Objectives
Starter
Lesson 1
To identify the
differences
between pre-1914
and post 1914
writing.
Lesson 2
Examine the type
of words used in
The Speckled Band
Give extract
from the bible.
Underline old
fashioned words.
Lesson 3
Learning about
- the character
of Dr. Roylott
- quotations
Lesson 4
Developing their
knowledge of Dr.
Roylott.
Introduction
Development
Plenary
Homework
Give pre- and post- 1914
sentences. Sort into
correct piles.
Write a pre-1914 paragraph
into modern style.
List 3 ways in which
language has
changed.
Find out five things
about Victorian times.
Share with
neighbour and
then class facts
discovered for
homework.
Timeline of
Victorian life –
(see Folens
sheet)
Issue “The Speckled Band”.
Brainstorm what they know
or think they know about
Sherlock Holmes.
Read pages 1-5. Underline
the archaic words. Produce
a glossary.
Write 2 sentences
describing the type
of language in the
story.
Recap pages 1-5.
Read pages 6-13.
Underline words and
phrases which show
something about Dr.
Roylott.
Orally share their
quotations.
Write about three of
their quotations
explaining what they
show about the
character.
Share their
homework.
Give out grid for Dr.
Roylott. In pairs complete
it. (See Folens)
Find a quotations for each
of the 6 boxes.
Feedback on their
ideas.
Write a character
study of Dr. Roylott.
Outcomes:
 Students have some understanding of the context of the story.
 They have some understanding of the differences between pre-1914 and modern prose.
 They have written a character study of Roylott.
Try the following scheme of work with Pre-1914 prose “The Speckled Band” by Arthur Conan Doyle. Some of the resource
materials are also provided.
GCSE “The Speckled Band” – Pre-1914 prose Page 1
D J Cobden – March 2003
Amended P Henderson – Nov. 2003
Objectives
Starter
Introduction
Development
Lesson 5
To become aware
of Holmes’
character
Lesson 6
To develop a full
understanding of
Holmes.
Brainstorm ideas
about Holmes.
Read pages 13-21
Mark the text for
quotations which show us
something about Holmes.
On white boards
write five adjectives
to describe Holmes
Review their
knowledge of
Holmes from
last lesson
Give out grid for Sherlock
Holmes. In pairs, fill it in.
In groups find take an area
and find supporting
evidence. Jigsaw.
Feedback on their
findings.
Lesson 7
To understand
the plot.
Around the
class, tell the
story so far.
Read pages 21-26.
Complete story.
1. Sequence the plot in
the right order.
2. Use text to answer the
crossword.
Comment on the end
of the story
Lesson 8
To compare
Holmes and
Roylott.
Definition of a
hero.
Definition of a
villain.
Holmes is a hero. How do we
know?
Roylott is a villain. How do we
know?
Write 2 paragraphs (one for
Roylott, one for Holmes)
explaining HOW each
character is portrayed.
Share paragraphs
Outcomes:
 Students have written a character study of Holmes
 They have read a pre-20th century text and followed the plot and language
 They have begun writing comparatively
GCSE “The Speckled Band”
Page 2
Plenary
Homework
Write a character study of
Holmes
GCSE “The Speckled Band” Page 3
GCSE”The Speckled Band Page 4
Objectives
Lesson
13
Objectives
To
be aware
of
Lesson
9
the
processes
Using quotations
involved in
drafting
Lesson 14
Topic sentences
Drafting
Lesson 10essay
continued
Writing open
questions.
Confidence in role
play
Lesson 15
11
Improving
Knowledge rough
of
draft.
characters.
Confidence in role
play.
Lesson 12
Lesson 16
Essay planning
Newspaper style
and drafting.
presentational
devices.
Starter
Review
importance
Starter
Introduction
Teacher
models using
Introduction
Development
Students
draft own
Development
of
quoting
Give
3
quotations on
HP. Students to
identify key
Give
out extract
words.
from a good lit.
essay.
Look at
Write five
topic
sentences.
questions
to find
how
are
they
out information.
moving the essay
along?
Read through
own
Share
two
work.
questions for
each character.
quotations
in paragraph
about Redraft
paragraphs.
Teacher
models
how to write
their paragraphs
appearance.
Students
swap
and
about a quotation, focusing on on H/R’s portrayal with
review
homework paragraphs quotations and comments.
key
words.
for quotations and analysis.
Give out title –
Write a headline
underline key
for the events in
words.
the story.
Teacher models a plan. (Use
Students rough draft
Imagine you are producing a
Write a newspaper
worksheet).
introduction to essay and
newspaper article. What would
article to go with the
paragraphs about their
you include?
headline. What
appearances.
photograph would you
use
Brainstorm ideas about their
Students find
behaviour on board. Using
quotations to fit
points,
teacher
models
topic
brainstorm
points. to
Teacher demonstrates
Write
lists of questions
sentence for
paragraphs about interview:
Draft next
paragraphs
open/closed
questions.
Holmes,
Watson,
behaviour of Roylott and
using
topic
sentences
Roylott, Helen Stoner.
Holmes towards each other.
and quotations.
Teacher
lists features/skills
Put
into 4 groups,
one for
required:
each character. Prepare
comparison,
answers
to thequotations,
questions.
paragraphs, analysis,
introduction,, conclusion
groups,
pass work
Hot In
seat
the characters
around and check if
skills are included.
Plenary
Students
explain
Plenary
how
Use they
whitehave
boards to
changed
give two their
quotations
original
draftskey
and
and
underline
why.
words.
Homework
Homework
Write up final drafts of
paragraphs
Students share with
class the techniques
they
used inof
Sharehave
examples
drafting.
questions. Decide
whether they are
open or closed.
Complete rough draft.
Write
twothey
pieces of
What did
advice
on
how
to
like/dislike about
improve
a rough
the activity?
draft.
Write essay in best.
Swap with a partner.
Share articles.
Tick if:
quotations
comments
Draft paragraphs
about their
backgrounds.
Write 2 more open
questions for each
character
Outcomes:
Outcomes:
 Students have used drama techniques to develop understanding of characters
 Drafting process used and
 Students
have
begun
drafting coursework essay (Compare how Conan-Doyle portrays the characters of Sherlock
Pre-1914 prose
piece
completed
Holmes
and practice
Dr. Roylott.
Which
of the two characters do you find more interesting and why?)
 Paper
2 exam
– newspaper
article
Pre-1914 Prose
The materials below are examples of what can be done at Key Stage using ideas
and strategies which we first used at Key Stage 3.
1. (See lesson 1 of Scheme of Work above)
The following extracts all come form two texts, one written before 1914 and
one written after 1914. Give out to pairs in the class with th following
instructions
 Sort the extracts into their two groups.
 Try to explain what it is about the extracts that helped you decide where
to put them.
“My heart is lightened already since I have confided my trouble to you.
“Ha! You put me off, do you?” said our new visitor, taking a step forward and
shaking his hunting crop.
She dropped her thick, black veil over her face and glided from the room.
“It seems to me to be a most dark and sinister business.”
“OK! I’ll be there as soon as I can.”
A large face, seared with a thousand wrinkles, burned yellow with the sun, and
marked with every evil passion, was turned from one to the other of us, while his
deep-set, bile-shot eyes, and the high thin fleshless nose gave him somewhat
the resemblance to a fierce old bird of prey.
Mary knew the police would be here soon so she quickly tipped the body into the
bin.
“Could I have a pound of apples, please? she asked quietly.
A strong smell of sweat hung around his clothes and the unpleasant first
impression was confirmed by the brown marks on his yellowing teeth – no
Colgate ring of confidence there!
Dr. Grimesby Roylett’s chamber was larger than that of his step-daughter, but
was as plainly furnished. A camp bed, a small wooden shelf full of books, mostly
of a technical character, an arm-chair beside the bed, a plain wooden chair
against the wall, a round table, and a large iron safe were the principal things
which met the eye. Holmes walked slowly round and examined each and all of
them with the keenest interest.
2. Use the grid below with lessons 4 and 6 of the Scheme of Work and class
should use them during drafting of essay.
3. Use the Must/Should/Could sheet to guide students during the essay
drafting and writing
Sherlock Homes
Appearance
Background
Behaviour to each
other
Behaviour to other
people
Doctor Roylett
Pre-1914 Prose
In this essay you need to be able to show that you have read and understood a
text written before 1914. We have studied “The Speckled Band” by Sir Arthur
Conan Doyle.
Your title is:
Compare how Conan-Doyle portrays the characters of Sherlock Holmes and
Dr. Roylott. Which of the two characters do you find more interesting and
why?
Objectives
 To show that you understand the story and characters
 To show that you can use quotations to prove your points
 To show you can infer and draw conclusions
In this essay you must:
 Write about the characters of Dr. Roylott and Sherlock Holmes.
 Remember to PEE
 Set quotations out in quotation marks
 Use clear topic sentences at the beginning of paragraphs
 Use paragraphs
 Give your opinions about the characters
 Say which you find more interesting and why
In this essay you should:
 Punctuate your sentences clearly and accurately
 Use linking words such as however, similarly, by contrast, nonetheless,
therefore.
 Include running quotations (eg When Conan Doyle describes the Roylett’s
face as being “seared” he is suggesting...)
In this essay you could:
 Write alternate paragraphs about Dr. Roylott and Sherlock Holmes
 Make more than one point about some quotations