contexts Students investigate the social and cultural context of Victorian crime British Library, Creation of ‘The Students: fiction, and make a note of their initial observations about the differences in the police and the rise of detective appreciate and explain how context between then and now. The class discuss the essential questions: fiction’, composers (authors, poets, What is the enduring attraction of crime/detective fiction stories? Why playwrights, directors, designers and would a director in 2009 choose Sherlock Holmes as a text for adaptation? so on) may transform and adapt texts for different purposes, contexts The teacher leads students in a discussion of genre (crime fiction/murder and audiences, for example mystery/procedural drama/detective stories) and generic conventions: A range of texts are available to appropriations in popular culture complicated plot-lines/twists download for free from investigate text structures and misdirection Project Gutenberg, language features related to specific red herrings genres for different purposes and eccentric/memorable detective figure audiences perpetrator/adversary who is often the intellectual equal of detective use of logic/reason in solving crimes EN11-6 investigates and explains the suspense relationships between texts themes of occult/supernatural is Sherlock Holmes?’ ‘Who Students: original, examine how genres and their Students engage with some key written texts of the crime genre, such as: conventions have changed and Agatha Christie, Poirot stories adapted over time Edgar Allan Poe, Dupin stories understand how texts conform to or After reading these texts, students identify and describe the generic challenge generic conventions features evident in the texts. through their language forms, features and structures Extension homework task: students compose their own detective fiction investigate the ways in which texts text using the classroom as the setting for the crime. They annotate their are influenced by other texts and by work to demonstrate the generic conventions used. contexts in scarlet’, Arthur Conan ‘A The teacher introduces students to the iconic character of Sherlock Doyle, available through the EN11-9 reflects on, assesses and monitors Holmes, using a variety of visual sources. Students watch TED-Ed lesson, Project Gutenberg, own learning and develops individual and is Sherlock Holmes?’, and discuss or journal their initial responses to ‘Who collaborative processes to become an the character of Sherlock Holmes. independent learner After watching, students add these terms to the glossary and discuss: Students: cultural icon use and understand the value of deduction writing as a reflective tool forensic criminology
contexts Students: appreciate and explain how composers (authors, poets, playwrights, directors, designers and so on) may transform and adapt texts for different purposes, contexts and audiences, for example appropriations in popular culture investigate text structures and language features related to specific genres for different purposes and audiences EN11-6 investigates and explains the relationships between texts Students: examine how genres and their conventions have changed and adapted over time understand how texts conform to or challenge generic conventions through their language forms, features and structures investigate the ways in which texts are influenced by other texts and by contexts EN11-9 reflects on, assesses and monitors own learning and develops individual and collaborative processes to become an independent learner Students: use and understand the value of writing as a reflective tool Students investigate the social and cultural context of Victorian crime fiction, and make a note of their initial observations about the differences in context between then and now. The class discuss the essential questions: What is the enduring attraction of crime/detective fiction stories? Why would a director in 2009 choose Sherlock Holmes as a text for adaptation? The teacher leads students in a discussion of genre (crime fiction/murder mystery/procedural drama/detective stories) and generic conventions: complicated plot-lines/twists misdirection red herrings eccentric/memorable detective figure perpetrator/adversary who is often the intellectual equal of detective use of logic/reason in solving crimes suspense themes of occult/supernatural Students engage with some key written texts of the crime genre, such as: Agatha Christie, Poirot stories Edgar Allan Poe, Dupin stories After reading these texts, students identify and describe the generic features evident in the texts. Extension homework task: students compose their own detective fiction text using the classroom as the setting for the crime. They annotate their work to demonstrate the generic conventions used. The teacher introduces students to the iconic character of Sherlock Holmes, using a variety of visual sources. Students watch TED-Ed lesson, ‘Who is Sherlock Holmes?’, and discuss or journal their initial responses to the character of Sherlock Holmes. After watching, students add these terms to the glossary and discuss: cultural icon deduction forensic criminology British Library, ‘The Creation of the police and the rise of detective fiction’, A range of texts are available to download for free from Project Gutenberg, ‘Who is Sherlock Holmes?’ original, ‘A in scarlet’, Arthur Conan Doyle, available through the Project Gutenberg,
stage-6-english-standard-support-material-contemporary-possibilities-_sherlock-holmes_.docx