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And Then There Were None mystery unit 1. And Then There Were None by Agatha Christie Reading Goals As you read this novel, you will: 1.) Identify clues.

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Presentation on theme: "And Then There Were None mystery unit 1. And Then There Were None by Agatha Christie Reading Goals As you read this novel, you will: 1.) Identify clues."— Presentation transcript:

1 And Then There Were None mystery unit 1

2 And Then There Were None by Agatha Christie Reading Goals As you read this novel, you will: 1.) Identify clues to make informed predictions. 2.) Analyze characterization to make informed predictions. 3.) Analyze characters and their relationships with each other to demonstrate understanding of cause and effect. 4.) To evaluate characters’ decisions 2

3 Pre-Reading Anticipation Elements of this Mystery  suspects  alibi  motive  setting  suspenseful plot  red herring  clues  themes  motifs  acquit 3

4 Vocabulary Detectives 1.adroitness 2.ascertain 3.brethren 4.capricious 5.cumbrous 6.earnest 7.exonerated 8.farce 9.fraternizing 10.furtive 11.idiosyncrasy 12.impious 13.incongruous 14.indignation 15.inexorable 16.innocuous 17.lassitude 18.maudlin 19.mirthless 20.palpably 21.perjury 22.proxy 23.raucous 24.recrimination 25.red herring* 26.righteous 27.sagacity 28.surreptitiously 29.tenacious 30.verisimilitude 4 The following is a list of vocabulary words chosen for this novel; all these words will be assessed on the final.

5 Vocabulary Detectives Example righteousness– (n.) morally right or justifiable; arising from an outraged sense of justice or morality “Enveloped in an aura of righteousness and unyielding principles, Miss Brent sat in her crowded third-class carriage and triumphed over its discomfort and its heat” (Christie 7). 5 When you find these words in the novel, follow this model to format your answers. Notice the parenthetical citation uses the MLA format.

6 Setting (Burgh Island, England) 6

7 7 Burgh Island, England -cliffs -modern hotel (mansion??)

8 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) 8

9 Chapter 1 – Meeting Characters Fill in the shaded boxes while reading chapter 1, continue the chart through the whole novel as more information becomes available. (+22) This is on the novel’s final. Character’s Name Physical traits and behaviors Who invited him/her and why? Evidence of suspicious past – who, why, and how? Order of death (1 st, 2 nd, etc.) Manner of death – riddle & reality Justice Lawrence Wargrave Vera Claythorne Captain Philip Lombard Emily Brent General Macarthur Dr. Armstrong Anthony “Tony” Marston Mr. Blore (a.k.a. Mr. Davis) Mr. Rogers Mrs. Rogers 9

10 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) 10

11 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. 11 during reading

12 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) 12

13 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? 13 during or after reading

14 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) Slide 14 admitlie

15 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. 1.After finishing the chapter, write then trade your questions to a member of your group (+9). 2.Answer the questions you receive in exchange (+27). 3.Exchange quizzes again, and correct the one you wrote (+9). 4.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) 15 during and after reading 1.theme, 2. summary, 3. inference, 4. prediction, 5. conflict, 6. compare/contrast, 7. cause/effect, 8. author’s purpose, 9. evaluate choices/decisions

16 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) 16

17 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 17 during reading

18 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 18

19 Chapter 6 – Double Entry Diary Fill out this chart with complete quotes and parenthetical citations (+8) and your connections to the text (+8). 1. Full quote with page numberThis reminds me of… because… 2. Full quote with page numberI wonder… because… 3. Full quote with page numberI infer (guess)… because… 4. Full quote with page numberThis is important because… 5. Full quote with page numberI am confused because… 6. Full quote with page numberThe picture in my head looks like… because… 7. Full quote with page numberI think this means… because… 8. Full quote with page numberI visualize… because… 19 during and after reading

20 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 20

21 Chapter 7 – Character Sketch 21

22 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) 22

23 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. 23 During reading

24 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) 24

25 Chapter 9 – Question-Answer Relationships A nswer these twelve questions. (+12) In the bookIn my head Right There 1.) Who is U.N. Owen? 2.) What (specifically) happens to the General? Author and You 7.) Did Dr. Armstrong murder Mrs. Rogers? 8.) Is there anyone you can eliminate from suspicion? Think and Search 3.) What evidence points to Dr. Armstrong? 4.) Does being a judge or a doctor mean someone is less likely to murder? 5.) Are women too weak to murder? 6.) Will they be able to prove any of the accusations made in this chapter? On My Own 9.) Why do you think Mr. Lombard brought a gun? 10.) Did you think first two deaths might be a coincidence? 11.) What do you think of Lombard’s story for coming to the island and having a gun? 12.) How do you feel learning that U.N. Owen must be “one of us”? 25

26 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) 26

27 Chapter 10 - Sociograms 1.Decide on a shape to represent each of the 10 characters (and Owen). (+10) 2.Consider including the setting in your drawing. 3.Draw each character near others to show their relationships (i.e. living, how murdered, alliances/friendships, enemies…) (+10) 27 after reading an example from Hamlet

28 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) 28

29 Chapter 11 – Inferential Conclusions TEXT-BASED DETAILS: a significant comment/detail about the character from chapter 11 with a parenthetical citation (+7) What I conclude about the character based on this information (+7) Vera + TBDI conclude… Emily + TBDI conclude… Mr. Rogers + TBDI conclude… Dr. Armstrong + TBDI conclude… Capt. Lombard + TBDI conclude… Justice Wargrave + TBDI conclude… Mr. Blore + TBDI conclude… 29 during reading

30 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) 30

31 Chapter 12 – Drawing Conclusions List 7 text-based details (clues) from chapter 12 and cite them parenthetically (+7) What does this clue mean? (+7) 1.So I conclude… 2.So I conclude… 3.So I conclude… 4.So I conclude… 5.So I conclude… 6.So I conclude… 7.So I conclude… 31 during reading

32 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 32

33 Chapter 13 – Character Study put 2 text-based details in each box (no repeats) (+16) 33 What Wargrave thinks… What Justice Wargrave says… Wargrave’s feelings description who Wargrave dislikes actions by or to him professional information shady past

34 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) 34 Burgh Island is said to have been the inspirational setting for And Then There Were None.

35 Chapter 14 – My Own Think Aloud Answer these questions by restating the question a supporting each answer with two text-based details. (+15) 1.Connection to prior knowledge: A few things I already knew about this (character, weapon, poem) are… 2.Summary: One way of saying what has happened in this chapter is… (beginning, middle, and end) 3.Mental image: In my mind, I see… 4.Prediction: In chapters 15-16, I predict that… 5.Question: One question I’ve had since the beginning that I think will be answer in chapter is… 35 after reading

36 Chapters (XV – XVI)  Content Goal- to make predictions before and after these chapters; to track plot elements during chapters  Language Goal- read, write, speak, and listen collaboratively about the novel’s resolution (+2)  Vocabulary Detectives: adroit [repeat], innocuous, lassitude, raucous (+9) 36

37 Chapter – Cliffhanger 37 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) Write the most important eight events from chapters along the “cliff.” (+8)

38 Epilogue (Chapter 17)  Content Goal-to put all the pieces of the plot together  Language Goal- read, write, speak, and listen collaboratively to review the novel’s plot (from the police perspective) (+2)  Vocabulary Detectives: none this chapter 38

39 Epilogue – C.S.I. Crime timeline (use this chapter to complete your character chart) (+14) August 8 th Day 1 August 9 th Day 2 August 10 th Day 3 August 11 th Day 4 August 12 th Day 5 August 13 th Day 6 1. Guests arrive Isaac Morris… No electricity S.O.S. signals Narracott returns 16. … arrive 17. Police decide Owen dealt with what kind of cases? 18. What evidence makes this a confusing case? 39

40 Manuscript (chapter 18)  Content Goal- to evaluate critical questions presented by the chapter’s narrator  Language Goal- read, write, speak, and listen collaboratively and support answers with specific text-based details  Vocabulary Detectives: brethren, incongruous, inexorable, maudlin, palpably (+15) 40

41 Manuscript Critical Questions Chart Post-Reading Elements to be evaluated by readers. Cite two text-based details from the manuscript to support your answer from the left column. (+10) Is the main theme clear, concise, thoughtful and multi- layered? ___yes ___no Locate examples of the theme/message. Does the crime scene evidence seem convincing? ___yes ___no Quote convincing evidence provided in the Epilogue and Manuscript. Are the sources authoritative (expert) and reliable? ___yes ___no Provide evidence that supports statements in the manuscript. Is the “other side of the story” represented? ___yes ___no Provide information from the manuscript that is opposite of the what you knew during the rest of the novel. Does the speaker’s emotional appeal change how you feel about characters? ___yes ___no Quote persuasive language uses emotional appeal to sway your opinion of the manuscript’s writer. 41

42 Character’s Name Physical traits and behaviors Who invited him/her and why? Evidence of suspicious past – who, why, and how? Order of death (1 st, 2 nd, etc.) Manner of death – riddle & reality Justice Wargrave Vera Claythorne Captain Philip Lombard Emily Brent General Macarthur Dr. Armstrong Anthony “Tony” Marston Mr. Blore (a.k.a. Mr. Davis) Mr. Rogers Mrs. Rogers U.N. Owen 42


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