Year 7 - English
Investigating Julia's death in 'The Speckled Band'
Sherlock Holmes: short stories
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
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.
Lesson Summary
You will learn to make a plausible explanation for Julia Stoner's death based on relevant evidence from 'The Adventure of the Speckled Band'.
Key Notes
- It is likely that Julia Stoner's death has a sinister explanation to it
- Doctor Roylott is a suspect in the death of Julia Stoner as he has a clear motive
- There are several pieces of evidence to consider in the case
- Holmes must weigh up the evidence to make a plausible explanation about what happened to Julia Stoner
Vocabulary To Learn
- Sinister: If something is sinister, it is evil or harmful.
- Plausible: A plausible explanation for something is a likely or fair reason for something.
- Suspect: A suspect is a person thought to be guilty of a crime.
- Motive: A motive is a reason for doing something.
- Guilty: A guilty person is a person that is responsible for a wrongdoing.
Common Mistakes To Avoid
- Each piece of evidence can be looked at in isolation when thinking about the crime.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
It is likely that Julia Stoner's death has a sinister explanation to it. Doctor Roylott is a suspect in the death of Julia Stoner as he has a clear motive.
2. Define this language term and use it in a sentence. 'Sinister'
If something is sinister, it is evil or harmful.
3. Correct this common English misunderstanding.
Mistake: Each piece of evidence can be looked at in isolation when thinking about the crime. Correction: Question your students' explanations to help them acknowledge where they have failed to consider certain pieces of evidence.
More Lessons In This Unit
- 'The Speckled Band' and 'The Boscombe Valley Mystery': a written comparison Study Guide
- 'The Speckled Band' case: concluding newspaper articles Study Guide
- 'The Speckled Band' case: writing a newspaper article body Study Guide
- Analysing atmosphere and character in 'The Speckled Band' Study Guide
- Analysing Dr. Roylott in 'The Speckled Band' Study Guide
- Analysing Helen Stoner's presentation in 'The Speckled Band' Study Guide
- Analysing John Turner from 'The Boscombe Valley Mystery' Study Guide
- Comparing 'The Speckled Band' and 'The Boscombe Valley Mystery' Study Guide
- Comparing the victims in 'The Speckled Band' and 'The Boscombe Valley Mystery' Study Guide
- Creating newspaper headlines and subheadings Study Guide
- Making predictions about 'The Speckled Band' mystery Study Guide
- Making predictions about Sherlock Holmes Study Guide
- Planning a newspaper article about the solved case of 'The Speckled Band' Study Guide
- Reading 'The Boscombe Valley Mystery' Study Guide
- Reading about Stoke Moran and analysing atmosphere in 'The Speckled Band' Study Guide
- Reading and summarising the conclusion of 'The Speckled Band' mystery Study Guide
- Solving 'The Boscombe Valley Mystery' Study Guide
- Using rhetorical devices in newspaper articles Study Guide
- Writing an argument about Dr. Roylott from 'The Speckled Band' Study Guide
- Writing the opening of an article on 'The Speckled Band' case Study Guide
- Writing your own newspaper article about Sherlock Holmes Study Guide
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