Class 7 – TERM I - Unit 2 – Supplementary – Red Headed League.

Class 7 – Unit 2 – Supplementary – Red Headed League. 

LESSON PLAN for this lesson is given at the end of the answers.

A. Say whether the following statements are ‘True’ or ‘False’.

 

S. No.	Statement	True / False
1	Photography was Vincent Spaulding’s hobby.	False
2	Mr. Ross did not want to hire Mr. Wilson.	False
3	Mr. Wilson worked for Mr. Ross for six weeks.	False (He worked for eight weeks.)
4	Mr. Jones was a lawyer.	False (Mr. Jones was a detective.)
5	Spaulding dug a tunnel from the cellar of the shop to the jewellery shop.	False (It was dug to the bank's strong room.)

 

B. Complete the table based on the information from the text.

S. No.	Holmes’ Findings	Clues
1	Mr. Holmes found the tunnel.	By hitting the ground with his stick and inspecting the area behind the shop.
2	Mr. Spaulding dug the tunnel.	Spaulding’s dirty trousers showed he was doing digging work.
3	The tunnel was made to get into the bank’s strong room.	The back of the shop faced the bank.
4	Spaulding could be the thief.	Holmes recognised Spaulding as John Clay, a notorious criminal.

 

C. Answer the following questions:

1. Why did Jabez Wilson meet Mr. Holmes?
➔ Jabez Wilson met Mr. Holmes because he was disturbed that the Red-Headed League had suddenly dissolved and wanted Holmes to find out who was behind it.

2. Describe Vincent Spaulding.
➔ Vincent Spaulding was Mr. Wilson’s assistant. He appeared clever, worked for low wages, and often spent time in the cellar. He was later revealed to be John Clay, a notorious criminal.

3. Why did Spaulding spend a lot of time in the cellar?
➔ Spaulding spent a lot of time in the cellar because he was digging a tunnel towards the bank’s strong room to steal valuables.

4. Why was Mr. Wilson hired to copy the Encyclopaedia?
➔ Mr. Wilson was hired to copy the Encyclopaedia to keep him busy and away from his shop so that Spaulding and Ross could dig the tunnel without interruption.

5. How did Holmes’ team catch the thieves?
➔ Holmes and his team hid in the bank’s strong room, waited for the thieves to come through the tunnel, and caught them during the attempted robbery.

 

D. Based on your reading of the text complete the pyramid by arranging the sequence in the correct order.

➡️ 1. Wilson got the job in The Red - Headed League.
➡️ 2. Wilson was assigned to copy the Encyclopaedia.
➡️ 3. One day he found the notice that ‘The Red-Headed League’ was dissolved.
➡️ 4. Wilson asked Sherlock Holmes for help.
➡️ 5. Holmes recognised Spaulding who was actually John Clay, a notorious criminal.
➡️ 6. Holmes found the tunnel from the cellar to the bank’s strong room.
➡️ 7. Spaulding and Ross were caught by the famous detective.

E. Here is the sample of an advertisement of a circus.

F. Observe the pictures carefully and write your answers.

1. One day your parents had gone for a wedding. You are all alone at home. Suddenly at midnight, someone knocks at the door. What will you do?

• I would not open the door.
• I would call my parents or a trusted adult on the phone to tell them what is happening.
• I might look through a peephole or window if I have one, but still not open the door to a stranger.
• If I felt scared, I might make some noise inside to suggest someone else is there.

2. While you are coming to school, if a stranger gives you a chocolate what will you do?

• I would politely say "No, thank you."
• I would not take anything from someone I don't know.
• I would keep walking towards school and not engage in conversation with the stranger.
• If the stranger insisted, I might move away quickly and tell a teacher or another trusted adult about the incident when I get to school.

 

G. Just like the example , use the key to fill in the blanks and break the code.

The decoded words are

1.       STREET

2.       GHOST

3.       TRICK

4.       RIDDLE

5.       PUZZLE

LESSON PLAN.

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Lesson Plan: The Red-Headed League

Term 1, Unit 2: Supplementary Reading

1. Learning Objectives: The teacher expects students to learn:

• To read and comprehend a literary text (a play extract).
• To understand the plot, characters, and key events of a mystery story.
• To infer meanings of unfamiliar words from context.
• To appreciate literature through extensive reading.

2. Learning Outcomes: The teacher expects students to apply the knowledge learned in their daily lives by:

• Answering questions orally and in writing based on the text.
• Identifying details such as character names, ideas, and themes.
• Thinking critically and relating concepts to life, for instance, by considering how observation and deduction skills are valuable.
• Demonstrating knowledge of story elements in a mystery.
• Placing themselves as detectives and analyzing characters and events to solve problems, which can enhance problem-solving skills in real-life scenarios.
• Engaging in creative thinking by developing an advertisement for a mystery theme park.
• Developing collaborative learning skills through group work.
• Learning values of life and using them in their day-to-day life.

3. Introduction: The teacher can initiate the lesson with a few questions to introduce the theme of mystery and detection:

• "Have you ever read a mystery story or watched a detective show?"
• "What qualities do you think a good detective needs?"
• "Imagine someone offers you a very unusual job with a high salary for very little work. What would you do? Would you be suspicious?"

4. Reading and Understanding:

• Students will read the play extract of "The Red-Headed League". The text is divided into scenes.
• Students will learn the meanings of new words using the provided glossary. For instance, words like "pawnshop," "dissolved," "gaped," "notorious," "cellar," and "crates" are defined in the source. A digital glossary can also be used for pronunciation and visualization.
• Students will engage with in-text questions for discussion and comprehension. For example, "Why did you ask about the Strand?" or "Why was Sir Francis angry?" (from the previous lesson, but similar in intent).
• Students will complete the "True or False" statements based on the text.
• Students will answer the provided questions such as "Why did Jabez Wilson meet Mr. Holmes?" or "Describe Vincent Spaulding".

5. Mind Map: 

• 
  

6. Consolidation and Presentation:

• The teacher will facilitate a discussion where students can collectively summarize the plot of "The Red-Headed League," explaining how Sherlock Holmes used his deductive reasoning to solve the mystery.
• Students can present the sequence of events from their completed pyramid.

7. Reinforcement: The teacher can provide additional insights into Holmes's methods of deduction.

• Highlight Holmes's observations: For example, how he noticed Spaulding’s dirty trousers or the location of the cellar and the bank.
• Explain his logical steps: How he inferred that the Red-Headed League was a trick to get Wilson out of the shop, and that the tunnel was aimed at the bank’s strong room.
• Discuss the cleverness of the villains in their elaborate plan.

8. Evaluation: The teacher will ask three questions to evaluate understanding:

• Lower Order Thinking Question (LOT): "What was the peculiar job Mr. Wilson had with the Red-Headed League?"
• Middle Order Thinking Question (MOT): "Why did Holmes suspect Vincent Spaulding was involved in something suspicious, even before visiting the shop?"
• Higher Order Thinking Question (HOT): "How does Holmes’s ability to observe small, seemingly insignificant details contribute to solving complex mysteries?"

9. Remedial Teaching:

• For slow learners, the teacher can utilize the textbook's provision for multilevel classrooms and individual or collaborative learning.
• Pair reading or group reading of the play extract can be encouraged to improve comprehension and provide peer support.
• The teacher can guide these students to re-read specific sections and use the digital glossary or the in-text glossary for challenging vocabulary.
• Focus on simpler comprehension questions first, gradually building up to more complex ones.

10. Writing: Students will be asked to complete the "Project" activity:

• Imagine you have visited a Mystery Theme Park you have come across. Make an eye-catching advertisement with the help of the given clues: a mirror maze, scary faces, eerie sounds, a ghostly figure, a pitch dark room.
• This activity is meant for working in groups and to develop collaborative learning.

11. Follow-up:

• As homework or an activity, students can complete the "Connecting to Self" activity:
  • "One day your parents had gone for a wedding. You are all alone at home. Suddenly at midnight, someone knocks at the door. What will you do?"
  • "While you are coming to school, if a stranger gives you a chocolate what will you do?"
• This activity encourages students to think critically and apply life values learned from the lesson's theme of identifying suspicious situations and making safe choices.