© Smart Learning Ltd 2015 – Copying permitted for purchasing institution only. Lesson 2 Smart English: Crime and Detection “As plain as a pikestaff” Part.

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1 © Smart Learning Ltd 2015 – Copying permitted for purchasing institution only. Lesson 2 Smart English: Crime and Detection “As plain as a pikestaff” Part number 2

2 © Smart Learning Ltd 2015 – Copying permitted for purchasing institution only. Smart English: Crime and Detection – As plain as a pikestaff Lesson 2 pike·staff (pkstf) n. 1. The shaft of a pike. 2. A walking stick tipped with a metal spike. The American Heritage® Dictionary of the English Language, Fourth Edition copyright ©2000 by Houghton Mifflin Company. Updated in 2009. Published by Houghton Mifflin Company. All rights reserved.

3 © Smart Learning Ltd 2015 – Copying permitted for purchasing institution only. Smart English: Crime and Detection – As plain as a pikestaff Lesson 2 Make notes on the typical attributes of these characters a) A police detective b) A damsel in distress c) A thief d) A fraudster e) A solicitor/barrister/judge f) A pathologist For example, for a pathologist, you might include: white coat, very pale skin, wears glasses, introvert etc.

4 © Smart Learning Ltd 2015 – Copying permitted for purchasing institution only. Progress criteria: AFLevel 5 / All students can … Level 6 / Most students can … Level 7 / Some students can … [ RAF4 ] Show general awareness of why a text has been organised in the way it has Give some explanation of how some text level features help writers develop themes or ideas Consider how a text’s structure affects its meaning Comment on how organisational features help writers develop ideas and effects Explain how a text could be structured differently Discuss how the way a text is structured supports theme or purpose Show some appreciation of how writers develop ideas and effects in varied, skilful ways [ WAF7 ] Sometimes use less familiar words Choose words for particular effects Use varied and ambitious words Mostly choose words carefully so that they are right for the desire effect, purpose and audience or reader Consistently choose words that are just right for the reader and the desired effect Choose words to manipulate the reader’s response [ AF ] type text here [ AF ] type text here Lesson 2 Smart English: Crime and Detection – As plain as a pikestaff Learning Objective: To explore how form and structure support meaning and effect (R4) To select vocabulary for effect and appropriateness (W7) Learning Outcome: Students write a short description of character and discuss writers' styles

5 © Smart Learning Ltd 2015 – Copying permitted for purchasing institution only. Smart English: Crime and Detection – As plain as a pikestaff Lesson 2 Exploring characterization What impression do you get of each of these characters and why? Annotate the extract to show your findings. The police detective A lean, ferret-like man, furtive and sly-looking, was waiting for us upon the platform. In spite of the light brown dustcoat and leather-leggings which he wore in deference to his rustic surroundings, I had no difficulty in recognizing Lestrade, of Scotland Yard. The damsel in distress He had hardly spoken before there rushed into the room one of the most lovely young women that I have ever seen in my life. Her violet eyes shining, her lips parted, a pink flush upon her cheeks, all thought of her natural reserve lost in her overpowering excitement and concern. Think: how do these characters compare to your own examples?

6 © Smart Learning Ltd 2015 – Copying permitted for purchasing institution only. Smart English: Crime and Detection – As plain as a pikestaff Lesson 2 How do we get impressions of characters? Extract 1 Lestrade laughed indulgently. “You have, no doubt, already formed your conclusions from the newspapers,” he said. “The case is as plain as a pikestaff, and the more one goes into it the plainer it becomes. Still, of course, one can’t refuse a lady, and such a very positive one, too. She has heard of you, and would have your opinion, though I repeatedly told her that there was nothing which you could do which I had not already done. Why, bless my soul! Here is her carriage at the door.” Extract 2 ‘The American president? Of course. I was aware of that.’ Lestrade scowled. ‘But whatever name he chose, we know exactly who he is. He is Keelan O’Donaghue. Late of Boston. You see the mark on his face? That’s a bullet wound. Don’t tell me you’ll argue with that!’ Holmes turned to me and I nodded. ‘It is certainly a gun wound,’ I said. I had seen many similar injuries in Afghanistan. ‘I would say it is about a year old.’ ‘Which ties in exactly with what Carstairs told me that we have come to the end of this whole sorry episode. O’Donaghue was injured in the shoot-out at the Boston tenement. At the same time, his twin brother was killed and came to England on mission of revenge. That much is as plain as a pike-staff.’

7 © Smart Learning Ltd 2015 – Copying permitted for purchasing institution only. How and what do we find out about characters though narrative and dialogue? Before you start the task, plan how you will approach it. How will you divide the task up? Who will be responsible for which aspects? Lesson 2