UNIT 6 T-72
LESSON 4 READ ABOUT SHERLOCK HOLMES
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Ask Ss, Who has heard of Sherlock Homes? Take a class poll.
• Read the social media message aloud. Ask Ss, Is Sherlock Homes a real person or a fictional character?
Elicit ideas from Ss.
1 BEFORE YOU READ
• Recall vocabulary from Lesson 2. Ask Ss, What’s a detective? (a police officer whose job is to find out who has committed a crime)
• Read the questions aloud. Point out the sentence starters. Encourage Ss to start their conversations in this way.
• Give Ss time to discuss in pairs. Remind Ss to share any real-life experiences they’ve had with these kinds of shows.
• Ask Ss, How many people like detective and police shows? Take a class poll.
• Have Ss preview the vocabulary before listening.
Tell them to circle any terms they are unfamiliar with. In pairs, have them share and compare their previous knowledge.
• Tell Ss to listen to the vocabulary, and then listen again and repeat. Play the audio.
• In small groups, have Ss define the terms. Review definitions as a class.
• Ask Ss additional questions to increase understanding.
For example,
1. On TV, do detectives usually have trouble figuring out who committed crimes?
2. How often do you think criminals are caught red- handed while committing a crime?
3. Do you think it’s right to accuse someone of a crime before having all the evidence?
4. What are some techniques forensic scientists use to solve crimes?
5. What forensic technologies can be used to conduct an analysis of evidence?
6. Do you think crime stories on TV have a positive or negative influence on society?
7. How difficult do you think it is to preserve crime scene evidence? Why?
8. How can detectives be more rigorous in their investigations?
• Remind Ss they can go to page 142 for further clarification and practice.
2 READ
• Read the title of the article aloud. Direct Ss’ attention to the pictures.
• Ask, Who or what do you see in the pictures? What do you think this article is about? Have Ss share their ideas in pairs.
• Have Ss listen to the article and read along silently.
As they listen, ask them to underline the vocabulary words from 1B. Have them circle other words they are unfamiliar with. Suggest that lower-level Ss follow along with a finger.
• Ask, Were your predictions correct?
• Clarify the meaning of key phrases in the text. Ask Ss, What does it mean to say Sherlock Holmes played a big role in the real history of forensic science? (that he was involved in the history in a way that it was important) What does it mean to say Conan Doyle was way ahead of his time? (that he was much more modern or advanced than most other people)
OPTION Make copies of the article. Cut each copy into six pieces based on paragraphs. Leave the title on the same piece as the first paragraph. Mix up the order of the paragraphs and group the pieces together in an envelope or similar container. Arrange Ss in small groups. Pass an envelope out to each group. Ask Ss to put the paragraphs in the correct order. Remind Ss to make a logical flow between the last sentence of one paragraph and the first sentence of the next paragraph.
Walk around as Ss work, pointing out transition words and providing clues if necessary. Then have Ss look at 2B and check their work.
CULTURE NOTE There have been over 25,000 products and productions made relating to the stories of Sherlock Holmes by Arthur Conan Doyle, including games, ballets, films, musicals, radio and television programs, children’s books, cartoons, and comics.
UNIT 6 T-73
3 CHECK YOUR UNDERSTANDING
• Read the question and answer choices aloud. Have Ss discuss the answer to the question in pairs.
• Review the answer as a class. Ask, Do you agree with this answer? Why or why not?
• Tell Ss to preview the exercise items and complete the sentences they can. Say, Read the article one more time to answer any questions you are not sure about.
• Have Ss compare their answers in pairs. Call on Ss to read the answers aloud.
• Ask a volunteer to read lines 27–37 aloud for the class.
• Have Ss order the events individually. Review the answers as a class.
• Read the Reading Skill aloud. Give Ss time identify and underline specific examples in the article.
• In same-level pairs, have Ss compare their answers.
Have higher-level S identify another example of how Sherlock influenced forensic scientists.
EXTENSION Have Ss watch an episode of a true crime TV show or documentary. Ask Ss to take notes on different ways Sherlock Holmes may have influenced how the detectives and forensic scientists in the TV show solved that episode’s crime. In small groups, have Ss describe the crime and give specific examples of Sherlock Holmes’s influence.
• In pairs, have Ss take turns retelling the most important ideas in the article in complete sentences. Remind them to use their own words as they summarize.
• Challenge Ss to complete the exercise without looking at the book. Walk around and provide help
as necessary.
EXTENSION Direct Ss’ attention to the web search question. For homework, have Ss research how else Sherlock Holmes influenced real forensics. Ask Ss to write down their findings and report back to the class or small groups.
4 MAKE IT PERSONAL
• Say, Sherlock Holmes has influenced the work of Edmond Locard and many others. Read the instructions. Say, Write in the chart about a fictional character who has influenced you or others.
• Copy the chart on the board. Model notetaking as you share your story. Say, My favorite character is Spider- Man. He’s a teenager who also had humble beginnings.
His story always reminds me to never give up.
• Have Ss complete the chart based on their own ideas and real-life experiences.
• Have Ss compare their charts in pairs. Remind them to give specific examples of how the character has influenced their lives.
• Invite volunteers to share what fictional characters have influenced them, and why. Write Ss’ ideas on the board.
• If possible, show or project pictures or video clips of the fictional characters listed on the board. Take a class vote on which character has the biggest influence on Ss.
EXIT TICKET Write on the board: The influence of Sherlock Holmes. Have Ss write their names on a blank card or piece of paper. Tell Ss to list two general ways Sherlock has influenced forensic science and give one specific examples of each. Challenge higher-level Ss to complete task without looking at the article. Collect cards as Ss leave. Read the cards to identify areas for review and to identify individual Ss who may need additional practice.
3 CHECK YOUR UNDERSTANDING
Read the article again. According to the article, why are the Sherlock Holmes stories important? Circle the correct answer.
a. They invented fingerprint and handwriting analysis.
b. They predicted and influenced forensic science.
c. They have entertained us for more than 100 years.
Complete the sentences with information from the article.
1. At the time Arthur Conan Doyle started writing, criminals were usually caught red-
handed or because .
2. Unlike many police departments, Holmes used
to identify criminals, instead of .
3. Conan Doyle Locard with his ideas about .
CLOSE READING Reread lines 27–37. Then answer the question.
1. What is the sequence of events? Number them in order.
The FBI began using typewriter analysis.
Sherlock Holmes used typewriter analysis in a story.
Typewriter analysis was used for the first time in court.
Read the Reading Skill. Go back to the article. Identify two examples of Sherlock Holmes being ahead of his time and one example of his influence on forensic scientists.
PAIRS What is the article about? Summarize the most important ideas in your own words.
The article is about how Sherlock Holmes …
4 MAKE IT PERSONAL
Who is your favorite fictional character? How has he or she influenced you or others?
Take notes in the chart.
Character Important actions or personality traits
Influence on you or others
PAIRS Compare your ideas in 4A.
My favorite character is Spider-Man. He’s a teenager who …
How else did Sherlock Holmes influence real forensics?
READING SKILL Identify examples
Writers include examples to illustrate their ideas and make them clear. Sometimes examples are introduced with phrases such as like or for example, but often they are not. They may just be specific stories that come after the general idea that they are illustrating.
Much of what Sherlock Holmes could do was not realistic—even the best detectives can’t just look at a person and guess what he or she ate for breakfast.
But Conan Doyle and his hero predicted forensics in surprising ways. And all you have to do is turn on the TV to see that our fascination with Sherlock Holmes, and with forensic science in general, is still going strong more than 100 years later.
50
73 UNIT 6 I CAN READ ABOUT SHERLOCK HOLMES.
they were accused by a witness characteristics of the body inspired
3 1 2
fingerprints
the importance of preserving a crime scene
being ahead of his time—use of fingerprints, typewriter analysis influencing forensic scientists—Edmond Locard
1 BEFORE YOU WRITE
Have you read newspaper articles about crimes?
What information is important to include in an article about a crime?
Read the newspaper article about a local crime. What crime was committed?
Middletown Police are investigating a series of incidents that occurred in Davis Park downtown. According to Police Chief May Fowler, one or more people have been playing golf in the park after the park closes and leaving behind dozens of green-colored golf balls.
Fowler said the incidents occurred over the last three nights. The Middletown Parks Department (MPD) staff arrived at the 20-acre park, which is located across from the town hall, and found the grounds covered with approximately 200 golf balls—all green in color.
The Parks Department staff arrives at Davis Park every morning at 5:30 a.m. to empty the garbage cans, perform landscaping duties, and set up for any events that day.
“The Parks Department staff doesn’t have time to pick up all of these golf balls, and no one is supposed to be in the park after closing time anyway,” Fowler said.
The golf balls are not only a waste of time for the MPD, but they also pose a danger for users of the park who run and bike through the park. Yesterday one early morning jogger tripped and hurt his ankle because he didn’t see the ball in the grass.
Chief Fowler reported that offi cers have found several pieces of evidence, including a golf club, and are processing them for fi ngerprints. The charges could include vandalism (damaging public property) and littering. The police are not planning to arrest anyone—
they just want the golfi ng to stop.
2 FOCUS ON WRITING
Read the Writing Skill. Underline the information in the article: who do police think committed the crime; what was the crime; when was the crime committed;
where was the crime committed; how was the crime committed.
Read the newspaper article again. Complete the chart with information about the crime.
Who? What? When? Where? Why? How?
Any other important details
WRITING SKILL Use the 5 Ws and how
In a news story, always include the 5 Ws—who, what, when, where, why—and how. These are the most important facts, and they are usually presented at the beginning of a news story. Without these facts, the reader may not understand the news story correctly.