Fiction genre planning

Literacy Year 6: Autumn – Weeks 1-3 Narrative: Unit 1A Fiction Genres
Objectives Text/Speaking/Listening Word/Sentence Independent group activities Outcomes
You will need Short: a book of very short stories (OUP 0192781480) and a book of detective stories, e.g. Detective Stories chosen by Philip Pullman (Kingfisher
0753402343). Start reading Detective Stories on Monday outside the literacy hour, and continue throughout the unit, reading a different story each day.
Week1Monday
Main focus: understanding
concept of fiction genre.
8. Read and discuss
personal reading with
others, including in pairs &
groups.
1. Use the techniques of
dialogic talk to explore
ideas.
8. Compare how writers of
different genres present
experiences and use
language.
Start the session in a bit of a fluster! Catastrophe! A
single page has fallen out of each of the books in my
fiction collection! Pin up on board & work together
with the chn to read each extract aloud (see plan
resources) – discuss what genre of anthology the chn
think each extract could have come from (encourage
discussion with the person sat next to them) & match
to the possible front covers provided! Discuss how
they made their decisions & what gave them the clues
to the genre. Which of your books would be their
choice of a ‘top read’? Are they mad on science
fiction? Can’t get enough of animal stories? Or an
expert on all things humorous? Launch the discussion
into their favourite genres to read.
Easy
Working with
teacher, chn discuss
their reading
preferences. Give
each child time to
speak and encourage
good listening. Then
each child creates a
book flag (see plan
resources). Can they
give a good reason
for their choice of
genre? TD
Medium/Hard
Chn work in pairs or threes to discuss
their own reading. Try to group chn who
like the same genre. They should discuss
what types of fiction they prefer reading
& talk about a book in this genre that
they have really enjoyed. Each group then
makes a book flag – a flag with the names
of books they have enjoyed reading & a
few phrases, which describe & sell the
genre to others (see plan resources).
Display like bunting!
Children can:
1. Begin to
understand the
concept of a
fiction genre.
2. Discuss own
fiction reading.
3. Identify a
favourite genre
& give reasons.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y6 N Unit 1A – Aut – 3Weeks

Objectives Text/Speaking/Listening Word/Sentence Independent group activities OutcomesWeek1Tuesday
Main focus: reading
short stories.
8. Read and discuss
stories with others.
7. Appraise a text
deciding on its value
and quality.
7. Understand how
writers use
different structures
to create impact.
Teach this second:
Read the first 2 stories in Short!
Ghosteses & Brainless. Which do
chn prefer? What genre is each
tale? Think back to yesterday’s
range of genres. Ghost
story/traditional tale. Read the
start of In the Back Seat – what
genre does this look like?
Domestic fiction. Read on & it
turns into horror! Explain that we
shall read a range of genres
today.
Teach this first:
Show the book Short! by Kevin
Crossley-
Holland.
Explain that
this is a book
of short
stories – very
short stories in
fact! Enlarge
the ‘Contents’
page, showing
all story titles.
Can chn tell
what genre a
story is likely
to be from its
title only?
How? Which
ones are dead
giveaways?
Which are we
not sure
about? Discuss
the power &
effect of
words chosen
for a title.
Easy/Medium/Hard
Provide copies of the book Short! and/or photocopies of
lots of the stories. Chn work in pairs/threes to read a
selection of the stories and decide to which genre each
story belongs. Explain that the publisher of this book has
been asked to reprint it, showing the stories grouped by
genre. Chn record their decisions on the provided outline,
set out as the ‘Contents’ table for the new version of
Short! (see plan resources).
TD to support Easy, reading stories aloud to them where
necessary.
Children can:
1. Understand
the concept of
fiction genres.
2. Read a
selection of
short stories
and identify
genres.

Objectives Text/Speaking/Listening Word/Sentence Independent group activities OutcomesWeek1Wednesday
Main focus: Comparing
stories from different
genres.
1. Use techniques of
ideas.
2. Make notes when
listening.
8. Compare how writers
of different genres
present experiences or
use language.
9. In non-narrative,
establish balance and
maintain viewpoint.
10 Use paragraphs in
writing.
Ask chn to think back to the
different stories they have
now read or heard from
Short! Can they suggest 2
of these stories that are
completely different and
belong to different genres?
In what ways could we
compare our chosen stories?
One at a time, invite chn to
open an envelope & read out
a ‘Spot The Difference’
prompt card (see plan
resources – copy & put one
in each envelope). Before
sticking up on board, discuss
how each card’s advice can
help us make a detailed
comparison of the stories.
Read Ouch (p24) & then A Bit
of Commonsense (p48). They
both belong to the traditional
tale/fable genre, but how do
they differ? Point out that
Ouch is written largely using
dialogue (direct speech).
Whereas ABoC is written
mainly in prose, reporting what
happened. Discuss difference
it makes: dialogue gives an
immediate feel, whereas a
reported story gives more
distance… Together, draw out
the ways in which punctuation
differs in these stories. (This
sentence level work will relate
to the punctuation prompt
card at the start of the
session.)
Easy/Medium
Provide copies of the book Short!
and/or photocopies of lots
of the stories. Chn choose 2
contrasting stories & work
with a talking partner to
discuss these, using the
suggested headings (see
plan resources). They then
write a comparison, grouping
points made using
paragraphs. TD
Hard
Chn choose two
short stories &
compare, writing a
comparison
referring to the
different genres.
Their writing should
be set out in clear
themed paragraphs –
each addressing one
aspect.
Children can:
1. Compare two
short stories
giving reasons
for opinions.
2. Begin to
relate story
style to genre.
3. Use
paragraphs to
organise writing.
Plenary
Discuss chn’s comparisons. How does the genre affect the
story? Point out that stories in different genres are written
in different ways. Begin to recap on & establish features of
different genres.
Week1Thursday
Main focus:
Discussing ideas for
short stories.
dialogic talk to
explore ideas &
issues.
8. Read and discuss
personal reading with
others.
8. Consider how writers
of different genres use
language.
Read back cover & preface of Short! What do chn think about
the length of a story? Do all stories need to be long? How
short can a story actually be? What must it include? Is there
an ideal length? What might it depend on? What might short
stories do that longer stories do not & vice versa? Display &
read the shortest story from collection: Talk About Short. In
one complex sentence, author sets the scene, a mood, hints of
a character & throws in a mystery! Have a go at verbally
creating a sense of intrigue in very few words – it’s extremely
difficult! Explain that chn will be writing their own Short
short story in their preferred genre – in no more than 150
words! Will they take the challenge? Time to share some
ideas…
Easy
Chn discuss good story
content and ideas for their
short story with an adult.
Oral stories should be kept
simple… but something must
happen or a problem/mystery
introduced. (Needs adult)
Medium/Hard
Chn work in pairs with a
talking partner to discuss good
story content & ideas. It is
helpful to discuss what can be
‘left out’ – e.g. setting detail,
character development…
TD extend Hard
Children can:
1. Discuss with a
partner ideas
for their own
very short story.
2. Be aware of
the genre of the
story they are
planning.Plenary
Turn down the lights, shut the curtains & gather in a circle to
‘try out’ chn’s ideas for short stories… Encourage chn to judge
whether ideas will work… or need further development. Offer
ideas to help one another in this oral planning stage.

Objectives Text/Speaking/Listening Word/Sentence Independent group activities OutcomesWeek1Friday
Main focus: Planning a
short story.
7. Understand how
writers use different
structures to create
coherence & impact.
9. Set own challenges
to extend
achievement and
experience in writing.
9. Use different
narrative techniques
to engage & entertain
the reader.
11.Express subtle
distinctions of
meaning [in opening
sentences].
Enlarge & display Who’s Who? Read aloud to the class and then
ask a confident child to read it aloud a second time. What are
the chn’s responses to this story? How does the content relate
to the title? (Remind them that an effective, relevant title will
be needed for their own stories.) Discuss the structure of this
short story – annotate the copy to show the opening and how it
quickly sets the scene, introduces character & launches the
story. Talk about important lines to the story, e.g. ‘That’ll teach
them, thought Jack…’ which give us a clue of what direction the
story might be going & hint at what might happen. Jack is out to
prove that his friends are silly believing in ghosts… so the twist
in the tale is the question over the girl who was ‘drifting’. Was
she a ghost or another of his friends tricking him? Discuss how
the conclusion of the story ties up the building storyline. The
structure of a short story needs to be tight and sharp… even
more so than in a longer story – and this will be the challenge
for them to recreate in their own stories! (especially in the
maximum 150 words allowed!)
Easy/Medium/Hard
Chn plan and begin to sketch out their written short story.
They should ensure that their story grabs the reader’s
attention from the start, builds using a clear structure and
has a convincing ‘middle’ (either involving a problem, mystery
or something to be solved). Stories should be brought to a
convincing ending – either one that involves a twist, shock or
humour! (Endings will be looked at in more detail on Monday –
when they will also get the chance to complete their writing
and publish their Short! Creations)
Children can:
1. Plan a very
short story.
2. Use a simple
story structure.
3. Be aware of
story genre.
Plenary
Invite chn to read aloud their opening sentences/phrases to
their short stories. Whose opening captures our interest
immediately & has us waiting expectantly for the next line?
Offer constructive criticism for making these ‘story launches’
even better!

You will need to have read several Detective Stories for this week’s work. In particular you need to have read The Speckled Band by Arthur Conan Doyle.
Week2Monday
Main focus: Writing a
short story.
7. Understand how
writers use diff
coherence & impact.
to extend achievement
and experience in
writing.
9. Use different
narrative techniques to
engage & entertain the
reader.
12. Use ICT to present
text.
How important is the ending to a short story? Why? Return to
some of the short stories shared from Short! last week and
remind yourselves of how they ended. Do all short stories bring
the narrative to a firm conclusion? Why is an element of
intrigue, fun, the unexpected or even shock important in such
stories? Using the provided copy (see plan resources), display
and read aloud the short story Boo! with the ending removed.
Ask chn for ideas of how they would end this story. Now display
the provided alternative end lines for the story. In turn, discuss
the different effect they have on the story/twist on the
ending. Which do the chn like best & why? Which do they think
is the actual ending of the story? Encourage chn to think
carefully about the planned endings of their own short stories &
the effects they achieve. Could they alter them for more
impact? It’s not too late to make a change! We want the best!
Easy/Medium/Hard
Chn complete their short stories planned last week. They check
that the total number of words does not exceed 150 and make
sure that they have created an effective ending. Encourage chn
to swap with a ‘checking partner’ to iron out any problems with
clarity, punctuation or spelling.
Children can:
1. Structure
and write own
very short
story.
2. Be aware of
story genre.Plenary
Allow chn time to word-process their short stories and perhaps
add a small illustration.
Publish the stories as a new class book of Short! If possible, ask
the chn to help group them by genre and create a ‘Contents’ table
to reflect this.
Week2Tuesday
Main focus: Discuss
features of
detective stories.
8. Read extensively
& discuss texts
with others.
1. Use the
techniques of
dialogic talk to
explore ideas &
themes.
8. Consider how
writers of a
particular genre
present
experiences and
use language.
Re-read the start of The Speckled Band by Arthur Conan
Doyle (You must have read the complete story to the class
already). Discuss what type of story this is – Detective
fiction. Ask chn if they have read other detective stories
to themselves. Which detective stories have they enjoyed
hearing read to them (particularly by you)? Discuss & list
classic features of this genre of fiction: detective
(sometimes working under an alias) - often has a partner, a
crime committed, various suspects, mysterious
circumstances, all not as it seems, suspicious characters…
something to be solved! Explain that these kinds of stories
are often know as ‘Whodunnits?’ as obviously we have to
work out ‘who done it’ – i.e. Who committed the crime?
Have the chn ever watched a detective film or TV
programme, such as a Sherlock Holmes, Agatha Christie,
Poirot, Columbo, Murder She Wrote, Clue, The Pink
Panther, etc? Discuss why this genre makes such good
watching! We all like to think that we are amateur sleuths!
Easy
In response to hearing you read
The Speckled Band, the chn write
a simple email on the provided
outline (see plan resources) to a
Hollywood Film Director, explaining
why this story is just the perfect
theme for turning into a film! They
should talk about the exciting
elements of a detective story and
why this will make great watching!
(With adult help)
Medium/Hard
As for others, chn talk in groups,
then write an email to a Hollywood
Film Director extolling the
virtues of turning The Speckled
Band into a new film sensation!
However, these groups would be
expected to not only draw out the
best features of detective
genres, but make reference to
specific scenes & characters
from the story that they have
creative ideas for. TD
Children can:
1. Begin to
identify
features of
detective
stories.
2. Discuss in a
group and make
notes.
3. Structure
and write an
email to
communicate
information.Plenary
Why not find out a little more about Sherlock Holmes & his creator,
Arthur Conan Doyle? Take a virtual tour of the detective’s infamous
study overlooking Baker Street, at the Sherlock Holmes Museum @
http://www.sherlock-holmes.co.uk/ - keep your eyes open for his
deerstalker, calabash pipe, violin and magnifying glass!

Week2Wednesday
Main focus: Watch a
film & make notes on
its genre features.
2. Make notes when
watching or listening
for a sustained period
and discuss how note-
taking varies.
10. Use varied
structures to organise
text coherently, e.g.
taking notes.
Explain that today’s lesson will be watching a film version
of a detective story. This can be any film you think
suitable for your class (…but is probably determined by
what you have access to! The local library is usually a good
source.) Do check appropriateness of content & length &
make sure you have watched it beforehand. Examples
would include a Sherlock Holmes story (e.g. Jeremy Brett
TV series), a Miss Marple or other Agatha Christie… or how
about the new feature film Nancy Drew, which is targeted
at this age range (launched in June 2007)? Remind chn of
key features of detective fiction to look out for!
Easy/Medium/Hard
Invite chn to The Detective Club’s weekly showing of a detective film!
Make it into a bit of an event by displaying a poster in the classroom
when the chn come in that morning & distributing membership cards &
tickets (see plan resources). Provide every child with the ‘Detective
Club’ notebook page (and clipboard, if possible) on which they will be
asked to make notes relating to the film’s detective(s), crimes,
suspects and conclusion. Explain that all members of the Detective
Club are required to share their expert opinions after all film
showings… so they will need to take notes in order to create a written
report in tomorrow’s lesson!
Children can:
1. Identify
features of
detective
fiction genre in
a film version.
2. Make
effective
notes.
Week2Thursday
Main focus: Write a
film review.
10. Structure, shape
and organise text.
9. In non-narrative,
express viewpoints.
11. Express subtle
distinctions of
meaning by
constructing
sentences in varied
ways.
Welcome back ‘Detective Club’
members! So… what did you think
of yesterday’s film offering? Allow
chn to share initial thoughts about
the film as a whole, before guiding
discussion into specific comments
relating to film’s style, detective
character, interest level of crime,
originality, etc. Explain club
members are experts in this genre,
so the chn’s reviews will need to
really draw out its key features.
So how do we write a film review?
Share the example (see plan
resources). Discuss & annotate the
sheet to draw out aspects of its
layout, content, style and language
used. Draw particular attention to
specific sentences, discussing how
the punctuation is crucial to helping
us understand the way in which the
writer wants us to interpret the
meaning of the sentences.
Easy
Provide chn with a writing
scaffold (see plan
resources) in which they
create a film review for
the next edition of the
‘Detective Club
Newsletter’. They should
make good use of their
notes. TD
Medium/Hard
On provided frame (see
plan resources), chn
compose a film review for
the Detective Club’s
Website. They make
effective use of their
notes, present a coherent
& well-organised text &
aim to use a range of
sentence structures.
Children can:
1. Write a
considered film
review.
2. Refer to
features of the
film genre.
Plenary
Swap reviews with other club members & read!
Week2Friday
Main focus: Discuss
and plan a character.
7. Understand how
writers use diff ways
to create characters.
3. In group
discussion, use a
variety of ways to
criticise
constructively &
respond.
Explain to chn that, as ‘Detective Club’ members, they will try their hand
at becoming an author & writing their own detective story… so we need to
find out more about central ‘detective’ characters from world of
detective fiction. Can chn name any famous fictional detectives? List on
f/c, e.g. Sherlock Holmes, Sam Spade, Poirot, Inspector Morse, Inspector
Clouseau, Miss Marple, Nancy Drew, Charlie Chan… Share info sheets
about famous detectives (see plan resources). What can we find out about
their character, creator & books they’ve starred in? What makes a good
detective character? How does the author make them memorable &
interesting? Do any of these have a partner? E.g. Sherlock Holmes &
Watson, Inspector Morse & Lewis… note that their accomplice is never as
‘sharp’ as they are! Do the chn have ideas for a detective for their story?
Easy/Medium/Hard
Drawing on what they’ve learned about successful
detective characters, chn create a character profile
for their own detective character to star in their story
- on provided frame (see plan resources). What will
make their detective suit the part, solve the crime &
stand out among the crowds?
Children can:
1. Plan a
detective
character
drawing on
features of
detectives in
other examples
of the genre.
2. Take part in
critical
discussions.
Plenary
Split chn into ‘talking partners’ to present & discuss
new detective characters to one another. Are they able
to make good, constructive, critical suggestions? Is
their partner able to take criticism & respond
appropriately?

Continue your reading of good Detective Stories throughout this week’s work – the more examples the chn hear, the more their own writing will be inspired!
Week3Monday
Main focus: Plan a
detective story.
to extend achievement
& experience in
writing.
7. Know how writers
use diff structures for
effect.
ideas.
Recap on the key features of good detective stories… Ask
chn how well they think they can build such features into
their own detective stories? Have they started to think of a
mystery that their newly created detective could be
involved in? Present the following scenario & suggest most
chn use it as a springboard for their own detective story:
Their detective is called to the house of a famous person,
who has had something of value stolen. There is no sign of a
break-in, so it’s an inside job. There are 3 possible
suspects… Talk about ways that the scenario could be
adapted, but explain how helpful it is to start with a clear
idea!
Easy
Chn start to plan their short
detective story, using the grid
provided (see plan resources).
Encourage them to ‘think aloud’
whilst planning. (With adult
help)
Medium/Hard
Chn plan own detective story on
scaffold (see plan resource), by
jotting down notes. They should
consider how story plot builds &
a good structure is achieved. TD
Children can:
1. Discuss and
begin to plan
own detective
story.
2. Use features
& structure of
detective story
fiction.
Plenary
Chn talk through detective story plans. Discuss critically whether
ideas are appropriate for the genre & will flow well into a narrative.
Week3Tuesday
Main focus: Begin to
write own detective
story.
9. Use different
to engage reader.
9. Select words and
language drawing on
their knowledge of
literary features.
Read the openings of a range of detective stories from the
collection. Which do chn like best & why? How do they differ
in technique & style? Ask chn to consider how they will start
their own stories. Share some ideas to assist. Now consider
how the story might continue. How much dialogue would chn
want to use? What key parts of story might dialogue occur in?
E.g. Detective discussing suspicions, suspects being
interviewed, the evidence being presented. Talk about effect
that dialogue has on a story & its pace; suggest chn use a wise
balance of narration & dialogue. Share list of ‘Detective
Vocabulary’ (see plan resources) that may be useful in
creating an authentic detective style.
Easy/Medium/Hard
Chn continue to work on their short detective story, making sure
that they have a clear story plan. Today they will decide how to
begin their story and then will start writing it. How will they set
the scene, bring in their detective character and establish the
puzzle? Will the detective have a partner – if so, what role will they
take… maybe interviewing suspects? TD to circulate, question &
advise
Children can:
1. Start
writing own
detective
story.
2. Draw upon
features of
detective
stories read.Plenary
Ask chn to describe one of their suspects. Do they sound
suspicious? What characteristics could be added to make them
more effective? Does their name suit the genre?
Main focus: Write
own detective story.
9. Use different
to engage reader.
Invite chn to read aloud stories
so far. Do these introduce the
story well? Can we visualise their
detective… how does their
character emerge? How do chn
plan to continue writing? Focus on
Enlarge & read first 2pp
of It’s A Hard World.
How is each paragraph
connected to next one?
Look carefully at purpose
of each & find phrases
Easy/Medium/Hard
Chn continue writing their detective stories, making good use of
narrative techniques to create the ‘middle’ of their stories & keep
the plot moving forward. If able, chn should be writing in
paragraphs to achieve the effects discussed.
TD to support Easy, scribing where necessary
Children can:
1. Use narrative
techniques to
engage their
reader.

Week3Wednesday
9. Select words and
language drawing on
their knowledge of
literary features.
10 Use paragraphs.
11 Use correct
punctuation.
‘middle bit’ – here we have to
intro suspects & present reader
with clues & ‘red herrings’. Share
ideas for how to make this
exciting & keep reader guessing.
Chn must think how to move
narrative on…
that move the reader on,
e.g. I got up to get
away… Point out that
paragraphs split up text,
but can also increase
suspense & make us want
to read on.
2. Use
paragraphs to
split up text or
create
suspense.
Plenary
Ask chn from Hard group to read out the most exciting parts of
their stories so far. Have they been able to use paragraphs for
effect? Do ‘cliffhangers’ keep us waiting expectantly for what
comes next? Offer constructive feedback.
Week3Thursday
Main focus: Write
own detective story.
9. Use different
to engage reader.
9. Select words and
language drawing on
their knowledge of
literary features.
11 Use correct
punctuation.
6. Use a range of
appropriate
strategies to
proofread and edit.
12. Use ICT to
present text
effectively.
Teach this second:
Discuss what constitutes a good
ending to a detective story. Have
chn thought about how they will
end their detective story? Will
the plot reach a rewarding
conclusion? Will the reader be
satisfied that all aspects of the
mystery are solved? Display copy
of final 3 paragraphs of The
Speckled Band, from ‘I had,’ said
he…. (see plan resources). Discuss
how many detective stories end
with a monologue from the
detective, explaining their
reasoning for solving the crime.
Who will say final sentence of
their story? The detective,
partner, criminal, narrator?
Teach this first:
With the child’s
permission, enlarge a
good example of a story
that is being written well.
Give lots of positive
praise for what they have
achieved so far. Model
how we can read back our
own writing & make
corrections to
punctuation, grammar &
spelling to improve its
clarity & ensure the
story flows well. Point out
effective examples of
complex sentences &
paragraphs.
Easy/Medium
Chn work hard to finish writing
their detective story, using all the
good techniques they have learned
about detective fiction. Which
words and phrases will they use to
create an atmosphere, keeping the
reader puzzled and interested?
Finally, how will the ‘Whodunnit?’ be
revealed and the story brought to a
close?
TD with Easy group
Hard
Chn complete their stories
ensuring that their
detective acts ‘in character’
throughout and especially
that the end brings the plot
to a satisfactory conclusion.
Do the chn leave their
reader wanting to read more
stories about this fictional
detective character? (Can
they feel a sequel coming
on…!!)
Children can:
1. Complete
their own
detective
story.
2. Devise an
appropriate
ending for their
story.
3. Begin to
proofread and
edit.
Hard
4. Use approp
characterisation
techniques.
5. Present
written work
using ICT.
Plenary
Once chn have completed their stories, you will want to publish
these as a class collection. Find time for chn to word process their
stories if possible and publish these as ‘The Detective Club’s
Anthology of Detective Stories’. You could also record the chn
reading their stories, for others to playback and listen to. Can they
add mystery and menace to their voices?
Week3Friday
Main focus:
Recapping on main
features of
detective fiction
genre.
7. Understand how
writers use different
As a fun way to bring this block to a close, introduce some
well-loved, whacky – but nevertheless young detectives from
the cartoon scene! Show the chn an episode of the Scooby
Doo cartoon series. Before you start, ask chn to look out for
key features that they have learned about detective fiction
genre & structure… interesting openings, setting the scene
and problem, characters of the detective(s), clues & red
herrings and finally solving the crime & explaining how they
Easy/Medium/Hard
Chn take notes to complete the differentiated ‘Scooby Doo
Detective Spotter’ sheets (see plan resources). They make notes
about key parts of the Scooby Doo episode, drawing out its
detective elements, crime to be solved, clues, suspects, evidence,
conclusions, etc. You might like to PAUSE the episode at a crucial
point just before the ending, to see whether the chn have solved
the mystery & can explain their reasoning to ‘Whodunnit?’
Children can:
1. Draw out &
revise the main
features of
detective
fiction.
2. Understand
the importance

coherence & impact.
2. Make notes when
watching & listening
for a sustained period
of time.
worked it out (watch out for the use of explanations &
flashbacks at the end!). Through writing their own detective
stories they will have realised how important a clear structure
is to such a story. Talk through the provided spotter sheets
to complete while watching…
of clear
structure in a
narrative.
Plenary
Celebrate the success of your solving of the ‘Scooby Doo’ mystery
(…if it hadn’t been for those pesky kids!) with some well-deserved
Scooby snacks, whilst plotting a simple ‘story map’ of the episode’s
detective narrative structure on the board!
Scroll down for Success Criteria and book and website lists
Success criteria for the block – these should be selected & adjusted to match the specific needs of the class being taught.
Easy Medium Hard
• Know that there are different genres of
fiction & recognise some features.
• Talk about own reading preferences.
• Compare two different stories.
• Comment on short stories.
• Know that the structure of a story is
important.
• Share ideas as part of a group.
• Start to make critical comments.
• Create a simple story plan, following a
guided structure.
• Write a detective story following own plan.
• Use some features of detective fiction.
• Include an interesting event in own story.
• Create a suitable detective character.
• Construct clear sentences.
• Choose apt & interesting words.
• Express ideas in non-narrative text.
• Make simple notes as reminders of
information.
• Check own work against provided criteria.
• With help, use ICT to present text.
• Recognise different genres of fiction &
identify key features.
• Discuss own reading preferences.
• Compare short stories with reasoning.
• Give opinions about short stories.
• Recognise the importance & effect of clear
narrative structure.
• Make useful contributions to group discussion.
• Participate in critical discussions.
• Plan a story, using a clear narrative structure
& plot-line.
• Write detective story making good use of plan.
• Make good use of features of detective
fiction.
• Use different narrative techniques for
interest.
• Create a convincing detective character.
• Construct sentences in varied ways.
• Select words for appropriateness & effect.
• Express ideas clearly in non-narrative text.
• Make clear notes of key information, while
listening in a sustained way.
• Confidently identify different genres of
fiction & know their key features.
• Give reasoning for own reading preferences.
• Carry out effective comparison of short
stories.
• Appraise short stories effectively.
• Know that clear narrative structure creates
impact & coherence.
• Make useful contributions to group discussion.
• Play an active part in critical discussions.
• Create an effective story plan, taking into
consideration good plot development.
• Write detective story making good use of plan.
• Write in authentic & convincing detective
style.
• Use diff narrative techniques with confidence.
• Create a convincing detective character.
• Use varied sentence structure for effect.
• Select words & language for literary effect.
• Express viewpoints clearly in non-narrative
text.
• Make effective notes of key information,

• Use strategies to check coherence of own
work.
• Use ICT independently to present work.
varying note-taking to suit task.
• Use reliable strategies to proofread & edit.
• Use ICT effectively to present & publish work.

Books:
Short! A Book of Very Short Stories by Kevin Crossley-Holland (OUP 0192781480)
Detective Stories selected by Philip Pullman (Kingfisher 0753456362). This book has now been re-titled under the name Whodunnit? Utterly
Baffling Detective Stories by Philip Pullman (Kingfisher, ISBN: 978-0753415306) or another collection of suitable detective stories.
The Speckled Band by Arthur Conan Doyle (included in Philip Pullman’s collection)
Websites
http://en.wikipedia.org/wiki/Detective_fiction
Very useful background information on features of detective stories & famous fictional detectives.
All you need to know! Highly recommended reading to get you up to speed on this genre!
http://en.wikipedia.org/wiki/The_Adventure_of_the_Speckled_Band
Useful information about the background & summary of this legendary detective story.
Also has a link to enable you to download & listen to an ‘Old Time Radio’ retelling of the story.
http://www.sherlock-holmes.co.uk/
Website for the Sherlock Holmes Museum, 221B Baker Street, London (of course!)
Go on a virtual tour of Holmes’ famous study; find out more about his author & creator.
http://www.funny-games.biz/sherlock.html
Join Sherlock Holmes in this fun investigation into ‘The Case of The Silver Earring’. Do you have what it takes to be a real detective?
Play the game and find out!
http://www.filmsite.org/mysteryfilms.html
Helpful list of examples of Detective films available - ensure that you select one with suitable content.
http://nancydrewmovie.warnerbros.com/
Home page for the new Nancy Drew movie – premieres in cinemas in June 2007.
The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust and to the best
of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton
Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to
verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.

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