Unit - 7 Prose - The Dying Detective
Video Explainer of the lesson
Crossword Puzzle - SOLVED
Solution Key:
Across: 2. INQUIRY, 5. INCONCEIVABLE, 6. ANALYZE, 9. INVESTIGATE, 12. LINK, 14. OBSERVE, 15. DEDUCE, 16. CONCLUDE
Down: 1. INQUISITIVE, 3. MENTAL, 4. DETECTIVE, 7. INSPECT, 8. REVEALED, 10. ASPECTS, 11. INFER, 13. EXAMINE
Across
Down
dd Answer the following questions in one or two sentences.
a. How did Watson feel when
he heard of Holmes' illness?
Watson
was horrified and shocked when he heard of Holmes’ illness.
b. Why didn’t the landlady call the doctor?
The landlady did not call the
doctor because Holmes had forbidden her to do so.
c. What was the condition of
Holmes when Watson saw him?
Holmes looked pale, weak, and
feverish with twitching hands and a flushed face.
d. What according to Holmes was the disease
he was suffering from?
Holmes said he was suffering
from a deadly contagious disease from Sumatra.
e. Who did Watson see when he entered the
room?
Watson saw a frail
bald-headed man, Mr. Culverton Smith, when he entered the room.
f. What were the instructions given by Holmes
to Watson?
Holmes instructed Watson to
put coins in his pockets, light the lamp half, place letters and papers on the
table, and bring Culverton Smith.
g. Why did Holmes plead with Smith?
Holmes pleaded with Smith to cure him,
pretending to be dying, so that Smith would confess his crime.
h. Who was responsible for Victor Savage’s
death? What was the evidence for it?
Culverton Smith was
responsible for Victor Savage’s death. The poisoned ivory box was the evidence.
i. What explanation did Holmes give for speaking
rudely to Watson?
Holmes explained that he
spoke rudely to Watson to keep him out of the plan and make the trap work.
j. How was Holmes able to look sick?
Holmes looked sick by fasting
for three days and applying makeup.
A. Answer the following questions
in one or two sentences.
1. Who was Mrs. Hudson? Why
was she worried?
Mrs. Hudson was Holmes’ landlady. She was
worried because Holmes was seriously ill and sinking for three days.
2. Why didn’t Holmes let Watson examine him?
Holmes didn’t let Watson
examine him because he pretended it was a deadly contagious disease.
3. Why did Holmes warn Watson
against touching his things? What was Watson’s reaction?
Holmes warned Watson against
touching his things because the ivory box was poisoned. Watson felt dejected
but obeyed.
4. What did Watson find on the table near the
mantlepiece?
Watson found a small black and white ivory box
with a sliding lid on the mantlepiece.
5. Who is Mr. Culverton Smith?
Mr. Culverton Smith was a planter from Sumatra
with knowledge of Eastern diseases and the real criminal behind Victor Savage’s
death.
6. What did Holmes ask Watson to do before
leaving his room?
Holmes asked Watson to put coins in his
pockets, arrange papers and letters on the table, light the lamp, and place the
ivory box near him.
7. What instructions did Holmes give Watson
to get Mr. Smith?
Holmes told Watson to bring Smith after six,
pretend Holmes was dying, persuade Smith, and return before him.
8. Why did Holmes want Smith to treat him?
Holmes wanted Smith to treat him so that Smith
would reveal the truth about Victor Savage’s murder.
9. How did Holmes get the disease, according
to Smith?
According to Smith, Holmes got the disease
from a poisoned ivory box sent by post.
10. Who arrested Smith? What were the charges
against him?
Inspector Morton arrested Smith on the charge
of murder.
B. Answer the following
questions in a paragraph of about 100-150 words.
1. How did Holmes trap Mr.
Culverton Smith to confess the murder?
Holmes cleverly pretended to
be seriously ill and dying from a rare tropical disease. He avoided doctors and
even tricked Watson into bringing Culverton Smith, who was responsible for
Victor Savage’s death. By acting weak and delirious, Holmes made Smith believe
he had succeeded in infecting him with the poisoned ivory box. Holmes pleaded
with Smith to cure him and even offered to forget Victor’s case, which made
Smith openly admit his crime. At that very moment, Inspector Morton entered and
arrested Smith. Thus, Holmes’ brilliant acting and patience helped him trap
Smith into confessing the murder.
2. How did Watson help his
friend to arrest the criminal?
Watson’s role was very
important in Holmes’ plan. Though confused and hurt by Holmes’ rude behavior,
Watson followed his master’s instructions faithfully. He fetched Culverton
Smith by pleading with him and making him believe Holmes was dying. Watson also
left before Smith arrived, as Holmes had instructed, so that the trap would
succeed. His loyalty, obedience, and concern for Holmes ensured that Smith fell
into the trap without suspecting anything. Later, Watson witnessed the arrest
and realized how Holmes had acted sick to expose the criminal. Thus, Watson’s
trust and timely help contributed greatly to the arrest of Smith.
C. Complete the following
sentences by choosing the correct options given.
1. Niteesh bought a ________
(knew/ new) cricket bat.
2. The shepherd ________
(herd/heard) the cry of his sheep.
3. Lakshmi completed her
baking ________ (course/coarse) successfully.
4. Priya has broken her
________ (four/ fore) limbs.
5. Leaders of the world must
work towards the ________ (peace/piece) of human race.
- Niteesh bought a new cricket bat.
- The shepherd heard the cry of his sheep.
- Lakshmi completed her baking course successfully.
- Priya has broken her four limbs.
- Leaders of the world must work towards the peace of
human race.
D. Complete the tabular
column by finding the meaning of both the words given in the boxes. Use them in
sentences of your own.
|
pocket(n)-a small bag sewn into or on clothing to keep carry small things
|
-Santa
filled his pocket with candies. |
|
|
|
|
packet (n)-a paper or cardboard container, typically one in which goods are sold |
Maheswari carried a packet of ribbons. |
|
fond(adj.)-having an affection or liking for found(v)-having been discovered by chance or unexpectedly |
Puppies are fond of soft balls. |
|
Rosalin found a 100 rupee note on her way |
|
|
back home. |
|
|
lost (v) last (adj.) |
|
|
|
|
|
paused (v) passed (v) |
|
|
|
|
|
pitcher (n) picture (n)
|
|
|
|
|
Word |
Meaning |
Sentence |
|
pocket (n) |
a small bag sewn into or on
clothing to carry small things |
Santa filled his pocket
with candies. |
|
packet (n) |
a paper or cardboard
container, typically one in which goods are sold |
Maheswari carried a packet
of ribbons. |
|
fond (adj.) |
having an affection or
liking for |
Puppies are fond of soft
balls. |
|
found (v) |
having been discovered by
chance or unexpectedly |
Rosalin found a 100 rupee
note on her way back home. |
|
lost (v) |
to be unable to find
something or fail to keep something |
I lost my pen during the
exam. |
|
last (adj.) |
coming at the end; final |
He was the last person to
leave the hall. |
|
paused (v) |
to stop briefly before
continuing |
She paused for a while to
drink some water. |
|
passed (v) |
to move or cause to move in
a specified direction; to succeed in an exam |
Ravi passed the ball to his
teammate. |
|
pitcher (n) |
a large container with a
handle and spout used for holding and pouring liquids |
The pitcher was full of
cold water. |
|
picture (n) |
a painting, drawing, or
photograph |
The children drew a picture
of a rainbow. |
E. * Listen to the story and
answer the questions given below
1. Where does this story take
place? “Something is very wrong,” says the
detective.
“I know!” says Ms. Gervis.
“It is wrong that someone has stolen from me!”
The detective looks around
Ms. Gervis’ apartment. “That is not what I am
talking about, ma’am. What is
wrong is that I do not understand how the
robber got in and out.”
Ms. Gervis and the detective
stand in silence. Ms. Gervis’ eyes are full of
tears. Her hands are shaking.
“The robber did not come
through the window,” says the detective. “These windows have
not been opened or shut in
months.”
The detective looks at the
fireplace. “The robber did not squeeze down here.”
The detective walks to the
front door. He examines the latch. “And since there are no
marks or scratches, the
robber definitely did not try to break the lock.”
“I have no idea how he did
it,” says a bothered Ms. Gervis. “It is a big mystery.”
“And you say the robber stole
nothing else?” asks the detective. “No money, no jewelry,
no crystal?”
“That’s right, detective. He
took only what was important to me,” Ms. Gervis says with a
sigh. “There is only one
thing I can do now.”
“And what is that?” the
detective asks with surprise.
“I will stop baking cakes,”
Ms. Gervis says. “They are mine to give away. They are not for
someone to steal.”
“You can’t do that!” says the
detective with alarm. “Who will bake those delicious cakes?”
“I am sorry. I do not know,”
says Ms. Gervis.
“I must solve this case
immediately!” says the detective.ll
a.
in a bakery
b.
at the police station
c.
in Ms. Gervis' house
d.
in Ms. Gervis' apartment
2. “Ms. Gervis’ eyes are full
of tears. Her hands are shaking.” How does Ms. Gervis probably feel?
a.
She is upset. b. She is tired.
c.
She is hungry. d. She is confused.
3. What makes the detective
sure that the robber did not come through the windows?
a.
The windows are locked.
b.
The windows face the police station.
c.
The windows have not been used in months.
d.
The windows are too small for a person to fit through.
4. What else was stolen from
the apartment?
a.
crystal b. jewellery
c.
money d. nothing
5. "And the robber
definitely did not usethe front door." Which is the best way to rewrite
this sentence?
a.
"And the robber may not have used the front door."
b.
"And the robber probably did not use the front door."
c.
"And the robber was not able to use the front door."
d.
"And the robber certainly did not use the front door."
6. What does Ms. Gervis do
with her cakes?
a.
She eats them.
b.
She sells them.
c.
She hides them.
d.
She gives them away.
7. What does the detective
seem to think will happen if he solves the mystery?
a.
Ms. Gervis will start baking cakes again
b.
Ms. Gervis will bake him extra cakes
c.
Ms. Gervis will give him her secret recipe
d.
Ms. Gervis will give him money and jewels
8. Do you like mysteries?
What is your favourite kind of story? Explain.
______________________________________________________________
______________________________________________________________
______________________________________________________________
1. Where does this story take
place?
✅ d. in Ms.
Gervis' apartment
2. “Ms. Gervis’ eyes are full of tears. Her hands are shaking.” How does Ms. Gervis probably feel?
✅ a. She is
upset.
3. What makes the detective sure that the robber did not come through the windows?
✅ c. The
windows have not been used in months.
4. What else was stolen from the apartment?
✅ d. nothing
5. "And the robber definitely did not use the front door." Which is the best way to rewrite this sentence?
✅ d.
"And the robber certainly did not use the front door."
6. What does Ms. Gervis do with her cakes?
✅ d. She
gives them away.
7. What does the detective seem to think will happen if he solves the mystery?
✅ a. Ms.
Gervis will start baking cakes again.
8. Do you like mysteries? What is your favourite kind of story? Explain.
✏️ Sample
answer:
Yes, I like mysteries because they make me think and try to solve the puzzle
before the ending is revealed. My favourite kind of story is a detective story,
where clever clues and surprising twists keep me guessing until the very end.
Read the story carefully and answer the questions asked below.
A Mystery Case For a man of ease, John Mathew
kept an arduous schedule. On Wednesdays, for example, he was awakened at 9.00
and served breakfast in bed by Emanuel, his chef. Next came a quick fitness
session with Basky, his personal trainer. Then, at 10.30, John Mathew answered
his mail, returned phone calls and rearranged his social calendar helped by
Louise, his secretary. At noon, John Mathew drove his Jaguar to the station and
took a commuter train into Guindy for his weekly lunch with Lalli and Lolly,
his two oldest and dearest friends. Then, on to a little shopping. The 4:05
nonstop would bring him back to Tambaram. As John Mathew drove up to the house
at 5:00, Basky would have already set up the massage table and warmed the
scented oils for a soothing herbal wrap. It was a gruelling life but John
seemed to thrive on it. On this Wednesday, however, therewas an unexpected
change of plans. Today John’s shopping errand involved taking his diamond
bracelet into the jeweller’s for cleaning. He threw the expensive jewel into
his purse and proceeded on to lunch. As John waved his friends good-bye and
exited the restaurant, he sensed he was being followed. The feeling continued until
he reached Tenth Avenue. Then, as he joined the throng of shoppers, John felt a
hug. Within a split-second, a man riding pillion on a bike rode past him, grabbing
his purse. He couldn’t guess who the culprit was.
G. Match the following.
1. A man of ease – Emanuel
2. John’s trainer – Lalli and
Lolly
3. Mathew’s secretary – John
Mathew
4. John’s chef – Louise
5. Mathew’s friends – Basky
H. State whether the given
statements are true or false. If false, correct the statements.
1. Mathew is a very busy man.
______________________________________
2. He woke up very late in
the morning.
______________________________________
3. He always had lunch with
his family.
______________________________________
4. He exercised with Louise
every day.
______________________________________
5. He preferred handling mail
by himself
______________________________________
|
Column A |
Column B |
Correct Match |
|
1. A man of ease |
Emanuel |
John Mathew |
|
2. John’s trainer |
Lalli and Lolly |
Basky |
|
3. Mathew’s secretary |
John Mathew |
Louise |
|
4. John’s chef |
Louise |
Emanuel |
|
5. Mathew’s friends |
Basky |
Lalli and Lolly |
✅ Correct Answers:
1 – John Mathew
2 – Basky
3 – Louise
4 – Emanuel
5 – Lalli and Lolly
H. State whether the given
statements are True or False. If False, correct the statements.
- Mathew is a very busy man.
✅ True - He woke up very late in the
morning.
✅ True (He woke up at 9.00 a.m.) - He always had lunch with his
family.
❌ False – He always had lunch with his friends, Lalli and Lolly. - He exercised with Louise every
day.
❌ False – He exercised with Basky, his personal trainer. - He preferred handling mail by
himself.
❌ False – He handled his mail with the help of Louise, his secretary.
Pamphlet
A Pamphlet is a small
booklet or leaflet containing information or arguments about a single subject.
They are helpful in
presenting information in a more attractive way
and also easily accessible and economical to distribute.
They are generally used for
describing the product or instructions, commercial information, promotion of
events or promoting tourism.
I. Create a pamphlet for the
following:
1. Make a pamphlet on ‘Dengue
Awareness’ (Focus on its causes, preventions, symptoms and precautions).
2. Make an attractive
pamphlet for your school Fair organised for raising funds for (any) relief
(Specify the date, time, types of stalls and the reasons for the fair).
3. Make a pamphlet on the
latest gadgets (Mention the variety of models, uses, need and availability).
Pamphlet 1: Dengue Awareness
Front Panel:
🦟
STOP DENGUE BEFORE IT STOPS YOU!
Let's unite to fight Dengue — a preventable disease.
Inside Left Panel – What is
Dengue?
Dengue is a viral infection transmitted by the Aedes aegypti mosquito.
It breeds in clean, stagnant water and spreads rapidly during the rainy season.
Inside Middle Panel – Causes
& Symptoms
Causes:
- Mosquito bites (Aedes aegypti)
- Stagnant water in containers and surroundings
- Poor sanitation
Symptoms:
- High fever and severe headache
- Joint and muscle pain
- Nausea, vomiting
- Skin rashes and fatigue
Inside Right Panel –
Prevention & Precautions
Prevention:
- Keep surroundings clean and dry
- Use mosquito nets and repellents
- Cover water containers
- Wear full-sleeved clothes
Precautions:
- Consult a doctor if symptoms occur
- Avoid self-medication
- Stay hydrated
Back Panel:
🚫 A
clean environment is your best defence!
🌿 Let’s
fight Dengue together!
Pamphlet 2: School Fair for
Flood Relief
Front Panel:
🎡
GRAND SCHOOL FAIR 2025!
Organised by Government High School, C. Veerasozhagan
All proceeds go to Flood Relief Fund for Cuddalore District.
Inside Left Panel – Event
Details
🗓️
Date: 20th December 2025
🕒
Time: 10:00 a.m. – 5:00 p.m.
📍
Venue: School Playground
🎯
Entry: Free for Students, Rs. 10 for Visitors
Inside Middle Panel –
Highlights
- 🎯 Fun Games &
Lucky Draw
- 🍴 Delicious Food
Stalls
- 🎨 Art &
Handicraft Displays
- 🎵 Music &
Cultural Shows
- 📚 Book Sale &
Quiz Corner
Inside Right Panel – Purpose
& Invitation
Every rupee raised will help families affected by floods rebuild their lives.
Join us, enjoy the day, and make a difference!
Back Panel:
💖 Enjoy,
Learn, and Contribute to a Noble Cause!
📞
Contact: School Office – 98765 43210
🌟 Together,
we care!
Pamphlet 3: Latest Gadgets
2025
Front Panel:
⚙️ GADGET
WORLD 2025
Explore the Future in Your Hands!
Inside Left Panel – Latest
Models
- 📱 Smartphones –
Foldable screens, AI features, 5G ready
- 💻 Laptops – Slim,
fast, long battery life
- 🎧 Smart Wearables –
Fitness bands, earbuds, smartwatches
- 🏠 Smart Home Devices
– Voice assistants, smart bulbs, cameras
Inside Middle Panel – Uses
& Benefits
- Stay connected and informed
- Boost productivity and learning
- Track health and fitness goals
- Enhance entertainment and comfort
Inside Right Panel – Need
& Availability
Why you need them:
Stay modern, efficient, and secure in the digital age.
Where to find them:
🛒
Leading electronic stores and online platforms
💰
Exciting festive offers available now!
Back Panel:
✨ Upgrade
your life with innovation!
🌐
Visit: www.gadgetworld2025.com
All pamphlets are designed
for tri-fold A4 printing – suitable for school display or distribution.
Letter of Enquiry
A letter of enquiry is a
formal letter, written to get more details / information about something. In
this letter the word limit should not exceed 200 words. It is used to enquire and
get details to purchase an item, to know about a course for study, a place for
a trip, etc It must include sender's details.
Model of Enquiry Letter
Vimala had purchased a laptop
last year. She writes the following letter to the shop enquiring about the
warranty coverage for the damage caused.
Mrs. Vimala
342, Annai Theresa street
Chennai-16.
vimala1958@gmail.com
4th August 2019
The Manager
Digital Electronics
Chennai-4
Subject: Enquiry about damage
replacement–regarding.
Madam / Sir,
Last year, I purchased a new
Lenovo laptop in your shop during the New year offer. Now, the laptop's display
is damaged. So I need to know whether there is any free replacement coverage or
warranty period that covers the cost of repair. Please, let me know the best
way to address this issue.
Thank you,
Yours faithfully,
Vimala.M
J. Write a letter of enquiry
for the following
1. You are a librarian in a
newly established school. Write a letter to the book dealer inquiring about the
list of newly arrived English children's story books and various subject books
relevant to 10-14 age groups.
1. Letter from the Librarian
to the Book Dealer
The Librarian
Sunrise Public School
Cuddalore – 607 001
sunriselibrary@gmail.com
4th August 2025
The Manager
Elite Book House
Chennai – 600 002
Subject: Enquiry about newly
arrived English and subject books for children – regarding
Sir / Madam,
I am the librarian of a newly
established school, Sunrise Public School. We are in the process of
setting up our school library for the benefit of our students. I would like to
know the list of newly arrived English children's story books and various
subject books suitable for the age group of 10–14 years.
Kindly send me the catalogue,
price list, and discount details, if any, for bulk purchase.
Thank you.
Yours faithfully,
(Signature)
The Librarian
2. Venkat hails from a remote
village of Kancheepuram District, Tamil Nadu who aspires to become an IAS
officer. Currently, he is in class X. He notices an advertisement on free
classes for the IAS aspirants by a trust in a newspaper. He writes a letter to
the coordinator of the trust inquiring for further details.
Letter from Venkat to the IAS Coaching
Trust
Venkat
12, Gandhi Street
Vembakkam Village,
Kancheepuram District – 631 603
venkat2025@gmail.com
4th August 2025
The Coordinator
Bright Future IAS Coaching Trust
Chennai – 600 010
Subject: Enquiry about free
IAS coaching classes – regarding
Sir / Madam,
I came across your
advertisement in a newspaper about free classes for IAS aspirants. I am
currently studying in Class X and aspire to become an IAS officer. I would like
to know more details about the eligibility criteria, course duration, class
timings, and registration procedure.
Kindly provide me with the
necessary information so that I can apply at the earliest.
Thank you.
Yours faithfully,
(Signature)
Venkat
3. Write a letter to the head
of the BSNL office enquiry
Letter to the Head of BSNL Office
R. Mahesh
24, South Street
Villupuram – 605 602
mahesh.r@gmail.com
4th August 2025
The Head
BSNL Office
Villupuram – 605 602
Subject: Enquiry about the
newly launched broadband internet scheme – regarding
Sir / Madam,
I recently came to know that
BSNL has launched a new broadband internet scheme for domestic users. I am
interested in availing of this service. I would like to know the details
regarding the plans available, speed, installation charges, and monthly tariffs.
Kindly furnish me with the
required information at the earliest.
Thank you.
Yours faithfully,
(Signature)
R. Mahesh
A. Transform the following
sentences as instructed
- On seeing the teacher, the
children stood up. (into Complex)
➡️ When the children saw the teacher, they stood up. - At the age of six, Varsha
started learning music. (into Complex)
➡️ When Varsha was six years old, she started learning music. - As Varun is a voracious
reader, he buys a lot of books. (into Simple)
➡️ Being a voracious reader, Varun buys a lot of books. - Walk carefully lest you will
fall down. (into Complex)
➡️ Walk carefully so that you may not fall down. - Besides being a dancer, she is
a singer. (into Compound)
➡️ She is a dancer and she is also a singer. - He is sick but he attends the
rehearsal. (into Simple)
➡️ In spite of being sick, he attends the rehearsal. - If Meena reads more, she will
become proficient in the language. (into Compound)
➡️ Meena must read more, and then she will become proficient in the language. - He confessed that he was
guilty. (into Simple)
➡️ He confessed his guilt. - The boy could not attend the
special classes due to his mother’s illness. (into Compound)
➡️ The boy’s mother was ill, and so he could not attend the special classes. - He followed my suggestion. (into
Complex)
➡️ He followed what I suggested.
B. Combine the pairs of
sentences into Simple, Complex, and Compound
1. Radha was ill. She was not
hospitalised.
- Simple: In spite of being ill, Radha was not hospitalised.
- Complex: Though Radha was ill, she was not hospitalised.
- Compound: Radha was ill, but she was not hospitalised.
2. The students were
intelligent. They could answer the questions correctly.
- Simple: Being intelligent, the students could answer the
questions correctly.
- Complex: Since the students were intelligent, they could
answer the questions correctly.
- Compound: The students were intelligent, and they could
answer the questions correctly.
3. I must get a visa. I can
travel abroad.
- Simple: To travel abroad, I must get a visa.
- Complex: I must get a visa so that I can travel abroad.
- Compound: I must get a visa, and then I can travel abroad.
4. I saw a tiger. It was
wounded.
- Simple: I saw a wounded tiger.
- Complex: I saw a tiger which was wounded.
- Compound: I saw a tiger, and it was wounded.
5. There was a bandh. The
shops remained closed.
- Simple: Owing to the bandh, the shops remained closed.
- Complex: As there was a bandh, the shops remained closed.
- Compound: There was a bandh, and the shops remained
closed.
Lesson Plan: The Dying Detective
Unit: 7 - Prose: "The Dying Detective" by Arthur Conan Doyle
1. Learning Objectives:
By the end of this lesson, students will be able to:
- Understand the plot of "The Dying Detective".
- Identify the main characters (Sherlock Holmes, Dr. Watson, Mrs. Hudson, Mr. Culverton Smith, Inspector Morton) and their roles in the narrative.
- Comprehend the central mystery (Holmes's 'illness' and Smith's crime) and its clever resolution.
- Recognize literary techniques such as suspense, character development, and Holmes's use of deception.
- Acquire and use new vocabulary related to the story and detective work.
2. Learning Outcomes:
Upon completion of this lesson, students will be able to:
- Analyze and critically evaluate a narrative, distinguishing between appearances and reality, as demonstrated by Holmes's ruse.
- Develop problem-solving and critical thinking skills by following Holmes’s deductions and understanding the intricacies of the plot.
- Apply observational skills and the importance of details, inspired by detective work, to real-life situations.
- Appreciate the use of wit, strategy, and theatricality in addressing challenging situations, as portrayed by Sherlock Holmes.
- Expand their vocabulary for enhanced comprehension and expressive communication in both speaking and writing.
3. Introduction:
The teacher will introduce the lesson by asking a few questions to engage students:
- "What qualities do you think a good detective should possess?" (Linking to words like 'inquisitive', 'investigate', 'observe', 'deduce' from the Unit 7 crossword).
- "Have you ever tried to solve a mystery or a puzzle? What steps did you take?"
- "What does the term 'mystery' mean to you? Can you think of any famous fictional detectives?" (Setting the stage for Sherlock Holmes).
4. Reading and Understanding:
- Students will read the prose selection "The Dying Detective".
- The teacher will guide students through the text, pausing to explain new vocabulary words and phrases as they appear. Students will be encouraged to highlight or note down these words for better retention.
- Key vocabulary from the text for discussion:
- gaunt (adj.) - lean, especially because of suffering, hunger or age
- twitched (v) - gave short, sudden jerking movements
- contagious (adj.) - spreading of a disease from one person to another by direct contact
- delirious (adj.) - disturbed state of mind characterized by restlessness
- frail (adj.) - weak and delicate
- startled (v) - felt sudden shock or alarm
- scuffle (n) - a sudden short fight
5. Mind Map (Flowchart of Events):
A flowchart will be used to visually represent the sequence of events in the story, illustrating the progression of Holmes's plan and the unraveling of the mystery.
- Start: Mrs. Hudson's Alarm
- Mrs. Hudson informs Watson that Sherlock Holmes is critically ill and refusing a doctor.
- Rising Action: Holmes's Deception & Instructions
- Watson visits Holmes, who appears to be dying from a contagious Eastern disease and prohibits Watson from examining him.
- Holmes prevents Watson from leaving to fetch other medical specialists.
- Holmes gives specific instructions to Watson: arranging coins, dimming the gas lamp, placing letters and an ivory box (to be handled with tongs) within reach.
- Holmes sends Watson to fetch Mr. Culverton Smith, a planter knowledgeable about Eastern diseases, instructing Watson to leave before Smith's arrival.
- Climax: The Confrontation & Confession
- Watson returns, and Holmes hides him in the adjacent room.
- Smith arrives and, believing Holmes is genuinely dying, gloats and discusses his nephew Victor Savage’s death, which was caused by the same poisoned ivory box.
- Smith reveals the ivory box, affirming it as the murder weapon and the evidence.
- Holmes, abandoning his weak voice, orders Smith to turn up the gas.
- Falling Action: The Arrest & Revelation
- Inspector Morton, who was hiding, enters and arrests Smith for murder.
- Holmes reveals to Watson that his illness was an elaborate act, sustained by three days of fasting and make-up, all designed to secure Smith's confession.
- Resolution: Justice Served
- Holmes expresses his need for food, and the intricate case is successfully closed.
6. Consolidation and Presentation (Summary):
The story "The Dying Detective" by Arthur Conan Doyle opens with Dr. Watson being urgently summoned by Mrs. Hudson, who reports that Sherlock Holmes is on his deathbed, suffering from a highly contagious illness and refusing medical help. Upon arrival, Watson is horrified by Holmes's gaunt appearance and what seems to be delirium, but Holmes prohibits him from examining or treating him, claiming the disease is from Sumatra and spread by touch.
Holmes then embarks on a series of peculiar requests: arranging coins in specific pockets, dimming the gaslight, and placing an ivory box, to be handled only with tongs, within his reach. His true intention becomes clear when he dispatches Watson to fetch Mr. Culverton Smith, a planter from Sumatra known for his knowledge of Eastern diseases, with strict instructions for Watson to return ahead of Smith. Unbeknownst to Watson, Holmes has arranged for Inspector Morton to be present.
When Smith arrives, he believes Holmes is genuinely dying from the poison he himself administered. Smith, confident of Holmes's impending death, openly boasts about poisoning his nephew, Victor Savage, and reveals the poisoned ivory box that had infected Holmes. In a dramatic turn, Holmes, suddenly speaking in his natural voice, commands Smith to turn up the gas. Inspector Morton then steps out from his hiding place and arrests Smith for murder. Holmes subsequently explains to a stunned Watson that his entire illness was a meticulously crafted ruse, maintained through fasting and make-up, to trick Smith into confessing his crime.
7. Reinforcement:
- About the Author: Students will learn that Sir Arthur Ignatius Conan Doyle (1859-1930) was a British writer, widely celebrated for creating the character of Sherlock Holmes, whose detective stories are cornerstones of crime fiction. His works, such as "A Study in Scarlet" and "Stories of Sherlock Holmes," are significant.
- Inspiration for Holmes: The character of Sherlock Holmes was inspired by Joseph Bell (1837-1911), a medical lecturer whose diagnostic approach mirrored Holmes's keen observation and deduction skills.
- Themes and Literary Devices: The story highlights Holmes's mastery of disguise, psychological manipulation, and brilliant deductive reasoning. It exemplifies the power of intellect over brute force and explores themes of justice, deception, and the ethical dilemmas faced in solving crimes. The text also provides examples of homophones (e.g., see-sea, hear-here, knew-new), which can be explored further.
8. Evaluation (Questions):
- a) Lower Order Thinking Question: Who was Mrs. Hudson, and why did she initially contact Dr. Watson?
- b) Middle Order Thinking Question: Describe the specific instructions Holmes gave Watson regarding the arrangement of the room and the ivory box. How did these instructions contribute to the trap?
- c) Higher Order Thinking Question: Do you believe Sherlock Holmes's method of faking his own death to extract a confession from Mr. Culverton Smith was morally justifiable? Discuss the ethical implications of his actions. (This encourages students to think critically beyond the plot, evaluating the characters' choices).
9. Remedial Teaching:
- For students who struggle with comprehension, the teacher will provide a simplified plot outline or graphic organizers (like the mind map/flowchart) to help them visualize the story progression.
- Vocabulary cards with definitions, synonyms, and simple sentence examples will be used for new words.
- Pair reading followed by teacher-led questions will ensure that all students grasp key events and character motivations.
- The crossword puzzle from the beginning of Unit 7 can be utilized as a hands-on vocabulary building exercise, allowing for individual or small-group work.
10. Writing:
- Students will be asked to write a short paragraph (approximately 50-75 words) from Dr. Watson’s perspective, describing his emotional state and thoughts while he believed Holmes was genuinely dying. (This draws on textual evidence of Watson's horror and concern and encourages empathetic writing).
11. Follow-up:
- Assignment: Imagine you are a journalist reporting on the dramatic arrest of Mr. Culverton Smith. Write a news report (approximately 100-120 words) for a local newspaper, detailing the events of the evening, including Holmes's "illness," Smith's confession, and his subsequent arrest. (This leverages report writing skills and requires students to synthesize information from the story).
- Activity: Students will work in small groups to role-play the climactic scene where Smith confronts Holmes, leading to the confession and arrest. Students should focus on conveying the characters' emotions and the dramatic tension through dialogue and actions. (This enhances understanding of character, dialogue, and public speaking skills).
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