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This unit will focus on the mystery genre and what the important literary elements are within that genre. It will also help students to be able to give definitions to those literary elements such as dramatic irony. Students will also read “The Adventure of The Speckled Band” by Sir Arthur Conan Doyle and be able to identify the actual uses of those elements within the story. Students will then have the opportunity to write their own mystery short story, and present it to the class using one of the storytelling apps given as options!

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Understand the history of the mystery novel and the special elements applied to that genre

Draw practical examples of literary elements from the text

Be able to define the literary elements used in this kind of a story

Complete assessments about these definitions both in the group and individually

Apply these elements to their own stories, and identify how they used them

Be able to think creatively and come up with their own story, and then present that story in an engaging way to the rest of the class

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For this project, I decided that I wouldn't use any of the traditional classroom management tools. When we looked at them in class, none of them really seemed to be super helpful in terms of managing the kind of lesson I wanted to plan. Instead, I decided to focus a lot of my lesson on Socrative. After focusing on this for my app demo, I found it really easy to use and I loved how many different features that it had. I loved the fact that it was easy to do things like surveys, anticipation questions and quizzes all in one place. I also think that with high school students, there can be slightly less of the need to have every single thing in one place. Throughout this project, I wanted to make sure that I was using each tool for what it was best at, not just so everything would be in one app. This is what made me decide to not use one of the traditional classroom management tools!

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Talk about the history of the thriller novel, and the Sherlock Holmes stories

Anticipation questions

Begin to learn about the literary elements in relation to that genre

Look at historical context for the time the story was written

Introduce “The Adventure of The Speckled Band” and begin reading the first section/ introduction letter

Exit Ticket on history of the mystery novel

Ed Tech Tools Used

Socrative Exit Ticket for anticipation questions  and exit ticket

EdPuzzle for Youtube Video

Edmodo for lesson planning

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Focus on literary terms and definitions

Start with an entrance quiz on literary elements that focus on finding out what students might already know, doing this as a whole class through Socrative

Go over literary elements by having students first pick out sentences from the next section of the story, and do those individually

Using Whimsical make a class brainstorming web that shows the literary terms, then the branches for sentences from the story

Then have the class work together in pairs to post their own versions of sentences that make use of those elements

Add these to the Whimsical Web!

Do the entrance quiz again, and try to improve scores based on what we have learned that day

Ed Tech Tools Used

Whimsical

Socrative

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Finish the story at the beginning of class!

Discuss what the ending of mysteries traditionally look like and then work to compare the ending of the short story

Watch the Scooby Doo video and talk about how we still have endings like that in tv and movies today

Introduce the story idea and allow students to have a group discussion about what kind of story they would want to write

Post a poll on socrative and have each student answer with their idea, and then go over the story ideas as a class and give feedback

Break the story down into three parts;

using the traditional things of a mystery novel,

using the literary terms that we went over in class

And modeling the ending that we talked about

Do an exit survey about what we discussed in class that day

Ed Tech Tools Used

Socrative

Youtube

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Focus on writing their own stories at the beginning of class, individually for the first 20 minutes

The stories only have to be about 2-3 pages long, so they should only take a few days

Then pair the students in a peer editing group, four students per group and have them work together as they write

Have them use google docs in order to suggest edits on throughout the process, because it allows for the author to accept whatever content they want to

Then move into introducing the storytelling software, give students the options of using either,

Toontastic

Storyboard that

These will work the best because they seem to be the most intuitive of the storytelling apps, so it would be the fastest for the students to put together

Have the writing groups pick one of their stories to create a cartoon out of, and do an exit ticket on socrative explaining their choice

All students will have to submit their written stories to be graded but to save time, have only one story made with the storytelling app!

If this is a class that has more time for this unit, have each student create their own cartoon

Ed Tech Tools Used

Google Docs

Toontastic

Storyboard that

Socrative

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Have the students work on their projects together at the beginning of class, and use one of the apps that they have created

Do a brief introduction into the idea of animation and talk about the different stylistic choices that they can make to convey their stories

Go back to the ideas of the mystery novel and the literary terms used in order to make sure that they are using those to guide their stories, both the written and animated versions

Then, have a brief discussion of how their projects are going so far, and any problems that they are having with the software as a class to work out any problems

Give the students the rest of the period to work and finish up their written stories or their animated ones whichever need more work

Do an exit ticket at the end of class on Socrative, and see ask them how far along they are with the projects

Give them the weekend to finish both things, and tell them that on the last day of the unit in the next class they will present their work on the animated stories

Also, let them know that there will be a short quiz on Socrative for the end of the unit, that will go over…

The literary terms

The concepts of a mystery novel

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Last day of the unit!!

First, go over the literary terms one more time, and talk about what the quiz will look like at the end of class

Give students time to ask questions about the quiz and the review sheet

Move on to the presentations of the animations

After each group goes, give the rest of the class a chance to ask questions about why the group made the choices that they did and why

Give feedback after each presentation and talk about the good parts of it, (don’t give negative feedback in front of the class)

Then have a brief discussion of the presentations and ask the class how they think they went, and what they liked/didn’t like about the assignment

Move on to the quiz on socrative with a mix of multiple choice and true/false questions

Collect the papers and have the presentation groups email their videos to me for grading

Do a quick exit ticket, at the end of the quiz, and just ask the students for feedback on the unit as a whole, as well as what they would like to be changed

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Allow for an alternate version of the written story, able to be listened to or watched

Have students focus on the audio/visual aspects of the story and not just the written one

Allow for testing accommodations for quizzes and exit tickets

provide exit tickets in advance of class, as long as they are not time sensitive

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Day 1

Anticipation questions

Edpuzzle participation

Exit Ticket

Day 2

Entrance ticket

Whimsical Board answers, and the examples that they used from the story and the ones they created themselves

Exit Ticket

Day 3

Poll on their ideas

Feedback to classmates in class discussions

Exit survey

Day 4

The comments they give on others papers

Exit ticket and their ability to defend their choices

Day 5

None for this day

Day 6

Presentation

Questions asked during presentations

Quiz on socrative

Ability to think critically about the unit

The anticipation questions and entrance/exit tickets will be graded for participation, not numerical grades

The stories, the presentations, and the papers will be graded numerically to create one grade for the entire unit