What do these words mean to you?

What do these words mean to you?
Jekyll and Hyde What do these words mean to you? LO: To be introduced to the new unit of work

Research Lesson! LO: To b introduced to the new unit of work
Next term we will be studying The Strange Case of Dr Jekyll and Mr Hyde by Robert Louis Stevenson. Your challenge today is to undertake research into the novel: the plot, it’s key characters and main themes. You must put together 1-2 pages of research by the end of this lesson – it cannot just simply be copy/pasted! I want to see information about plot, key characters and key ideas in a clear, easy to understand format. I have a clear understanding of the plot of the text I know who the characters are and can relate them to the plot of the story I have been introduced to the themes featured in the text and can link these to characters LO: To b introduced to the new unit of work LO: to have an understanding of the plot, characters and themes of J&H

What do we know? In groups you are going to create a presentation of the research you did last lesson. You will be focusing on either plot, characters or themes. (Groups and assignments on the next slide!) Everyone must present! I have a clear understanding of the plot of the text I know who the characters are and can relate them to the plot of the story I have been introduced to the themes featured in the text and can link these to characters LO: to have an understanding of the plot, characters and themes of J&H

GROUP PRESENTATIONS! LO: To be introduced to the new unit of work PLOT
AMIN, Amaad ATCHA, Hamza BISHOP, Finn BOOT, Oscar FLYNN, Thomas IDDON, Charlotte KRONIG, Adrien LYONS, Aelfric MOOLLA, Yunus NORRIS, Danielle PENDER, Lewis PROSSER, Rhys RUDGE, Tilly BELLINGHAM, Max CHARACTER CAMPBELL, Tyler CARUANA, Liam DENNIS-STOCKTON, Lauren DUNN, Samuel THEMES SMITH, Dane TAYLOR, Sophie TUTORA, Losana WADE, James ALDERMAN, Ryan GARROTT, Joshua HATTRICK, Eloise HAYNES, Christopher HAYWARD, Tamzin BOWERS, Taylor THEMES CHARACTER LO: To be introduced to the new unit of work

GROUP PRESENTATIONS! You are working in your groups to create a presentation on your topic (either plot, characters or themes.) You must put together information you think is pertinent and relevant to our understanding of the story. Everyone must say something! I have a clear understanding of the plot of the text I know who the characters are and can relate them to the plot of the story I have been introduced to the themes featured in the text and can link these to characters LO: to have an understanding of the plot, characters and themes of J&H

What do we know? You must write at least 3 paragraphs explaining what you have learnt about the text. What is it about? Who are the characters? What themes are you expecting from it? What do you think you will enjoy about it? – or not! I have a clear understanding of the plot of the text I know who the characters are and can relate them to the plot of the story I have been introduced to the themes featured in the text and can link these to characters LO: to have an understanding of the plot, characters and themes of J&H

LO: to have an understanding of the plot, characters and themes of J&H
I have a clear understanding of the plot of the text I know who the characters are and can relate them to the plot of the story I have been introduced to the themes featured in the text and can link these to characters LO: to have an understanding of the plot, characters and themes of J&H

Mr Utterson I am able to make inferences about a character based on language and dialogue I am able to explore how a character is presented using quotes I am able analyse how the writer makes the reader feel for characters and situations LO: to be able to comment on how a character is presented using quotes

Mr Utterson Re-read the opening passage from the book, introducing Mr Utterson. Annotate the extract to analyse the language used to describe Mr Utterson. I am able to make inferences about a character based on language and dialogue I am able to explore how a character is presented using quotes I am able analyse how the writer makes the reader feel for characters and situations LO: to be able to comment on how a character is presented using quotes

LO: to be able to comment on how a character is presented using quotes
MR. UTTERSON the lawyer was a man of a rugged countenance, that was never lighted by a smile; cold, scanty and embarrassed in discourse; backward in sentiment; lean, long, dusty, dreary, and yet somehow lovable. At friendly meetings, and when the wine was to his taste, something eminently human beaconed from his eye; something indeed which never found its way into his talk, but which spoke not only in these silent symbols of the after-dinner face, but more often and loudly in the acts of his life. He was austere with himself; drank gin when he was alone, to mortify a taste for vintages; and though he enjoyed the theatre, had not crossed the doors of one for twenty years. But he had an approved tolerance for others; sometimes wondering, almost with envy, at the high pressure of spirits involved in their misdeeds; and in any extremity inclined to help rather than to reprove. ‘I incline to, Cain’s heresy,’ he used to say. ‘I let my brother go to the devil in his quaintly: ‘own way.’ In this character, it was frequently his fortune to be the last reputable acquaintance and the last good influence in the lives of down-going men. And to such as these, so long as they came about his chambers, he never marked a shade of change in his demeanour. I am able to make inferences about a character based on language and dialogue I am able to explore how a character is presented using quotes I am able analyse how the writer makes the reader feel for characters and situations LO: to be able to comment on how a character is presented using quotes

LO: to be able to comment on how a character is presented using quotes
No doubt the feat was easy to Mr. Utterson; for he was 4 The Strange Case of Dr. Jekyll and Mr. Hyde undemonstrative at the best, and even his friendship seemed to be founded in a similar catholicity of good-nature. It is the mark of a modest man to accept his friendly circle ready-made from the hands of opportunity; and that was the lawyer’s way. His friends were those of his own blood or those whom he had known the longest; his affections, like ivy, were the growth of time, they implied no aptness in the object. Hence, no doubt, the bond that united him to Mr. Richard Enfield, his distant kinsman, the well-known man about town. It was a nut to crack for many, what these two could see in each other, or what subject they could find in common. It was reported by those who encountered them in their Sunday walks, that they said nothing, looked singularly dull, and would hail with obvious relief the appearance of a friend. For all that, the two men put the greatest store by these excursions, counted them the chief jewel of each week, and not only set aside occasions of pleasure, but even resisted the calls of business, that they might enjoy them uninterrupted. I am able to make inferences about a character based on language and dialogue I am able to explore how a character is presented using quotes I am able analyse how the writer makes the reader feel for characters and situations LO: to be able to comment on how a character is presented using quotes

Consolidating our knowledge
Answer the following questions: How is the character of Mr Utterson presented? Is Mr Utterson a likeable man? What role does the opening suggest Mr Utterson will play? Remember to use PEIL! I am able to make inferences about a character based on language and dialogue I am able to explore how a character is presented using quotations I am able analyse how the writer makes the reader feel for characters and situations LO: to be able to comment on how a character is presented using quotes

Homework - preparations
Read the second section of the book. From p3 “it chances on one of these rambles…” to p4, “to repair their ravages.” Annotate the section for anything you notice about the description of the London street.

I am able to identify elements of context within the story.
I am able to explore how this information informs our understanding of a text based on close textual reference I am able analyse how the use context makes the reader feel towards characters and textual situations I am able to identify elements of context within the story. to be able to comment on the impact of context on literature

I am able to explore how this information informs our understanding of a text based on close textual reference I am able analyse how the use context makes the reader feel towards characters and textual situations jk Context LO: to develop our understanding of the plot and characters LO: to be able to comment on the impact of context on literature What is “context”? Why is it important? What do we know about the author?

I am able to explore how this information informs our understanding of a text based on close textual reference I am able analyse how the use context makes the reader feel towards characters and textual situations jk Context LO: to develop our understanding of the plot and characters LO: to be able to comment on the impact of context on literature As we watch the documentary, take notes on what you learn about The Strange Case of Dr Jekyll and Mr Hyde, but also what you learn about the author, Robert Louis Stevenson.

I am able to explore how this information informs our understanding of a text based on close textual reference I am able analyse how the use context makes the reader feel towards characters and textual situations jk Context LO: to develop our understanding of the plot and characters LO: to be able to comment on the impact of context on literature Homework Type (or write) up your notes from the documentary. They need to be easy to understand as they will become revision notes. Due:

To be able to answer an exam style question
To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question To be able to read and understand a text for meaning To be able to answer an exam style question

Who is this man? Stevenson’s London
What have we learnt about Stevenson? Answer in full sentences: Why do you think Stevenson decided to base Jekyll ad Hyde in London, and not the city in which he grew up? (Use your key skills of inference and prediction) To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question

How does this task meet our learning objectives?
Stevenson’s London Read the extract from the opening of Jekyll and Hyde (it follows on from the extract we looked at previously) List four things you learn about the city of London from the extract. 1. 2. 3. 4. How does this task meet our learning objectives? To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question

How does this task meet our learning objectives?
Stevenson’s London Now find four quotes to support your four points! 1.London was a city of disparity - “the street shone out in contrast to its dingy neighbourhood” How does this task meet our learning objectives? To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question

My model: this is what I’m looking for
Point: Evidence: Inference: Language: To develop our explicit interpretation skills. To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question

Taking things further... You have already listed four things that you have found out. You now need to interpret what you have found out and make some inferences to tell us a little bit more about what your knowledge can teach us about Victorian London. Use my example on the next slide to help you out! To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question

Within the extract, Stevenson tells us that London was a city of disparity as he states that “the street shone out in contrast to its dingy neighbourhood”. This suggests to a reader that the “neighbourhood” is the general expected state of London and implies that the street is something to be admired and noticed. It reveals that there are two sides of London to be explored. The verb “shone” suggests the street attracts people to it and implies beauty and admiration, which strongly contrasts with the negative adjective “dingy”, which suggests the neighbourhood as a whole is somewhere people would wish to avoid. To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question

Your task: Develop your points into at least two paragraphs, using the structure in the example. Ensure you use SIR to prove your interpretation! Point: What I know Evidence: How I know – QUOTATIONS! Inference: What this shows – SIR it (This suggests / implies / reveals) Language: Which words can I comment on in detail - Zoom in! *TERMINOLOGY* To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question

Point: Evidence: Inference: Language: Meaning: Links: Writer’s Message: To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question

Within the extract, Dickens tells us that London was a city of disparity as he states that “the street shone out in contrast to its dingy neighbourhood”. This suggests to a reader that the “neighbourhood” is the general expected state of London and implies that the street is something to be admired and noticed. It reveals that there are two sides of London to be explored. The verb “shone” suggests the street attracts people to it and implies beauty and admiration, which strongly contrasts with the negative adjective “dingy”, which suggests the neighbourhood as a whole is somewhere people would wish to avoid. To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question

To be able to answer an exam style question
To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question To be able to read and understand a text for meaning To be able to answer an exam style question

To be able to read and understand a text for meaning
To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Looking in detail Read from page four “Two doors from one corner…” to page seven “‘I shake hands on that, Richard.’” This is our first introduction to Mr Hyde – annotate pages 5-7 for how Mr Hyde is presented. To be able to read and understand a text for meaning

How does Stevenson engage the reader?
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question How does Stevenson engage the reader? Write a paragraph explaining how Stevenson engaged the reader’s interest in some mysterious events in Chapter 1. Write a paragraph explaining how Stevenson presents Mr Utterson. Do you think he comes across as an important character? Why, why not? What evidence can you find to suggest that he might be capable of investigating the mysteries? Write a paragraph explaining how Stevenson presents Mr Hyde. How does he make him an unlikeable character? How does he create an air of mystery around him? To be able to read and understand a text for meaning

What does “duality” mean?
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Ideas about duality! What does “duality” mean? To be able to read and understand a text for meaning

To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Ideas about duality! Chapter one introduces the theme of duality – the idea that there are two aspects or way of seeing things. Copy and complete the table to identify how Stevenson presents the theme of duality through the character and settings in Chapter one. Include your own comments and short quotations from the text. Some examples have been given to start you of. To be able to read and understand a text for meaning

To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Ideas about duality! Copy and complete the table to identify how Stevenson presents the theme of duality through the character and settings in Chapter one. To be able to read and understand a text for meaning

Search For Mr Hyde Reading Chapter Two
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Search For Mr Hyde Reading Chapter Two To be able to read and understand a text for meaning

Friendship under strain
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Friendship under strain What would you do if you found yourself in the following situations with a close friend: You are worried they your friend has got in with the wrong crowd, but they wont listen when you try to talk to them about it. You suspect that your friend is hiding an embarrassing secret in their past. You are concerned that a dangerous person seems to have some kind of hold over your friend. To be able to read and understand a text for meaning

Focus on details – interpreting language
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Focus on details – interpreting language In Chapter 2, Utterson expresses his thoughts about Jekyll and considers why Hyde may be able to blackmail him: “…he is in deep waters” He was wild when he was young; a long while ago to be sure; but in the law of God, there is no statue of limitations. Ay, it must be that; the ghost of some old sin, the cancer of some concealed disgrace.” The metaphor “he is in deep waters” suggests that Jekyll is in trouble by creating the impression that he is in danger of drowning. What do you think the two other underlined metaphors suggest about the way Jekyll’s past behaviour might be affecting him now? To be able to read and understand a text for meaning

Focus on details – interpreting language
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Focus on details – interpreting language Read the quotations relating to Jekyll’s will. Do you agree with the annotations of Stevenson’s reasons, or do you think Stevenson is conveying a different opinion? …his “friend the benefactor, Edward Hyde”. “This document had long been the lawyer’s eyesore.” To be able to read and understand a text for meaning

Write a brief overview of what happens in Chapter 2.
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Search For Mr Hyde Write a brief overview of what happens in Chapter 2. To be able to read and understand a text for meaning

The presentation of Mr Hyde
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question The presentation of Mr Hyde Stevenson frequently uses animal or inhuman imagery to describe Mr Hyde. Copy and complete the following table to explain the imagery and the impression it gives of Mr Hyde. Add other examples as you read more. Imagery Impression ‘with a hissing intake of breath’ ‘snarled aloud’ ‘a savage laugh’ To be able to read and understand a text for meaning

Time of day and/or atmosphere
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Night and day – light and dark Stevenson creates contrast between night and day to add to the atmosphere of the story. Copy and complete the following table to show the effects of the settings of particular events in Chapter 1 and 2. Event Time of day and/or atmosphere Effect achieved Utterson’s walk with Enfield A quiet Sunday afternoon Uneventful and innocent day of rest before the mystery starts. Enfield’s encounter with Hyde Utterson’s return home from his walk with Enfield Utterson’s visit to Dr Lanyon Utterson’s meeting with Hyde To be able to read and understand a text for meaning

To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question What have we learnt? Write a short piece exploring how Stevenson presents Mr Hyde’s appearance and behaviour. You should start by picking two short passages from the text that you can compare. Think about any points so far where Hyde has been described. SUCCESS CRITERIA: Compare the two passages, focusing on their similarities and differences Use and comment on quotations Include some analysis of Stevenson’s language choices Explain the effects of the description. To know how to form and justify opinions using evidence from the text

To know how to form and justify opinions using evidence from the text
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Stevenson presents Hyde as being a violent and unhuman character. When he describes him as having “a savage laugh” it suggests he is laughing cruelly and with little humour, implying he feel little in the way of human compassion. It could also reveal that Stevenson wishes us to make a link between Hyde and an untamed animal that has no respect for humans. The word “savage” reveals that Stevenson wishes to portray him as vicious and unrestrained, suggesting he has little care for societal expectations. During Stevenson’s time, the word “savage” would have been linked to slavery and stories of African culture. During this time people would believe “savages” were unable to behave in a manner appropriate to white western values. To know how to form and justify opinions using evidence from the text

Dr Jekyll was quite at ease
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Dr Jekyll was quite at ease What do you expect of Dr Jekyll? To be able to read and understand a text for meaning

To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Dr Jekyll was quite at ease Stevenson delays introducing the character of Dr Jekyll until Chapter 3. This is the first time the reader finds out how he looks, speaks and behaves. Draw up a table documenting everything you know about Jekyll from the story so far. Facts we know about him Character opinions/feelings about him Your own response and predictions Wrote cheque for Hyde Has will – Hyde is the beneficiary Utterson and Lanyon his “two oldest friends” Lanyon – “[he] became too fanciful for me” To be able to read and understand a text for meaning

To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Dr Jekyll was quite at ease Reading Chapter Three To be able to read and understand a text for meaning

Dr Jekyll was quite at ease - Focus on details
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Dr Jekyll was quite at ease - Focus on details Write a summary of Chapter three, making it as succinct as possible! To be able to read and understand a text for meaning

What are our initial reactions to this?
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Dr Jekyll was quite at ease - Focus on details Look at how Stevenson describes Dr Jekyll: “…a large, well-made, smooth-faced man of fifty, with something of a slyish cast perhaps, but every mark of capacity and kindness – you could see by his looks that he cherished for Mr Utterson a sincere and warm affection.” What are our initial reactions to this? To be able to read and understand a text for meaning

Dr Jekyll was quite at ease - Focus on details
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Dr Jekyll was quite at ease - Focus on details Identify the words and phrases in the first paragraph of C3 that seem to create a good impression of Jekyll. Re-read the description of Mr Hyde from C2. Write a paragraph noting the physical differences between Dr Jekyll and Mr Hyde, based on these two descriptions. You may find the following words and phrases useful when writing about contrast: whereas / however / in contrast / unlike To be able to read and understand a text for meaning

Look at the Victorian newspaper articles.
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Look at the Victorian newspaper articles. What do you notice about the language used? To be able to read and understand a text for meaning

What did we learn last time?
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question The Carew Murder Case What did we learn last time? Lets read chapter four! To be able to read and understand a text for meaning

The Carew Murder Case - Focus on details
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question The Carew Murder Case - Focus on details Write a summary of Chapter four, making it as succinct as possible! To be able to read and understand a text for meaning

To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question The Carew Murder Case - Focus on details There are three characters at the murder scene: Mr Hyde (the murderer), Sir Danvers Carew (the victim) and the maidservant (the witness). Look at the following quotations and write them in your book! Now, identify the character to which each one applies: a) “at peace with all men” b) “Very small gentleman” c) “Streaming tears” d) “Innocent and old-world” e) “Kindness” f) “White hair” CHALLENGE: WHICH OF THE CHARACTERS IS MOST LIKEABLE AND WHY? Explain the effect of each quotation. Use these sentence starters to help you: Stevenson’s words make the maidservant seem… Stevenson’s words make Sir Danvers Carew appear… Mr Hyde seems…. To be able to read and understand a text for meaning

To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question The Carew Murder Case - Focus on details Complete the activities on your worksheet!! Stevenson’s mystery trail Setting and atmosphere Contrasting description To be able to read and understand a text for meaning

Contrasting descriptions
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question The Carew Murder Case - Focus on details Contrasting descriptions Why might these be used by Stevenson, even when not related to Jekyll/Hyde? To be able to read and understand a text for meaning

To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question The Carew Murder Case - Focus on details Complete the activities on your worksheet!! Contrasting descriptions 1-4 Mr Hyde’s Housekeeper 1-2 To be able to read and understand a text for meaning

Incident of the Letter Lets read chapter five!
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Incident of the Letter Lets read chapter five! To be able to read and understand a text for meaning

Incident of the Letter - Focus on details
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Incident of the Letter - Focus on details Write a summary of Chapter five, making it as succinct as possible! To be able to read and understand a text for meaning

To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Incident of the Letter - Focus on details When Mr Utterson visits Dr Jekyll, he is taken to a room he has not seen before – the dissecting room of the surgeon who used to live there. Utterson feels a ‘distastful sense of strangeness’ as he passes through the room. Which of the words in the wordbank do you think best describe the impression created by the following quotations? Once crowded with eager students and now lying gaunt and silent The floor strewn with crates and littered with packing straw The light falling dimly through the foggy cupola disordered deathly secretive neglected foreboding experimental gloomy mysterious To be able to read and understand a text for meaning

To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Incident of the Letter - Focus on details Write a paragraph comparing the description of the back of Jekyll’s home in Chapter 5 with the following description of the front of the house from Chapter 2: “…a large, low-roofed, comfortable hall, paved with flags, warmed (after the fashion of a country house) by a bright, open fire, and furnished with costly cabinets of oak.” Jekyll’s building can be seen as a symbol for an important theme in the novel – duality. What ideas are conveys by the descriptions of the two sides of the same building? Use quotes in your answer. To be able to read and understand a text for meaning

To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Incident of the Letter - Focus on details When Mr Utterson visits Dr Jekyll, he is taken to a room he has not seen before – the dissecting room of the surgeon who used to live there. Utterson feels a ‘distastful sense of strangeness’ as he passes through the room. Which of the words in the wordbank do you think best describe the impression created by the following quotations? Once crowded with eager students and now lying gaunt and silent The floor strewn with crates and littered with packing straw The light falling dimly through the foggy cupola Write a paragraph comparing the description of the back of Jekyll’s home in Chapter 5 with the following description of the front of the house from Chapter 2: “…a large, low-roofed, comfortable hall, paved with flags, warmed (after the fashion of a country house) by a bright, open fire, and furnished with costly cabinets of oak.” Jekyll’s building can be seen as a symbol for an important theme in the novel – duality. What ideas are conveys by the descriptions of the two sides of the same building? Use quotes in your answer. disordered deathly secretive neglected foreboding experimental gloomy mysterious To be able to read and understand a text for meaning

Incident of the Letter – Putting details to use
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Incident of the Letter – Putting details to use Jekyll’s building can be seen as a symbol for an important theme in the novel – duality. What ideas are conveys by the descriptions of the two sides of the same building? Use quotes in your answer. Stevenson shows a change in the character of Dr Jekyll at this point in the story. Copy and complete the following table to show how he is described in Chapter 3 and in Chapter 5. Description from chapter 3 Contrasting quotation from Chapter 5 “a large well-made man” “sincere and warm affection” “carried it off gaily” “every mark of capacity and kindness” To be able to read and understand a text for meaning

To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Incident of the Letter – Putting details to use Stevenson shows a change in the character of Dr Jekyll at this point in the story. Copy and complete the following table to show how he is described in Chapter 3 and in Chapter 5. Description from chapter 3 Contrasting quotation from Chapter 5 “a large well-made man” “sincere and warm affection” “carried it off gaily” “every mark of capacity and kindness” To be able to read and understand a text for meaning

To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Incident of the Letter – Putting details to use Let’s look again at Jekyll’s words from the first two pages of Chapter 5. How has Stevenson made him seem ‘feverish’? You may find it useful to look for examples of: Repetition Short sentences Hesitation Emphasis Write an explanation in your books using evidence. To be able to read and understand a text for meaning

I am able to explore how this information informs our understanding of a text based on close textual reference I am able analyse how the use context makes the reader feel towards characters and textual situations jk LO: to develop our understanding of the plot and characters LO: to be able to comment on the impact of context on literature HOMEWORK – DUE WEDNESDAY P1 Research 19 century London fog – bring printed/written notes that you think are relevant to our studies. This homework will help you with a written essay – you will struggle without it!!

I am able to explore how this information informs our understanding of a text based on close textual reference I am able analyse how context makes the reader feel towards characters and textual situations I am able to identify elements of context within the story. to be able to comment on the impact of context on literature LO: To be able to relate texts to their social, cultural and historical traditions What does this mean?!

I am able to explore how this information informs our understanding of a text based on close textual reference I am able analyse how the use context makes the reader feel towards characters and textual situations jk LO: to develop our understanding of the plot and characters LO: to be able to comment on the impact of context on literature The fogs of London Copy the following table. Add the “analysis and comment” information into the correct correlating box. quotation analysis and comment “even in the house the fog began to lie thickly” “foggy cupola” “The fog still slept on the wing above the drowned city” “the muffle and smother of these fallen clouds” A description that appeals to the reader’s sense of hearing to show the effect of fog. A bird-like metaphor to show fog as a living thing. The fog masks even the features that should let in the light. A description that shows the fog penetrating everywhere. To be able to relate texts to their social, cultural and historical traditions

I am able to explore how this information informs our understanding of a text based on close textual reference I am able analyse how the use context makes the reader feel towards characters and textual situations jk LO: to develop our understanding of the plot and characters LO: to be able to comment on the impact of context on literature The fogs of London Sentence starters: Stevenson uses fog to suggest London is a place of mystery when he described… Stevenson uses the metaphor “…..” to convey the idea that the fog…. In the 19th Century, the fog of London was….this is significant to our understanding of the story because… The fogs of London were……this links to the idea of Jekyll as…. The fog can be seen as a symbol for….when Stevenson describes it as “….” it suggests….. Write a short essay explaining how Stevenson uses fog to convey ideas in the novel. Use your classwork and homework to help you. Here are some suggestions for points to include in your answer: Examples of images of fog in the novel Significance of fog in 19th-century London Link between fog and mystery and confusion Link between fog and nightmares and concealment Try to include key words such as “symbol” and “metaphor” in your writing. To be able to relate texts to their social, cultural and historical traditions

I am able to explore how this information informs our understanding of a text based on close textual reference I am able analyse how the use context makes the reader feel towards characters and textual situations jk LO: to develop our understanding of the plot and characters LO: to be able to comment on the impact of context on literature HOMEWORK – DUE MONDAY Finish writing your essay Type up your essay Print your essay Hand in your essay

Remarkable Incident of Dr Lanyon
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Remarkable Incident of Dr Lanyon Lets read chapter six! What does Lanyon say is the cause of his illness? What does Lanyon leave for Utterson? To be able to read and understand a text for meaning

Remarkable Incident of Dr Lanyon
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question Remarkable Incident of Dr Lanyon Write a summary of Chapter six , making it as succinct as possible! To be able to read and understand a text for meaning

Why do you think Stevenson includes this character?
To be able to read and understand a text for meaning To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question In chapter six we meet a very different Dr. Lanyon. How has Lanyon changed since Utterson last saw him? Before he saw Jekyll After he saw Jekyll Why do you think Stevenson includes this character? What does he represent? “death warrant written legibly upon his face” “rosy man had grown pale” “flesh had fallen away” “visibly balder and older” “swift physical decay” “deep seated terror of the mind” “hearty, healthy, dapper red-faced gentleman” “a shock of hair” “a boisterous and decided manner” “sprang up from his chair” “geniality” “rambling” “theatrical” “genuine” To be able to read and understand a text for meaning

To know how to form and justify opinions using evidence from the text To be able to effectively write a PEIL response to a posed question LO: To be able to answer an exam style question The two doctors are poles apart. How does Stevenson convey this difference to the reader? Complete the table below. Dr. Lanyon Dr. Jekyll Lanyon describes him as “fanciful” and “wrong in mind” and “unscientific balderdash” “gave one of his pleasant dinners” “a large, well-made, smooth faced man” “slyish cat” “capacity for kindness” “handsome” To be able to read and understand a text for meaning

Lesson – Pathetic Fallacy
Learning Question: How has Stevenson used language and writing techniques, specifically pathetic fallacy, to effect? To be able to identify the use of, and explain the importance of, pathetic fallacy in literature

Reading Read up to the end of chapter 8. What happens?
What is the weather like? To be able to identify the use of, and explain the importance of, pathetic fallacy in literature

What is pathetic fallacy?
Pathetic fallacy is a form of personification where aspects of the environment or atmosphere are given human characteristics or reflect human emotion. It is used in many art forms. Painters, writers and film makers all use pathetic fallacy to create mood, express a theme or build tension. For example, in a film the weather may reflect the character’s emotions. This is pathetic fallacy. Some examples are shown on the following slide… To be able to identify the use of, and explain the importance of, pathetic fallacy in literature

Pathetic Fallacy To be able to identify the use of, and explain the
Romeo and Juliet Lord of the Ring Click on the images below to watch 5 movie clips. Explain how the film makers use pathetic fallacy in each scene. Titanic To be able to identify the use of, and explain the importance of, pathetic fallacy in literature

Pathetic Fallacy To be able to identify the use of, and explain the
Movie clip Weather Effect created Romeo and Juliet Mercutio Cloudy, thunder Creates an appropriately poignant and sombre mood as the character dies. Lord of the Rings battle scene Dark storm clouds Adds a dark mood and a sense of foreboding. Titanic Beautiful sunset Creates a romantic backdrop fitting for two characters falling in love. To be able to identify the use of, and explain the importance of, pathetic fallacy in literature

Pathetic fallacy in literature
Re-read the opening few pages of Chapter 8. What is the weather like? How does it create mood and atmosphere? How does it emphasise the character’s emotions? How does it provide hints about the plot? To be able to identify the use of, and explain the importance of, pathetic fallacy in literature

Pathetic Fallacy Task Write a PEIL paragraph explaining how Stevenson uses pathetic fallacy in Chapter 8. To be able to identify the use of, and explain the importance of, pathetic fallacy in literature

Lesson – Lanyon’s Narrative
Learning Question: What role does Dr. Lanyon play in the novel? Key Words: Whetted, enigmas, flighty To develop our understanding of the plot and characters

Reading Homework feedback
Let’s discuss the following: What did Jekyll ask Lanyon to do? Who does Lanyon meet at midnight? What does Lanyon witness? How does this affect Lanyon? What is Lanyon’s role in the story? What led to the decline and fall of Henry Jekyll? What are the main themes explored by Stevenson in the story? To develop our understanding of the plot and characters

What is a theme? A theme is an idea that reoccurs throughout the text.
More importantly, it is what the author thinks of this idea. It is often not something you can touch…. LO: To be able to identify themes within a text

What is a theme? Ideas that reoccurs throughout the text…
LO: To be able to identify themes within a text

What is a theme? What does the author think of these ideas…
The author believes that….. LO: To be able to identify themes within a text

Discussion Why did Stevenson choose to use these written narratives for the unravelling of the story? What does he gain by using this device? Why is Utterson the ideal person to bring together the “evidence”? To develop our understanding of the plot and characters

Lesson - Themes Learning Question:
What are the main themes of the novel? LO: To understand and identify key themes

Themes LO: To understand and identify key themes
Unscramble the anagrams below. Each one is a key theme dealt with in Dr Jekyll and Mr Hyde. Anagram Theme a humane turn nicesec a true snarl-up escrest italicvision ogod live nepearapac dan learyit LO: To understand and identify key themes Copyright 2013 Online Teaching Resources Ltd

Themes LO: To understand and identify key themes
Unscramble the anagrams below. Each one is a key theme dealt with in Dr Jekyll and Mr Hyde. Anagram Theme a humane turn human nature nicesec science A true snarl-up supernatural escrest secrets italicvision civilisation ogod good live evil nepearapac dan learyit appearance and reality LO: To understand and identify key themes Copyright 2013 Online Teaching Resources Ltd

Dr Jekyll and Mr Hyde themes
Create a themes mind map for Dr Jekyll and Mr Hyde. evil good Dr Jekyll & Mr Hyde human nature science This mind map should be full of detailed notes and images exploring how Stevenson explores the key themes of the novel. If you are unsure of what a mind map should look like, some examples can be found on the following slides. LO: To understand and identify key themes Copyright 2013 Online Teaching Resources Ltd 91

Create a themes mind map for Dr Jekyll and Mr Hyde.
good evil supernatural human nature civilisation science appearance and reality secrets LO: To understand and identify key themes

Example Mind Map – Harry Potter
Harry Potter mindmap LO: To understand and identify key themes Copyright 2013 Online Teaching Resources Ltd 93

Create a themes mind map for Dr Jekyll and Mr Hyde.
LO: To understand and identify key themes

Lesson - Themes Learning Question
What are the main themes of the novel? What is the message that Stevenson is trying to get across? LO: To understand and identify key themes

The Duality of Human Nature
The title of the novel is now a part of our common language and can even be found in some dictionaries. Encarta defines ‘Jekyll and Hyde’ as ‘Someone seeming to have two different personalities. someone who seems to have two different characters, one good and one bad’ and it is often used to describe a person with a dual personality. In Chapter 10, Jekyll writes about the dual nature of human beings. He says that, as a young, educated man from a respectable family, he maintained an appearance of good behaviour at all times. But he says this was a fraud - no one suspected his true nature, which was at times extremely immoral. Jekyll's experiments began in an attempt to separate the two sides of human nature and destroy the evil one. He discovered that the evil part of his nature was, indeed, part of himself, and therefore, in some sense, natural and part of the whole. Jekyll was unable to destroy the evil side of his nature, instead he indulged it and it destroyed the good in him. LO: To understand and identify key themes Copyright 2013 Online Teaching Resources Ltd

Science and the Supernatural
The story contains two doctors, each the complete opposite to the other and each representing different viewpoints and beliefs. Throughout the Victorian era traditional scientific thought and philosophy explained the real world through experiment and observation. Scientists are usually dismissive of the supernatural, and Lanyon has avoided Jekyll for ten years because of his 'fanciful' and 'wrong minded' ideas. Jekyll is an unconventional scientist reminiscent of Mary Shelley’s Dr Frankenstein, a major influence on the themes and characters of Jekyll and Hyde. Jekyll’s experiments are ‘mystic’ and ‘transcendental". He is fascinated by the secrets and enigmas of life and the universe and is more philosophical and mystical than traditional 19th-century science. It is significant that both Jekyll and Lanyon die in the story, each one destroyed by their unshakable beliefs. Lanyon by his incapacity to accept a world beyond the rational and scientific; Jekyll by accepting and unleashing the evil within his soul. Stevenson does not come down on one side or the other but instead asks us to consider for ourselves which is closer to the truth. LO: To understand and identify key themes Copyright 2013 Online Teaching Resources Ltd

Reason and the Unexplained
Utterson is a lawyer and therefore he represents the rules and regulations of conventional society and the law. He is more like Lanyon than Jekyll and does not believe in the supernatural. Uttersons scepticism is the main reason why Jekyll cannot confide in him, even though they are old friends. Utterson is a good and well meaning man but his rationalism blinds him to the truth. Every time Utterson uncovers a fresh piece of evidence he comes to the wrong conclusions. As a lawyer he constantly suspects Hyde is blackmailing Jekyll or has some other criminal purpose. The ultimate failure of Utterson (and therefore the law of reason) is evident at the end of the novel. At the end of Chapter 8, The Last Night, Utterson states that "I shall be back before midnight, when we shall send for the police." But neither he nor the police (another symbol of the law) are heard of again. The law cannot explain the Strange Case of Dr Jekyll and Mr Hyde. LO: To understand and identify key themes Copyright 2013 Online Teaching Resources Ltd

Copyright 2013 Online Teaching Resources Ltd
Reputation Reputation is very important to the gentlemen in the novel. Immoral activities and uncontrolled emotions would damage a gentleman’s reputation. If this happened, they may no longer be seen as a gentleman at all, which would mean losing many social advantages. This means that the gentlemen in Jekyll and Hyde value their reputations above all else. Utterson is wary of gossip, in case it reflects badly on him or his friends. He and Enfield agree never to talk about Hyde, and believe in not asking questions if something “looks like Queer Street.” Utterson is also more concerned with preserving Jekyll’s reputation than bringing Hyde to trial. After Carew’s murder, he says to Jekyll, “If it came to a trial, your name might appear.” Stevenson’s message is that reputation cannot be trusted because they are based on appearances. They are the version of a person that he or she wants the world to see. When a society values reputation as highly as the Victorians did, it makes it difficult to know what people are really like. This is what causes Utterson problems – he cannot fully understand Jekyll’s situation because he only sees Jekyll’s reputation as important. This means that he holds onto the idea of blackmail until the very last moment – he finds it hard to look beyond his concern for reputation. LO: To understand and identify key themes Copyright 2013 Online Teaching Resources Ltd

Locked doors – hidden secrets
Secrecy The gentlemen in Jekyll and Hyde are a pretty secretive bunch, even though they’re supposed to be friends. The whole plot of the novel revolves around Jekyll’s secret alter ego, but other characters also have secrets: Utterson has done “many ill things,” in his past, but he doesn’t say what these things are. This makes his actions appear shameful, even though his past is “fairly blameless.” It’s never explained where Enfield was returning from at three o’clock in the morning. This makes the reader likely to assume that he was somewhere scandalous. Stevenson’s narrative has many gaps – this makes the reader more suspicious of things that are left unspoken or unexplained. Many things are left unsaid. The gentlemen characters often decide not to speak about unpleasant things so they can pretend they’re not happening. They also downplay shocking events, for example Enfield describes the trampled girl as a “bad story” and when Lanyon says he regards Jekyll as dead, Utterson’s only reply is “tut-tut.” this understatement shows the gentlemen are determined to pretend everything is normal. Both Lanyon and Jekyll choose to write about their experiences, rather than speak about them. These letters are left unread until the end of the novel, which adds to the secrecy and suspense. Locked doors – hidden secrets There are many closed doors and windows in the novel: The back door to Jekyll’s house has “neither bell nor knocker” and it’s associated with Hyde. Jekyll slams the window shut on Utterson and Enfield, and later locks himself in the cabinet. Important items, like letters and Jekyll’s ingredients, are kept securely locked in drawers and safes. These closed doors and windows represent people’s desire to hide their secrets, so smashing the cabinet door is a symbolic moment. It represents the breakdown of Jekyll’s walls of secrecy. LO: To understand and identify key themes Copyright 2013 Online Teaching Resources Ltd

Lesson – Deeper Understanding
Learning Question: What do I know and understand about Stevenson’s use of setting, symbolism and narrative technique?

Symbolism Today’s objectives:
To develop our understanding of symbolism within the novel

Symbolism – what do these images mean?

What is symbolism? Symbolism, in literature, is the use of an object to represent an idea or meaning. The author wants the reader to notice them, and think about them, but without it being overwhelming or obvious. LO: To develop our understanding of symbolism within the novel

What could the cutting of the chain symbolise?
Storming out of the door, he used the wire-cutters to snap the chain of his bicycle padlock and rode away. LO: To develop our understanding of symbolism within the novel

Folding her arms, she stood waiting for his answer.
What could her body language symbolise? Folding her arms, she stood waiting for his answer. LO: To develop our understanding of symbolism within the novel

His garden was a jungle, overgrown, full of weeds and spiky growths.
What could the state of the garden symbolise? His garden was a jungle, overgrown, full of weeds and spiky growths. LO: To develop our understanding of symbolism within the novel

The clouds gathered over the house in dark shapes.
What could the dark clouds symbolise? The clouds gathered over the house in dark shapes. LO: To develop our understanding of symbolism within the novel

With one final push, Jeff was at the top of the peak.
What does the mountain symbolise? With one final push, Jeff was at the top of the peak. LO: To develop our understanding of symbolism within the novel

After the sudden storm, the sun broke through the trees.
What does this sentence symbolise? After the sudden storm, the sun broke through the trees. LO: To develop our understanding of symbolism within the novel

LO: To develop our understanding of symbolism within the novel

Talk to the person next to you for three minutes about any symbolic images you might have spotted in The Strange Case of Dr. Jekyll and Mr. Hyde. Write them down as a mind map. Symbolism LO: To develop our understanding of symbolism within the novel

Now find quotes from the text to support your ideas!
Animals Houses / Rooms Common people “Mr Hyde shrank back with a hissing intake of breath” “A certain sinister block of building” Police Jekyll / Hyde Symbolism “The horror of my other self” Doors / Windows Letters Fog Wine Potion LO: To develop our understanding of symbolism within the novel

Symbolism – Keys, Doors and Windows
Symbolism is evident throughout the story, from the London streets to the characters themselves many elements of The Strange Case of Dr. Jekyll and Mr Hyde have significant meanings. As we have already discussed, Stevenson used the London cityscape to convey themes of respectability and criminality, good and evil and wealth and poverty living side by side and he uses the characters of Henry Jekyll and Edward Hyde to personify the two very different sides of human nature. However, there are many more symbols evident in the story. Images of keys, windows and doors appear throughout the story. In Chapter One the key used by Hyde is emphasised by Stevenson when he enters the hidden doorway, and we often are presented with locked doors, characters looking through windows and hidden entrances. Such images symbolise transformation and most are connected with the fate of Henry Jekyll. In Chapter One, Hyde has a key to Jekyll’s house which allows him to leave and enter the property without being seen. Utterson is constantly ‘locked out’ by Jekyll both metaphorically and physically when he refuses to see him and hides in the laboratory. Jekylls’ Will and Lanyon’s letter – both providing clues to the mystery are locked away in Utterson’s safe and in Chapter 7 Jekyll, detached from his friends only speaks to them through the upstairs window or from behind a door. The only person in the story with a key is Hyde – who is himself the key to the mystery - the mystery which Utterson only solves when he breaks down the door of Jekyll’s laboratory. LO: To develop our understanding of symbolism within the novel Copyright 2013 Online Teaching Resources Ltd

Symbolism – Place and Weather
Just as Jekyll’s house symbolises the man himself with its pleasant front façade but ugly and derelict rear, other places tell us more about characters, add drama to the story and explore and reinforce themes. Utterson and Lanyon’s houses are neat, clean and ordered whilst Jekyll’s laboratory is described as neglected and chaotic and Hyde’s Soho house is filthy and unloved. Again these images reveal character but also emphasise the themes of contrast and the duality of humanity. A dark and brooding atmosphere is set by the use of pathetic fallacy in which Stevenson describes the weather. It is often cold, dark or foggy. This not only sets an appropriate atmosphere for an urban gothic story but also reiterates the darkness that Jekyll and Hyde dwell in and the fog that Utterson cannot see through as he tries to solve the mystery. LO: To develop our understanding of symbolism within the novel Copyright 2013 Online Teaching Resources Ltd

Lesson – Deeper Understanding
Learning Question: What do I now know and understand about Stevenson’s use of symbolism? LO: To develop our understanding of symbolism within the novel

Copyright 2013 Online Teaching Resources Ltd
Setting and Style The story is set in London at the time it was written – 1886 and Stevenson uses the city to create mood and to explore themes. In the opening chapter as Enfield and Utterson walk through the London streets we see the two contrasting sides of the city; one is modern, affluent and respectable whereas other parts of the city are filthy, poverty stricken and dens of criminality and violence. Edward Hyde lives in Soho, a poor and dangerous part of the affluent West End of London, while Jekyll’s house looks respectable from the front it has a hidden back door which opens onto a dark alley where Hyde comes and goes. This represents Jekyll himself – presenting a façade of middle class respectability which hides the immoral activity that happens when he slips out of the back door as Hyde. Stevenson uses vivid description of the misty, dreary London to enhance the dark mood of the story and to add tension into certain scenes. The fog is so dense that is covers whole street, making them places of secrecy. Fog also symbolises mystery. For example, the lecture theatre at Jekyll’s house is described as “foggy.” the fact that the fog seems to have come indoors represents how deeply Jekyll has hidden his secret. Copyright 2013 Online Teaching Resources Ltd

Jekyll and Hyde as a Gothic Novel
Gothic novels often deal with human emotion, mystery and supernatural goings-on: In Gothic novels, a double is a pair of characters. Sometimes these are two separate people, such as Dr. Frankenstein and his monster, but sometimes they’re two sides of the same person, such as Jekyll and Hyde. Mysterious settings Stevenson’s descriptions of dark, deserted London streets, the “fogged city moon” and the objects in Jekyll’s laboratory are all mysterious. Disturbing secrets Jekyll’s secret alter ego is disturbing – Hyde commits horrific crimes and inspires terror in everyone who meets him. Dreams and visions Utterson has a terrifying vision in which he is “haunted” by a faceless figure. It’s frightening mixture of Enfield’s story and Utterson’s own fears. The supernatural Jekyll’s scientific experiements are “mystic and the trancendental.” Lanyon describes Hyde’s transformation in a way that seems impossible – his features “seemed to melt and alter.” This suggests that Hyde isn’t part of this world. The double The novel rests on the idea of man’s double nature. As well as Jekyll’s obvious duality, other characters and settings have two sides.

Narrative methods It’s really important to write about structure, because Stevenson uses it to build tension. Most of the story is a third-person narrative, which follows Utterson. The narrative is limited – Utterson finds things out gradually and only learns the truth at the very end. This distance the reader from the truth, creating tension and intrigue. The main narrative follows Utterson experiences in chronological order. This gives a sense of time passing, increasing tension as time goes on. The last two chapters do not follow a linear structure. Instead, they return to explain previous events. By leaving these key explanations until the very end of the novel, Stevenson keeps the reader in suspense throughout. Stevenson uses several embedded narratives in the novel. These include written documents and testimonies, such as Enfield’s story, the maid’s account of the murder and the letters from Lanyon and Jekyll. These narratives are pieces of evidence in the case. By including them, Stevenson makes the story more realistic, which in turn makes it more frightening. The embedded narratives are also devices to add to the reader’s curiosity. Like a jigsaw, all of the pieces are needed to work out the full picture. Stevenson uses a first-person narrative for Jekyll’s statement, because Jekyll is the only character that know the whole truth. This gives the reader direct access to his thoughts and feelings.

Questions 1. Find a quote from the novel where the streets in London are described as: A) foggy B) empty C) dark 2. Give one example (a quote) of an object from the novel that has symbolic meaning and explain what it is symbolic of and why. 3. Find a quote the shows that the setting of Jekyll and Hyde is mysterious.

Lesson – Exam Preparation
Learning Question: What do I need to keep in mind to create the best possible exam response?

Preparation is important
It’s important to cover all aspects of the text in your revision. You need to make sure you understand the text’s plot, characters, themes and the writer’s techniques. In the exam, you’ll need to bring together you ideas about these topics to answer the question quickly and effectively. To revise, think about the different characters and themes in the text, and write down some key points and ideas about each one. Then find some evidence to support each point.

Exam questions Read the question carefully and underline key words
Read all of the instructions carefully. Look at the total number fo marks each question is worth and plan your time accordingly. Read the question at least twice so you completely understand it. Underline the key words which you can use to guide your extract annotation.

Example question ‘How’ questions ask you to think about the writer’s techniques. E.g. Stevenson’s use of setting and symbolism. Remember to write about form, structure and language. How does Stevenson present the theme of secrecy in the extract? Secrecy is a key theme – use a range of examples to support your answer. You must refer to and quote from the extract in your answer.

Know the exam language Some words come up regularly in exam questions. Make sure you understand what they mean. Question Word You need to... Explore/Explain Show how the writer deals with a theme, character or idea. Make several different points to answer the question. How does Think about the techniques or literary features that the author uses to get their point across. Give examples Use direct quotes and describe events from the text in your own words. Refer to Read the question so that you know if you need to write about just an extract, or an extract and the rest of the text.

Plan your answer You always need to plan your answer before you start. If you plan, you’re less likely to forget something important. A good plan will help you organise your ideas and write a good, well structured response. Don’t spend too long on your plan. It’s only rough work, so you don’t need to write in full sentences.

Here are a few examples of different ways you can plan your answer.
Bullet points Introduction... An idea... The next idea... Another idea... Yet another idea... Conclusion... Intro An idea Spider diagram Conclusion Another idea More ideas

Introductions and conclusions
Key Tip Use the questions words in your introduction and conclusion. This will help to keep the question fresh in your mind, and show the examiner that you are answering the question. Introduction Get to the point straight away in your introduction Begin by giving a clear answer to the question in one or two sentences. Use the rest of the introduction to explain exactly what you’re going to be analysing, without giving too much detail. Conclusion Your conclusion must answer the question It’s your last chance to persuade the examiner, so make your main point again. Use your last sentence to really impress the examiner – make it stand out.

Main paragraphs PEAL is how to put your argument together.
Use short quotes to support your ideas Utterson’s face is “never lighted by a smile” because he represses his emotions. As a model Victorian gentleman, he needs to appear respectable at all times, which means hiding any emotions he thinks might be judged as unseemly. It can be more effective to use short, embedded quotes as evidence. Then you can go on to seamlessly explain them.

‘How does Stevenson present the theme of secrecy in the novel?’
Try it ‘How does Stevenson present the theme of secrecy in the novel?’ For this task you may choose a section of the novel to examine, but be clear about what section you’re doing. In the exam expect to be given an extract, you won’t have a choice. Write out the question, break it down (underline key words) and make a plan -> consider including quotes in your plan.

Lesson – Exam questions
Learning Question: How do I breakdown and respond to exam questions?

Exam Question Breakdown
Read the question carefully, underline the important bits. Write about context – how Hyde’s behaviour would have been particularly disturbing to upper-class Victorians. Explore how Stevenson presents Hyde’s character in this extract.

Find the key words and phrases
Think about how Stevenson uses language and dialogue to present the character of Mr. Hyde. You need to think about how Hyde is presented specifically in this extract. E.G. His actions, his appearance and other characters’ reactions to him. Explore how Stevenson presents Hyde’s character in this extract. You’ll need to discuss the passage given, in detail.

Example plan

Introduction It’s a good idea to use the key words in the question to give your response focus and show the examiner that you’re on the right track and that you’re thinking about the question from the start. ‘Stevenson uses a number of different techniques to present Hyde as a disturbing character in the extract: his appearance is startling, his movements are unsettling, and he is associated with the hidden dark side of Victorian society. Hyde has a disturbing presence because he is purely evil character with no redeeming features. This makes him seem inhuman because nature is made up of a balance of good and bad qualities.’ This intro links your response to the themes, indicating that you have a thorough knowledge of the text. This tells the examiner what your essay response is about and shows that you’ve thought about your response structure.

Developing your paragraphs
Start by introducing the main point of your paragraph. ‘Stevenson uses other characters’ reactions to Hyde to demonstrate that he is a disturbing character. Poole is left afraid and anxious after his sighting of Hyde, and he is unable to finish the sentence that he begins with “And then...”. This shows that his fear and confusion after seeing Hyde are strong enough to make him inarticulate. Similarly, Lanyon states that Hyde is “not easy to describe” and says that he can’t “specify the point” about why Hyde is so unsettling. Stevenson is using these characters’ reactions to suggest that Hyde is so disturbing that he’s impossible to describe. The presentation of Hyde is particularly unnerving because he inspires deep-seated feelings of disgust and hatred in those who meet him, and yet this is not solely because of his appearance. There is something unnatural and frightening about Hyde that is impossible to identify and explain.’ Use evidence from the extract to back up your point. Then show how it links to the rest of the text. Explain how your evidence supports your original point. Finally, develop your point by analysing the effect of Stevenson’s writing on the reader.

Don’t forget to explain how your point links to the exam question
Link it to the themes ‘Stevenson uses animalistic language to make Hyde seem disturbing. Poole describes him as “like a rat” and portrays him as “digging among the crates” and giving a “kind of cry”. This animalistic imagery suggests that Hyde is savage and less civilized than Jekyll, a reputable, upper-class gentleman. This links to the wider theme that all humans have a dual nature: there’s a constant struggle between the good, civilized side and the darker, more primitive side of man. Hyde’s character is disturbing because it forces the reader to confront the frightening idea that they have a version of Mr. Hyde within them.’ It’s a good idea to show the examiner you’re aware of how the extract displays the themes of the novel. Don’t forget to explain how your point links to the exam question

This is worth 20 marks – don’t be lazy! Make the conclusion stand out!
This shows that you’ve considered all the techniques Stevenson used ‘Hyde is a disturbing character because he represents the evil side of human nature. This is demonstrated by Stevenson in various ways, including his use of animalistic language to describe Hyde and his depictions of other characters inarticulate and repulsed reactions to Hyde. Hyde is capable of extreme cruelty, and the fact that his evil nature originates from Jekyll, a respectable gentleman, is highly disturbing. Hyde’s wickedness hints at something beyond our understanding, which is truly frightening. Make your last sentence really stand out – it’s your last chance to impress the examiner. If you can’t imagine dropping the mic after your last sentence, it’s not strong enough.

Lesson Practice Assessment

Questions

Lesson – Review your responses
Learning Question: What could I have used in my response to make it stronger? What do I need to improve in my response?

What you could have used for 3a

Did you use your time effectively?
Grab 3 highlighters: 1 for Point, 1 for Evidence, 1 for Analysis. Go through your response and highlight your point, evidence and analysis in their correct colours. BUT! You can ONLY highlight the sentences that are effective and contributing to your answer. You are going to end up with some sentences that can’t be highlighted because they don’t usefully link to your point or make sense with your evidence. That means you WAFFLED!!!

Did you do everything you needed to. What mark would you give yourself
Did you do everything you needed to? What mark would you give yourself? Be honest.

What you could have used or 3b

Repeat the process Grab those highlighters again
Don’t be afraid to be BRUTAL on yourself with your responses – trust me, the examiners aren’t afraid to be. If you catch your waffling now, you may be able to stop yourself from doing it in your exam.

Did you do everything you needed to. What mark would you give yourself
Did you do everything you needed to? What mark would you give yourself? Be honest.

Homework Take your responses home and re-write them.
All the mistakes you found, fix them! Get rid of all that WAFFLING! Figure out how to improve your responses now, so you can do it the first time in your exam.

What do these words mean to you?

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