1. In your books please write down:
What knowledge of detective stories do you have that could be useful in this lesson?

2. Online Stopwatch.

3. Detective Fiction
Lesson Aim: To identify key features of crime writing create your own piece of original detective fiction.

4. Detective Opening Vocabulary Adventurous
Key Words:
The key words we are using today are: Can you work out what these words may have to do with the lesson?
Detective Opening Vocabulary Adventurous

5. Word Bank. Level 6: Perpetrator- someone who commits a crime.
Crime- The problem, the crime that has happened e.g. a murder.
Detective – Person solving the crime.
Puzzle- You cannot work out the clues.
Strange – It is not normal.
Odd- A bit weird.
Level 5:
Mystery-Something unknown.
Unusual-Different, strange.
Evidence- Information, proof.
Puzzling- Confusing
Investigation-Exploring, looking into ideas.
Level 6:
Perpetrator- someone who commits a crime.
Incriminating- incriminating evidence that is proof of being involved in a crime.
Suspicious- Unusual behaviour.
Devious- Unfair and dishonest behaviour.
Perplexing-Confusing, worrying and strange.
EXTENSION: Add more words to your word bank sheet that fit the detective fiction style of writing.

6. Look at examples ISLE – In groups look at the examples…
Think about the following:
Detective
Opening
Vocabulary
Adventurous

8. What do you think makes a really good story opening for a piece of detective fiction? Please write down your ideas.

9. Story Opening Description of a character. Description of a setting.
Description of a character and setting.
Action.
Dialogue (speech).
Question.
Statement.

10. Task 1: Individual work
To create an original opening of two paragraphs for a piece of detective fiction based on the pictures in the next slide.
You are writing as the detective about a mystery that needs solving…

12. E.g.
Bored and tired, I sat in my office on my tatty old leather chair. Suddenly the phone rang, the rings echoed around the room...
I said
I thought
What I did
I pounded down the stairs, fumbling for the keys in my pocket. I quickly found them and pushed the button to open the car…
As I arrived at the spooky old mansion the rain was lashing against my windscreen creating a deafening symphony of fear, adrenaline and danger…
My mind was racing as I stepped out into the misty night air….

13. The extract. What did you like about the extract?
What could be added to it or taken away (improved)?
Now write your own opening…

14. Activity 2: Groupwork Key features of a mystery story
A central protagonist (main character)
Unusual settings (locations)
Plot (the events of the story)
Clues
Red herrings (false clues to distract the reader
A beginning, middle and an end.
In small groups, read your allocated story from the ISLS and identify as many of these key features as possible.
(Sherlock)
(others)
2) Now look at the song lyrics provided on the ISLE (Hurricane and Delilah) and do the same. How are songs different / similar to the stories?)
Extension: Can you find any literary devices in the stories / songs?

15. Task 3:Individual work Now you are going to use your opening (or start afresh) and write either a full short story or a poem or song based on what you have learned today. Use the planning documents to help you.
Who is your story about?
Where is it set?
When is it set?
What is going to happen?
What will be the plot twist?

16. WRITING

17. Peer Assessment. Swap books with someone else.
SIR mark their work (Strength & Improvement).
Try to give them a level between 4-6. Use the objectives at the end of this slide show to help you.
Extension: Add a new paragraph to your partner’s work.

18. Extension: Start to make the changes suggested to your written work.
Self Assessment.
Swap your books back, look at your grade and the comments that have been made.
Write your own response to the comments.
Extension: Start to make the changes suggested to your written work.

19. Let’s hear some examples of your story openings.

20. Learning Objectives:
All learners: (Level 4) will make vocabulary choices that are sometimes adventurous.
Most learners: (Level 5) will use a range of imaginative vocabulary in their writing.
Some learners: (Level 6) will experiment with a range of sentence structures, punctuation and varied vocabulary in their written work.

21. Level 4. I choose words carefully and use interesting vocabulary.
I think about why I am writing and who I am writing for.
I can use paragraphs, capital letters, full stops and other punctuation correctly.

22. Level 5.
I adapt my writing for purpose (why I’m writing) and audience (who I’m writing for).
I try hard to interest my reader.
I make imaginative word choices and make my writing interesting and clear.
I use punctuation for effect.
I use paragraphs, punctuation and capital letters well.
I try to make all parts of my writing strong and interesting.

23. Level 6.
I can adapt my writing for the purpose of the task (why?) and the audience (who?).
I use a range of vocabulary to make my writing interesting and effective and make careful choices about the words I use.
I punctuate and spell correctly.
I think about the layout of my work.