Pre-Twentieth Century Literature at Key Stage Three

1. Before starting either story, carry out a whole class brainstorm on all the pupils know about Sherlock Holmes - add anything that they do not know.
2. Talk to the pupils about pre-C20th use of language:
   • can sound very formal
   • long-winded ways of saying things
   • use of different words than we use now
   • can usually work out what the word means when reading the whole sentence.
3. Historical context - see Re who is making the material to support this.
4. Read the information on Sir Arthur Conan Doyle.
5. I recommend that you do "The Speckled Band" first and " The Engineer's Thumb" second.

1. After Miss Stones has given the facts (p.175)
   • Who has dunnit?
   • Why?
   • What could the speckled band be?
2. After Sherlock Holmes has inspected the rooms (p.183 " . . . dangers that threaten you.")
   • How has the death been caused?
   • What will happen next?
3. After the horrendous scream (top of p. 187)
   • What will happen next?

1. Using the ideas prompted by the prediction exercises, pupils write the end of the story which shows how the death was caused, who is responsible and why. Two sides of an exercise book is enough.
2. Read the end of the real story after reading selected pupils' endings out loud.

• Newspaper front page article;
• Diary entry - Miss Stones after sister's death, then again after speaking to Holmes;
• Leaflet/ Poster/ Advertisement - to advertise Holmes.

This story starts differently from "The Speckled Band". The Engineer, Victor Hatherley, first goes to Dr. Watson for medical treatment.

1. After the engineer has told his story: " . . . I have told my story.")
   • What has happened to him?
2. After the woman has warned him to go (p. 214 " . . . noiselessly as she had come.")
   • What do you think she is warning him against?
3. After the engineer sees the press (p.216)
   • What do you think that the press is being used for?
4. Whilst Victor is stuck in the press (p.217 " . . . hope back to my heart.")
   • How will he escape?

1. Pick out the eight most important points in the story, list them, then pupils can produce a cartoon strip or storyboard for a film.
2. Imagine the story is going to be made into a film. Design the poster for the film using a dramatic image. Name the stars, use appropriate lettering for the period.