This is the third in a little sequence of lessons that I’ve planned for my year 9 to begin to launch them on their GCSE work. It uses an extract from Agatha Christie’s “And Then There Were None”. The other lessons in the sequence use the extracts chronologically so that the first excerpt focuses on Vera Claythorne on the train, the second on the guests’ (victims’!) arrival on Indian Island and this one, the third, looks at three of the guests as they wait for dinner to be served on their first night. The lesson is intended to embed for the pupils the importance of not merely picking a method, naming it, referring to it and stating that it contributes to a feeling of dread. They must be able to explain HOW and WHY the feeling of dread is created. Differentiation is provided in that the pupils are asked to choose whether they will focus on language or structure. The final slide takes them through the structure of their answer, step-by-step with some questioning. Depending on the ability of the class, this questioning could be used to scaffold a simple model or could be extended to tease out a range of ideas.