And Then There Were None Agatha Christie

And Then There Were None by Agatha Christie Reading Goals As you read this novel, you will: 1.) Describe characters and their relationships. 2.) Identify clues and predict when/where next clue will be found. 3.) Apply clues & what they mean to the story. 4.) Analyze clues for relevance to story. 5.) Predict what will happen.

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

Pre-Reading Discussion 1.) Think of a time you did something that was wrong and you felt guilty about it (guilty conscience). What was the situation? 2.) Does it make a difference if someone who is guilty is convinced that s/he is innocent? If s/he has a clear conscience? 3.) Do you think people who do “bad” things must be punished? How? Give specific scenarios.

Pre-Reading Discussion 4.) Who has the power to judge another person’s guilt or innocence? Why? How do these people get this power? Give a scenario to explain your opinion. 5.) Do you believe in using the death penalty? Why or why not? Give scenarios to explain your opinion.

Pre-Reading Discussion April 15, 2008 Current event tie-in: Did you hear this recent news report? How can these stats be explained? How does the U.S. rate? Why? How do these stats make you feel? Source: BBC News

Death Penalty Statistics U.S. Department of Justice

Death Penalty Statistics U.S. Department of Justice

Death Penalty Statistics U.S. Department of Justice

Pre-Reading Discussion Wrap-Up Based on the discussion points, what do you predict will happen in this novel? Add you knowledge of the title, how does that factor into a prediction? Spoiler Alert: Don’t let anyone spoil reading this novel, trying to solve the case, or whodunnit for you! Be your own detective!

Vocabulary Detectives Define these words. When you find these words in novel, note the page number and contextual sentence next to their definitions in your journal. aeons adroitness ascertain babel bretheren capricious cosh cumbrous desultory exonerated farce fraternizing furtive idiosyncrasy incongruous indignation inexorable innocuous larder (n.) lassitude mirthless “N” in the woodpile (n. something suspicious- rel. to Underground Railroad) palpably perjury primus proxy raucous recrimination red herring (n. diversion; distraction) righteousness suffused surreptitiously truncheon verisimilitude

Vocabulary Detectives Example 22. “N” in the woodpile – (n.) something suspicious – historically related to slaves hiding along the Underground Railroad Chapter 2, page 35 “Indian Island,eh? There’s a “n” in the woodpile.” This vocabulary log is worth 68 points plus the words are tested on the final.

ATTWN Reading Calendar Let’s take a look at the Reading Calendars

Setting (Burgh Island, England)

Chapter 1 Content Goal- We’re getting to know the ten characters. Language Goal- We will sift through the names and descriptions to make a chart of the important characters.

Chapter 1 – Meeting Characters during reading this chart is 7 columns and 11 rows Character’s Name (all 10) Traits, behaviors, physical description Who invited him/her? Why? Evidence of shady or suspicious past Actor who would play this character in your movie Order of death Manner of death Fill in as much of this chart as possible during chapter 1, continue the chart as more information becomes available.

Chapter 2 Content Goal- While reading chapter 2, we will come up with 20 questions only the author could know the answer to. Language Goal- We’ll take a look at what we know and what to learn from this reading.

Chapter 2 – Asking Questions during reading Chapter 2 – Asking Questions Ask Agatha Christie 20 questions as you read this chapter. Write your questions in your reading journal. Style Characters Setting Events Motivations Clues Indian Island 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.

Chapter 3 Content Goal Language Goal

Chapter 3 – Making Connections during or after reading Chapter 3 – Making Connections Answer each prompt with a paragraph in your reading journal. Use text based details. 1.) React to characters, events, and conflict. 2.) Make connections to other characters or themes in life, books, or movies. 3.) Make connections to your own background knowledge or experiences. 4.) Predict what will happen to these characters and conflicts in upcoming chapters. 5.) Visualize characters and setting. What do characters look like, what does the house look like, what does the island look like?

Chapter 4 Content Goal Language Goal

Chapter 4 – Quiz Each Other during and after reading As you read chapter 4, write ten quiz questions. Choose the most important points of the chapter to quiz. After finishing the chapter, trade your questions to a member of your group. Answer the questions you receive in exchange without using your book. Exchange quizzes again, and correct the one you wrote. Journal: How did you do? How did your partner do? Are there any reasons for excellent or poor performance? Record your reflection on the quiz you wrote.

Chapter 5 Content Goal Language Goal

Chapter 5 – 10 Recurring Themes during reading Chapter 5 – 10 Recurring Themes In your journal, write down ten Themes Concepts Events Characteristics Emotions that repeat through the novel so far. Give specific details from the novel as support.

Chapter 6 Content Goal Language Goal

during and after reading Chapter 6 – Double Entry Diary Fill out this chart with complete quotes and reactions. This may take two sheets of paper. Full quote with page number This reminds me of… I wonder… I infer (guess)… This is important because… I am confused because… The picture in my head looks like… I think this means… I visualize… during and after reading

Chapter 7 Content Goal Language Goal

Chapter 7 – Literature Circle Part 1 Each member of the group will choose a role and maintain that role during conversation. Be prepared to ask questions of your group and participate in the discussion. During reading – half a page. Questioner: Your job is to develop a list of four questions about chapter 7 that your group will discuss. Your task is to help circle members discuss the big ideas in the book and share their reactions. Predictor: Your job is to predict what you think will happen next in this story. After each prediction defend your reasoning with text based details. This will be a paragraph of work. Illustrator: Your job is to draw a picture or diagram related to the novel so far. It can be a sketch, cartoon, diagram, flow chart, or stick figure scene. Connector: Your job is to find connections between And Then There Were None and current events, other books, movies, or something else. There are no wrong answers here. Whatever the novel reminds you of is a connection!

Literature Circles – Part 2 Group Discussion – Write your group’s 7 answers on the second half of your chapter 7 paper. First, share your questions, prediction, illustration, and connection from Part 1. Record what each person shared. Questions asked & answers Prediction & text based details Illustration – describe it or copy it Connections– report on them 5. Summarize the chapter including five important events. 6. What questions did you have after reading this chapter? 7. What in this chapter surprised you?

Chapter 8 Content Goal Language Goal

Chapter 8 – Selective Notes: Quote to Summarize During reading Chapter 8 – Selective Notes: Quote to Summarize Write down 5 important (or potentially important) lines or quotations per page to make a complete summary of chapter 8. (This should fill your page.) Add wording between your quotes so the summary flows.

Chapter 9 Content Goal Language Goal

Chapter 9 – Question-Answer Relationships after reading Chapter 9 – Question-Answer Relationships Copy this diagram/format and answer these twelve questions in your journal. (Restate the question in the answer, but don’t copy the questions too.) In the book In my head Right There 1.) Who is U.N. Owen? 2.) What happens to the General? Author and You 1.) Did Dr. Armstrong murder Mrs. Rogers? 2.) Is there anyone you can eliminate from suspicion? Think and Search 1.) What evidence points to Dr. Armstrong? 2.) Does being a judge or a doctor mean someone is less likely to murder? 3.) Are women too weak to murder? 4.) Will they be able to prove any of the accusations made in this chapter? On My Own 1.) Why did Mr. Lombard bring a gun? 2.) Did you think two deaths might be a coincidence? 3.) What do you think of Lombard’s story for coming to the island and having a gun? 4.) How do you feel learning that U.N. Owen must be “one of us”?

Chapter 10 Content Goal Language Goal

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

Chapter 11 Content Goal Language Goal

Chapter 11 – Inferential Conclusions during reading Chapter 11 – Inferential Conclusions What the character says or does, a quote from the character, detail about character, event from story, comment about character from another character What I conclude about the character based on this information (focus on big, abstract ideas instead of concrete factual information) Living character #1 = I conclude… Living character #2 = Living character #3 = Living character #4 = Living character #5 = Living character #6 = Living character #7 = This chart has 8 rows and 2 columns- you need a full sheet of paper

Chapter 12 Content Goal Language Goal

Chapter 12 – Making Inferences during reading Chapter 12 – Making Inferences List 7 clues from the author (during chapter 12) 1 2 3 4 5 6 7 What does this clue mean? So I conclude…

Chapter 13 Content Goal Language Goal

Chapter 13 – Character Study Fill this chart out before, during & after reading What Wargrave thinks What Justice Wargrave says Wargrave’s Feelings Who Wargrave likes Professional Information Shady Past Who Wargrave dislikes What Wargrave does

Chapter 14 Content Goal Language Goal Burgh Island is said to have been the inspirational setting for both 'And Then There Were None'

Chapter 14 – Cliffhanger during reading Write events from chapter 14 along the “cliff.” Evidence for what I think will happen- at top of cliff. My prediction of what will happen chapters 15 to end- at bottom of cliff

Chapters 15-16 Content Goal Language Goal

Chapter 15-16 – My Own Think Aloud after reading Chapter 15-16 – My Own Think Aloud Connection to prior knowledge: A few things I already knew about this (topic, chapters) are… Summary: One way of saying what has happened in these chapters is… Mental image: In my mind, I see… Prediction: In the epilogue & manuscript, I predict that… Question: In the epilogue, a question I will answer is… Plan: As I approach the next part of the reading, I believe I will need to…

Epilogue and Manuscript Content Goal Language Goal

Epilogue & Manuscript Critical Questions Chart Post-Reading Elements of a text to be evaluated by readers. Tasks for readers to gather information for evaluative purposes. State the information from the text to support your evaluation. Is the theme/message clear, concise, thoughtful and multi-layer? ___yes ___no Locate examples of the theme/message. Does the evidence presented seem convincing? ___yes ___no Quote convincing evidence provided in the Epilogue and Manuscript. Are the sources authoritative and reliable? Provide evidence that supports statements in the manuscript. Is the “other side of the story” represented? Provide information form the novel that is opposite of the manuscript’s message. Does the author’s appeal to your emotions affect your evaluation? ___yes ___no Quote persuasive language that appeals to your emotions in an attempt to sway your opinion.

After the Novel – Finish this Chart to prepare for the test Ch 1 - Meeting Characters Character’s Name (all 10) Traits, behaviors, physical description Who invited him/her? Why? Evidence of shady or suspicious past Actor who would play this character a your movie Order of death Manner of death