I conclude…

  25. Chapter 13 (XIII) • Content Goal- to pay particular attention to details surrounding Justice Wargrave and make inferences • Language Goal- read, write, speak, and listen collaboratively to critically analyze characterize (+2) • Vocabulary Detectives: none this chapter

  26. Chapter 13 – Character Studyput 2 text-based details in each box (no repeats) (+16) What Wargrave thinks… Wargrave’s feelings What Justice Wargrave says… description professional information shady past who Wargrave dislikes actions by or to him

  27. Chapter 14 (XIV) • Content Goal- to make connections to prior knowledge, summarize, and make predictions • Language Goal- read, write, speak, and listen collaboratively while predicting the conclusion of the novel (+2) • Vocabulary Detectives: farce, sagacity (+6) Burgh Island is said to have been the inspirational setting for And Then There Were None.

  28. after reading Chapter 14 – My Own Think Aloud Answer these questions by restating the question a supporting each answer with two text-based details. (+15) • Connection to prior knowledge: A few things I already knew about this (character, weapon, poem) are… • Summary: One way of saying what has happened in this chapter is… (beginning, middle, and end) • Mental image: In my mind, I see… • Prediction: In chapters 15-16, I predict that… • Question: One question I’ve had since the beginning that I think will be answer in chapter 15-16 is…

  29. Chapters 15-16 (XV – XVI) • Content Goal- to make predictions before and after these chapters; to track plot elements during chapters 15-16 • Language Goal- read, write, speak, and listen collaboratively about the novel’s resolution (+2) • Vocabulary Detectives: adroit [repeat], innocuous, lassitude, raucous (+9)

  30. Chapter 15-16 – Cliffhanger 1. 2. 3. 4. 5. 6. 7. 8. Write the most important eight events from chapters 15-16 along the “cliff.” (+8) Evidence for what I think will happen- based on end of chapter 14. (+2) My prediction of what will be revealed in the epilogue and manuscript at bottom of cliff (+2)

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