By Sir Arthur Conan Doyle Published 1902 Chapter 8 Artwork by Molly O’Connor

Key Characters Events Ideas Themes Vocabulary Objectives to understand: Artwork by: Trent Gunter

Suspects Chart Any updates? Why? ? Artwork by:

Vocabulary Complete the chart as directed for APEX vs. Standard ELA classes You can earn extra points for correctly completing all words on the vocabulary list. Handouts – you can use the handout and tape it into your Sleuth Journal OR use the EXACT same format in your Sleuth Journal Let’s discuss context clues & affix clues!!!

Chapter 8 Discussion What more do we learn about potential suspects Stapleton, Beryl, Mr. Frankland, Mrs. Barrymore, and Mr. Barrymore? Whom does Watson trust now, and why? How does Doyle describe the two tragic scenes (the death of Hugo and the murder of Sir Charles)? Compare and contrast the two scenes. After reading Doyle’s descriptions of the two murder scenes, does the myth of the hound seem more or less believable? Support your response with textual evidence.

#1: One of your final activities after reading the book will be a seminar, or inquiry-based discussion. Inquiry-based Discussion

Norms for Discussion How to decide who gets to speak  How to keep certain people from dominating the discussion  How to ensure everyone participates in the discussion  How to ensure the prominent role of textual evidence to support ideas  What good listening looks like  How to encourage healthy debate and differing perspectives  How to keep discussion moving and avoid distractions or unrelated tangents

Inquiry Inquiry is the process of exploring or examining a problem in order to find a solution. In this case, the “problem” is the text—we have a mystery to solve, as well as a challenging novel with complex characters, a rich descriptive style, and subtle ideas. To prepare for the final seminar, we will practice inquiry-based discussion with the following process:

Inquiry-based Discussions

Based on the evidence, what is your best hypothesis for who (or what) killed Sir Charles? Take five minutes to record in your sleuth journals as much evidence as possible that might help answer the question. Skim the first eight chapters of the book and refer to the notes and quick writes in your journal. Be creative in deciding what counts as evidence; for instance, even a detail of setting can clue us in to a supernatural atmosphere that a spectral hound could inhabit. If you need help getting started, I can model this process by drawing potential evidence from a certain chapter or passage.

Fish Bowl Discussion Students in the inner “fish bowl” start the discussion, while students in the outer circle take notes. Students in the outer circle must eventually “tap out” the students in the inner circle to take their place so that all students spend time in the fish bowl.

Fish Bowl Evaluation Evaluate your performance and that of your peers in the inquiry-based discussion through a reflective quick write. Some questions to consider: What were you successful at doing, and what can you get better at next time? What about your class’s performance? How can we as a class get better at inquiry? Do we need to revise any of the norms?