A perpetrator is someone who carries out a harmful or immoral act.

To orchestrate something is to arrange it for a desired effect, often secretly.

Culminated means to reach the end of development.

A maverick is someone who does things differently to others.

A multiple paragraph outline is a structured plan allowing you to map out information for each paragraph of your extended writing.

Planning a newspaper article about the solved  case of ‘The Speckled Band’

English

Making predictions about Sherlock Holmes

Analysing Helen Stoner’s presentation in ‘The Speckled Band’

Making predictions about ‘The Speckled Band’ mystery

Analysing atmosphere and character in ‘The Speckled Band’

Investigating Julia’s death in ‘The Speckled Band’

Analysing Dr. Roylott in ‘The Speckled Band’

Writing an argument about Dr. Roylott from ‘The Speckled Band’

Creating newspaper headlines and subheadings

Writing the opening of an article on ‘The Speckled Band’ case

‘The Speckled Band’ case: writing a newspaper article body

'The Speckled Band' case: concluding newspaper articles

Using rhetorical devices in newspaper articles

Reading about Stoke Moran and analysing atmosphere in ‘The Speckled Band’

Reading and summarising the conclusion of ‘The Speckled Band’ mystery

Writing your own newspaper article about Sherlock Holmes

Reading 'The Boscombe Valley Mystery'

Solving 'The Boscombe Valley Mystery'

Comparing the victims in ‘The Speckled Band’ and ‘The Boscombe Valley Mystery’

Analysing John Turner from ‘The Boscombe Valley Mystery’

Comparing ‘The Speckled Band’ and ‘The Boscombe Valley Mystery’

‘The Speckled Band’ and ‘The Boscombe Valley Mystery’: a written comparison

in 'Sherlock Holmes: Short Stories', pupils practise using analytical writing sentence structures, to formulate their arguments. In 'Myths and Legends Re-Told', pupils develop these skills further, applying them to a range of pre- 20th Century texts. 

in 'When the Sky Falls' pupils read fiction texts for fluency and comprehension. In 'Sherlock Holmes: Short Stories' pupils start to analyse the language choices of an author.

In this unit, pupils read and explore two famous Sherlock Holmes stories. They start by reading and analysing 'The Speckled Band' before using it as inspiration to write a newspaper article. They then read and analyse 'The Boscombe Valley Murder' before writing a comparison of the two stories.

Sherlock Holmes: short stories

Subjects which particular individuals may be sensitive to, eg, adoption, migration, bereavement or death, divorce, poverty, deprivation.

Depiction or discussion of sensitive content

Starting with the first, order the features of a newspaper article in chronological order.

In the story 'The Speckled Band', who was the perpetrator in the death of Julia Stoner?

a person who does things differently to others

Which part of a newspaper article is designed solely to hook the reader?

Thinking of the story 'The Speckled Band', who could you interview for an informative quote about the solved case?

Where should you plan to create a conclusive tone when writing a newspaper article?

a piece of writing designed to inform the public on a recent event

a piece of writing to analyse an author's work

a piece of writing that you send to your friend with life updates

What is *not* a section of a newspaper article?

What happened to Roylott at the end of 'The Speckled Band'?

What killed Julia Stoner in 'The Speckled Band'?

the tests were unfamiliar with the venom of a swamp adder

there was only a small amount of poison in her body, so it went undetected

Why could the coroner report not accurately conclude the cause of Julia Stoner's death in 'The Speckled Band'?

In 'The Speckled Band', how did Holmes feel about Roylott’s death?

Planning a newspaper article about the solved case of ‘The Speckled Band’

Lesson outcome

Content guidance