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KS3 · Year 9 - Mastery · Term 1 - Autumn · Week 5
Pages: "The Carew Murder Case" (pp. 21-25)
Lesson 1
What students do
Tone-mapping the maid's perspective; identify pathetic fallacy and irony.
Task
Two-column contrast: aesthetic frame / brutal content.
Success criteria
Names *juxtaposition*, *pathetic fallacy*; explains destabilising effect.
Lesson 2
What students do
Group discussion: what does the victim's status add to Victorian horror?
Task
Build a class conceptual reading on a shared doc.
Success criteria
Develops a peer's idea; cites social-historical context.
Lesson 3
What students do
Study Stevenson's short-sentence punch ("And next moment…"); imitation drills.
Task
Rewrite a paragraph deliberately varying sentence length.
Success criteria
Uses deliberate short sentences; explains choice in margin annotation.
Lesson 4
What students do
Introduce evaluation: how powerful and why?
Task
Paragraph evaluating murder scene's impact on a Victorian reader.
Success criteria
Uses "Stevenson's choice is particularly effective because…".
Lesson 5
What students do
30-minute timed evaluative paragraph.
Task
Evaluate how Stevenson shocks the reader in the murder scene.
Success criteria
Evaluative stance sustained; conceptual; 280+ words.
AI marking - try this with the English Hub feedback engine
Students can submit their independent paragraph to the AI feedback engine for AO-aligned commentary. Their teacher sees the same feedback alongside their own marking. The task is auto-loaded into the practice surface - students just write and submit.
Open the marking surface with this task pre-loaded →