Scheme of work: Sir Arthur Conan Doyle’s Hound of the Baskervilles
English Groups: 3.3 and 4.2
Details of lesson
FS Criteria
Week 1
Assessment: Writing: Students are to complete a free
writing exercise about what they did over the school
holidays and what they are looking forward to in the year
ahead.
Assessment: Reading: The Myth of King Midas and the
Gold and associated questions.
SPAG assessment: Students will be assessed in spelling,
punctuation and grammar.
Week 2
LO: Identify a
specific genre.
Starter activity
Students are to be introduced to the book we will be
reading: The Hound of the Baskervilles.
E3: Follow the main
points of discussions
L1: Make different
kinds of contributions
to discussions
What do you know about the Hounds of the Baskervilles? L2: Present information
What genre does this book belong to? What kind of things and ideas clearly and
persuasively to others
might happen in the story?(Crime, Gothic Horror ,
Legends)
Who is the main character? (Sherlock Holmes)
What makes a good detective? (logical, clever, tenacious,
sensible…)
Students are to think of as many famous detectives as
possible. Do they have anything in common?
Main activity
Students are to read chapter 1: Mr Sherlock Holmes.
Plenary
Who is telling the story? (Watson)
Why do you think Conan Doyle used Watson’s perspective
rather then Sherlock Holmes? (to create an air of
suspense/not knowing as felt by the reader)
Is the language used different to a modern text? (Yes as
this book was written in 1901)
Why are the stories of Sherlock Holmes still popular
today?
LO: Create a
character
profile.
Starter activity
Which characters can we recall from chapter 1?
Students will be asked to stick a picture of Sherlock
Holmes and Dr. Watson into their books; students will
annotate a description the characters using adjectives
and phrases from the text. Further details will be added
to throughout the reading of the book.
Main activity
Read chapter 2: The Curse of the Baskervilles
Students are to use their annotations of Sherlock Holmes
and Dr. Watson to create a set of character profiles.
Students can share their profiles and add to their own if
information is missing from their descriptions.
Plenary
E3: Check work for
accuracy, including
spelling
L1:Use language,
format and structure
suitable for purpose
and audience
L2: Use a range of
writing styles for
different purposes
This chapter ends with the line from Dr. Mortimer: ‘Mr
Holmes, they were the footprints of a gigantic hound!’
Why does Conan Doyle end the chapter this way?
(to create tension and suspense, to make the reader want
to read on)
LO: Make
predictions for
the story.
Starter activity
Students are to recall details of chapters and 2 and make
predictions for the story.
Main activity
Students will read chapter 3: The Problem
What key events have we learned?
What techniques does Sherlock Holmes use in the story?
What writing techniques does Conan Doyle use in his
writing?
Week 3
E3: Give own point of
view and respond
appropriately to other's
point of view
L1:Make different kinds
of contributions to
discussions
L2: Present
information and ideas
clearly and
persuasively to others
LO: Create a
Students will write a summary of the story so far using
summary for
either a paragraph of writing or bullet points. Include the
the story so far following:
• The victim
•
Cause of death
•
Scene of the incident
•
Victims movements prior to death
•
Significant clues
Differentiated: Print off worksheet ‘story of the curse’
students to work through with tutor. Answer associated
questions to check understanding.
Plenary
Read aloud the paragraphs and lists depicting the story so
far.
What questions who you ask and to whom?
E3: Sequence writing
logically and clearly
L1:Use language,
format and structure
suitable for purpose
and audience
L2: Use a range of
writing styles for
different purposes
Students are to be given 10 spellings to learn over the
weekend. They will be tested Monday.
LO: explain
how the
author builds
tension.
Starter activity
Spelling test.
Main activity
What is tension?
What is anticipation?
Why is it this important in a crime/thriller story?
Power point chapter 4: Tension and anticipation.
Students are to either write down or give verbally their
definitions of tension and anticipation. They will then use
dictionaries to find an accurate definition of the terms.
Class reading of chapter 4: Sir Henry Baskerville.
Plenary
E3: Use organisational
features to locate
information
L1:Identify suitable
responses to texts
L2: Analyse texts in
relation to audience
needs and consider
suitable responses
Give examples of where tension was used in chapter 4?
Differentiated: describe Sir Henry Baskerville using
adjectives.
LO: Identify
where the
author has
used tension
and
anticipation.
Starter activity
Recap on the definitions of tension and anticipation.
Power point: tension continued.
What is the difference between the two?
Main activity
Students are to look at a range of statements and gage
whether they think this creates tension or anticipation.
Students will be provided with a copy to stick into their
books and should mark along the lone between the two
options.
Extension: students are asked to find evidence of other
writing techniques within chapter 4. (similes, metaphors,
E3: Use organisational
features to locate
information
L1:Identify suitable
responses to texts
L2: Analyse texts in
relation to audience
needs and consider
suitable responses
adjectives)
Differentiated: students will be provided with a shorter
section of the text and asked to highlight words they are
unfamiliar with and find the meanings with tutor support.
Plenary
Share findings with the class.
Week 4
LO: Draw a
character
using a given
description.
Starter activity
Spelling test
E3: Understand
the main points of
texts
Main activity
L1:Identify suitable
responses to texts
Power point: tension continued (last slide)
L2: Detect point of
view, implicit meaning
and/or bias
Class reading chapter 5: Three Broken threads.
Students are to complete the following task:
Create a wanted poster of the suspect seen by the taxi
driver?
How did Sherlock Holmes react when he was told by the
cab driver that the suspect said his name was Sherlock
Holmes? (Shocked, alarmed, worried)
In your own words write down a sentence that explains
the significance of the title of the chapter – Three Broken
Threads – and what it suggests about where the story is
going.
What does the word thread relate to? (Leads/clues)
Differentiated: Draw and label the suspect in the cab.
Plenary
Students to share their completed wanted posters.
LO: Explain
how Conan
Doyle
establishes an
Starter activity
Why is it important for an author to set the scene
effectively? (imagery)
E3: Read and
understand texts in
different formats using
strategies/techniques
appropriate to the task
effective
setting for the
novel
Main activity
How would you describe the landscape around Baskerville
Hall? Write down a description using a range of
descriptive vocabulary.
L1: Identify suitable
responses to texts
L2: Identify the
purposes of texts and
comment on how
meaning is conveyed
Power point: setting the scene.
Draw a map of the moors from the description given in
the text.
Differentiated: label a picture of the Devonshire moors
Plenary
LO: Evaluate
suspects in a
case.
Students to share their work with the class.
Starter activity
Main activity
Power point; suspects/Stapletons.
Read chapter 7: The Stapletons of Merrypit House
Students are to watch a video clip of the Stapeltons and
E3: Read and
understand texts in
different formats using
strategies/techniques
appropriate to the task
L1:Identify suitable
responses to texts
complete a summary of their characters.
https://youtu.be/BxH2kXib290
Time 24.19 – 41.59 Watson arrives at Baskerville Hall
with Sir Henry Baskerville
L2: Read and
summarise, succinctly,
information/ideas from
different sources
Extension:
Students are to write an evaluation of the Stapletons and
conclude whether they are a suspect in the case.
What questions would you like to ask them?
Do you have a suspect? Justify your answer.
Plenary
Spellings for the weekend.
Week 5
LO: Write a
response to a
letter.
Starter activity
Spellings test
Main activity
E3: Sequence writing
logically and clearly
L1:Use language,
format and structure
suitable for purpose
and audience
Students are to read chapter 8: First Reports of Dr
Watson.
Worksheet: Watson’s letter and reply
Differentiated: Students will then read a copy of Watson’s
letters.
L2:Use a range of
writing styles for
different purposes
What have we found out from the letters?
What might Sherlock Holmes think about this?
Students are to complete the gapped worksheets
(Sherlock’s reply) which provide scaffolding for students
who require this.
Extension: Students are to create their own reply from
Sherlock Holmes.
Plenary
Students work to be shared with the class.
LO: Read texts
in different
Starter activity
E3: Read and
understand texts in
formats.
Why do people make lists? (to summarise lots of
information/save time)
Main activity
Hounds summary sheet. (Cut down to current point
to avoid revealing end of story)
As chapter 9: Light Upon the Moor is a particularly long,
students are to read through a summarised list of key
events. We will watch a video clip tomorrow.
Can students summarise the story so far using bullet
points?
Differentiated – tutor will support using questions and the
summary sheet.
As a class we will discuss the plot and characters.
Why is Stapleton jealous of Henry Baskervilles advances
on his sister?
What might they be hiding?
different formats using
strategies/techniques
appropriate to the task
L1: Identify suitable
responses to texts
L2:Identify the
purposes of texts and
comment on how
meaning is conveyed
Plenary
Why do we use lists? (to save time/
instructions/summarise large chunks of text)
What are the features of lists? (short, succinct, bullet
points, numbered, clear)
LO: Take part
in a class
discussion.
Starter activity
We will start today’s lesson discussing books into films.
Which do you prefer and why?
How does this link to the importance of descriptive
writing?
Main activity
This lesson we will watch a clip from the 1939 version of
Hound of the Baskervilles featuring Basil Rathbone.
https://youtu.be/BxH2kXib290 start at 41 mins covering
chapter 11: The Man on the Tor.
E3: Give own point of
view and respond
appropriately to other's
point of view
L1:Make different kinds
of contributions to
discussions
L2:Present information
and ideas clearly and
persuasively to others
The clip will cover chapters 11: Man on the Tor (41-51
mins) and 12: Death on the Moor
Students will be given a photocopy of a cartoon strip
depicting these scenes and asked to note with questions
whilst watching the video clip.
Power point 11 Return of Holmes.
Students will be asked to answer the following questions:
Why has he deceived Watson?
How does this fit in with what we already know about
Holmes’ character?
How does the revelation make Watson appear?
Why has Conan-Doyle chosen to conclude with Holmes’
words?
Plenary
Spellings.
Week 6
LO: Use
inference to
understand a
story.
Starter activity
Spelling test
Main activity
Power point: Red Herrings.
Power point 14: Describe the Hound
Chapter 13 is called Fixing the Nets.
What do you think this means? (to catch something)
What is a red herring? (false movement/trickery)
Watch video clip 51 mins 102. What examples did we see
of Sherlock Holmes using a ‘red herring’
PEE – Point, evidence, explain.
Write a paragraph explaining what a red herring is and
E3: Understand
the main points of
texts
L1:Read and
understand texts in
detail
L2:Detect point of
view, implicit meaning
and/or bias
using the example (Holmes pretending to travel back to
London) to explain this.
Power point 14: Describe the Hound.
Differentiated: Describe the hound. Look at the picture
and describe what you would see, hear, smell, feel if you
saw the hound.
Plenary
LO:
Students are to make predictions for the ending.
How do you think the story will conclude?
Starter activity
We will use this time to watch the final part of the
film.(mins 102-15)
Main activity
Reading of the last chapter of the book: Chapter 15: A
Retrospection.
Plenary
E3: Understand
the main points of
texts
L1:Read and
understand texts in
detail
L2:Identify the
purposes of texts and
comment on how
meaning is conveyed
LO: Ordering a
story.
Starter activity
Students are to recall key details of the story
Main activity
Worksheet: How it all goes down
Students will be given a copy of the worksheet How it all
goes down! This is a modern summery of key events that
uses humour to engage the reader.
Students are to write a summary of their own in their own
words.
Differentiated: the sheet How it all goes down! will be cut
up and students asked to order correctly. This task may
be completed by more able students and is an
opportunity to work in pairs/small groups.
Alternative activity: students will group read an adapted
comic book style version of the story by Chris Mould and
answer related questions. Students can cut, stick and
E3: Sequence writing
logically and clearly
L1:Present information
in a logical sequence
L2:Present
information/ideas
concisely, logically and
persuasively.
annotate the pictures into their own version of the story.
Plenary
We will conclude with a discussion of the story and the
techniques Conan Doyle used to make it such a success.
Spellings
Week 7
LO: Write a
book/film
review.
Starter activity
Spelling test
Writing a review. What is needed to write a successful
review?
(appropriate tone, structure, details, clarity, accurate
spelling and grammar, write in first person)
Main activity
Book/film review template
Students are to write a review of The Hound of the
Baskervilles. They can choose from either the book or film
E3: Sequence writing
logically and clearly
L1:Use language,
format and structure
suitable for purpose
and audience
L2:Ensure written work
is fit for purpose and
audience, with accurate
spelling and grammar
that support clear
meaning in a range of
text types.
version.
Structured support will be given to students who require
additional help. Laptops will be provided.
Plenary
LO: Write a
book/film
review.
Students to set their own target for to complete this
written review.
Starter/Main activity
Students to use the first 10 minutes to complete review.
This will be assessed work.
Extension task: Students will take part in a short quiz
about the story to check understanding.
We will watch 30 minutes of BBC Sherlock Holmes Hound
of the Baskervilles featuring Benedict Cumberbatch. 88
mins.
Starter/Main activity
E3: Read and
understand texts in
different formats using
strategies/techniques
appropriate to the task
L1:Identify the main
points and ideas and
how they are presented
in a variety of texts
L2:Read and
summarise, succinctly,
information/ideas from
different sources
E3: Make relevant
contributions, allowing
for and responding to
others' input
For this final lesson students will be given an opportunity
to watch Sherlock Holmes: Hound of the Baskervilles BBC
version and respond to questions or play games
associated with the text with peers.
L1:Present
information/points of
view clearly and in
appropriate language
L2:Adapt contributions
to suit audience,
purpose and situation