The KING’S Medium Term Plan – ENGLISH
Y10- LC1 SOW 2016-2017
Module
Strange Case Dr Jekyll and Mr Hyde
Building on
prior learning
During this unit, students will be studying a 19th century novel (as well as associated wider-reading), in order to develop their skills of
critical analysis and interpretations of texts. They will be exploring complex, new vocabulary and terminology which they should aim
to incorporate appropriately into their own writing. Students will also be exploring aspects of plot, characterisation, events and
settings; distinguishing between what is stated explicitly and what is implied; explaining motivation, exploring the sequence of
events, and the relationship between actions or events. In addition, students will be identifying themes; supporting a point of view by
referring to evidence in the text; recognising the possibility of different responses; exploring the social, historical and cultural
context; making an informed personal response
In year 9 students studied A Christmas Carol and explored Victorian ideas meaning they have some prior knowledge. They have also
studied two Shakespeare plays, two plays and many influential literature extracts.
Future learning J& H revisited in Year 11. Exposure to 19th Century fiction will also benefit Language papers.
Overarching
subject
challenge
question
Does everybody have a good and an evil side?
Exam board
links:
This skills covered in this unit will help prepare students for the AQA English Literature exam Paper 1: Section B
Lines of
Enquiry
Week 1: How does Mr Utterson represent a typical Victorian Gentleman?
Week 2: How do other characters react to Mr Hyde?
Week 3: How does Stevenson build up tension and atmosphere in chapters 3 and 4?
Outcomes for each lesson are on PowerPoints.
Week 1
Mid-term Assessment: Complete the consolidation questions on chapters 1-4.
Week 4: How far is Dr Jekyll willing to go to protect his reputation?
Week 5: How does the tragedy surrounding Lanyon reflect the Gothic genre?
Week 6: How is tension and suspense used to unsettle the Victorian readers?
End of learning cycle assessment: Tension and Suspense in Chapter 2 and whole novel.
Line of Enquiry: How does Mr Utterson represent a typical Victorian Gentleman?
4 1hr lessons
Overview:
This week students will be introduced to life in the Victorian era, focusing predominantly on the ‘Victorian Gentleman’. They will
explore how J&H fits into two genres: mystery and gothic before reading the opening chapter. After completing a chapter
summary and quiz, students will explore the character of Utterson and the extent to which he represents a typical Victorian
Gentleman.
Learning Intentions:
AO1: Read, understand and respond to texts. Students should: maintain a critical style and develop an informed personal response
and use textual references, including quotations to support and illustrate.
AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology
where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.
Hypothesis 1: Victorian Gentlemen were fixated with maintaining their reputation.
Lesson breakdown:
Students rank statements depending on the extent to which they agree.
Introduce AOs and how they will be assessed.
Complete a context carousel, filling in the context worksheet as they go.
Complete quiz based on research and summarise important facts.
Hypothesis 2: Texts can only belong to one genre
Lesson breakdown:
Complete quiz on contextual information from last lesson
Class work on detective/mystery genre and Gothic genre
Read extract from J&H and answer questions on genre clues
Make inferences from book covers and information learnt to make a prediction about the text.
Hypothesis 3: The first chapter sets the scene for the forthcoming mystery.
Lesson breakdown:
Spot the link between images and discuss the theme of identity
Complete the vocabulary quiz for Chapter 1
Read chapter 1 as a class and then independently complete chapter summary and quick quiz
Class discussion of key points in chapter
Hypothesis 4: Mr Utterson is a typically rational Victorian Gentleman.
Lesson breakdown:
Match the quote to the technique (all in chapter 1)
Discus first impression of Utterson and compile a bank of quotations
Fill in analysis table and write an analytical paragraph about how Utterson is presented
Week 2
4 1hr lessons
(including up to
one hour of
Homework:
Complete the contrast questions
Line of enquiry: How do other characters react to Mr Hyde?
Overview:
REACH1) plus
1hr homework
This week students will read chapter two and complete their summary booklet and quiz. They will then focus on the mood and
atmosphere Stevenson creates in chapter 2 before the meeting with Mr Hyde. Students will then explore in detail the character of
Mr Hyde and how he is dehumanised. They will analyse and explore key quotes and link Hyde’s introduction to contextual factors.
Learning Intentions:
AO1: Read, understand and respond to texts. Students should: maintain a critical style and develop an informed personal response
and use textual references, including quotations to support and illustrate.
AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology
where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.
Hypothesis 1: Utterson shows both affection for Jekyll and a fear of Hyde.
Lesson breakdown:
Read and discuss the two quotes about nightmares.
Complete the vocabulary quiz for Chapter 2
Read chapter 2 as a class and then independently complete chapter summary and quick quiz
Class discussion of key points in chapter and independent answers to questions
Hypothesis 2: Jekyll’s experiments take a darker direction than conventional science
Lesson breakdown:
Discuss the extent to which Utterson is a typical detective
Explore the words used in the opening chapters and categorise into groups
Explore how the groups contribute to the overall mood and atmosphere
Answer question “How does Stevenson create an uneasy/tense atmosphere in chapter 2/”
Peer assess using criteria
Hypothesis 3: Hyde represents the fears present in Victorian society at the time.
1
Review and Evaluate Attainment then Challenge and Hone: students are given feedback on an extended piece of writing from their teacher. Students then redraft their work
based on the targets they have been given.
Lesson breakdown:
Pick the three most appropriate words to describe Hyde so far and explain them.
As a class, explode key quotations looking at individual words ad techniques
In pairs, annotate and analyse a short extract on Hyde
Deconstruct a model analytical paragraph
Students have a go at writing their own Hyde analysis
Homework:
Hyde key quotations table (choose level of scaffold depending on class)
Week 3
4 1hr lessons
(including up to
one hour of
REACH) plus
1hr homework
Line of enquiry: How does Stevenson build up tension and atmosphere in chapters 3 and 4?
Overview: This week students will read chapters 3 and 4 and complete their chapter summaries, quizzes and vocabulary exercises.
They will explore the function of chapter 3 to the story, explaining whether it raises more questions than it answers. After this,
students will focus on the murder in chapter 4 and how Stevenson creates a sense of brutality. They will also look at which narrative
perspective is used and how the setting contributes to the overall atmosphere.
Learning Intentions:
AO1: Read, understand and respond to texts. Students should: maintain a critical style and develop an informed personal response
and use textual references, including quotations to support and illustrate.
AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology
where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.
Lesson Hypotheses:
Hypothesis 1: Dr Jekyll’s dinner party reflects the social circle he moves in .
Lesson breakdown:
Do now task asks students to complete the 5W quiz to consolidate memory/understanding.
Complete the vocabulary quiz for Chapter 3
Read chapter 3 as a class and then independently complete chapter summary and quick quiz
Class discussion of how the character of Jekyll is created
Exploration of the purpose of the chapter- Why is it short? Which questions does it answer? What questions does it create?
Hypothesis 2: Mr Hyde’s actions get progressively more serious in Chapter Four.
Lesson breakdown:
Do now task allows students to match the character to the character description
Complete the vocabulary quiz for Chapter 4
Read chapter 4 as a class and then independently complete chapter summary and quick quiz
Revisit the terms narrative voice/perspective and bias
Discuss and then individually explain why Stevenson has used the maid as the narrator of this chapter.
Hypothesis 3: Stevenson uses the weather to create an uneasy atmosphere and to symbolise a sense of mystery
Lesson breakdown:
Define the term pathetic fallacy and create an example of their own
Read the contextual information relating to London’s weather
Focus on symbolism and imagery- class to pick out key quotes for the fog and explore what they could reflect on a metaphorical
level.
Deconstruct a model example of analysing the use of weather
Write own analytical paragraph using the success criteria and model example to guide.
Peer assess using the success criteria and set WWW and BBB.
Mid-term Assessment: Complete the consolidation questions on chapters 1-4.
Homework:
To create a bank of quotations that relate to the theme of violence from chapter 4.
Week 4
Line of enquiry: How far is Dr Jekyll willing to go to protect his reputation?
4 1hr lessons
(including up to
one hour of
REACH) plus
1hr homework
Overview:
This week students will read and explore chapter 5 and the extent to which Jekyll is affected by the Carew murder. After the
initial lesson, students will focus on the change in Dr Jekyll by summarising the differences between him in Chapter 3 and
Chapter 5. Building on from last week’s work on setting, students will analyse the contrast in Jekyll’s laboratory and how this
creates a negative atmosphere.
Learning Intentions:
AO1: Read, understand and respond to texts. Students should: maintain a critical style and develop an informed personal response
and use textual references, including quotations to support and illustrate.
AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology
where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.
Lesson Hypotheses:
Hypothesis 1: Stevenson uses letters and documents in his narrative to make the story more realistic.
Lesson breakdown:
Do now task asks students to consider the implications of the chapter’s title.
Complete the vocabulary quiz for Chapter 5.
Read chapter 5 as a class and then independently complete chapter summary and quick quiz
Class discussion of Utterson’s reaction
Students to explain how a key quote: “If it came to a trial, your name might appear” links to Victorian society (AO3)
Hypothesis 2: Jekyll would go to great lengths to avoid his reputable name being dragged into a scandal.
Lesson breakdown:
Do now tasks explores features of a mystery story given in Chapter 5
Students given quotes to describe Jekyll in chapter 3 and asked to find similar quotes for chapter 5
Students then summarise the difference between Jekyll in both chapters and what Stevenson might be implying about the effects
of keeping secrets.
Hypothesis 3: Utterson begins to doubt Jekyll’s story for the first time in Chapter 5.
Lesson breakdown:
Students are to think about make notes on the connotations of a laboratory
Refresh the setting of Chapter 5 and its significance
Complete the language analysis grid about how a negative atmosphere is created in Chapter 5
Homework:
Writing to describe (laboratory) to be peer assessed using criteria.
Week 5
Line of enquiry: How does the tragedy surrounding Lanyon reflect the Gothic genre?
4 1hr lessons
(including up to
one hour of
REACH) plus
1hr homework
Overview: This week students will read chapters 6 and 7 of J&H which explore a dramatic turn in the story. Students will analyse
Lanyon’s character and the change in him between this chapter and previous chapters. Building on from previous work on setting,
students will complete a piece of descriptive writing that aims to create a strong Gothic atmosphere. Finally, students will analyse
chapter 7 and look at key quotations, before answering some independent analytical questions.
Learning Intentions:
AO1: Read, understand and respond to texts. Students should: maintain a critical style and develop an informed personal response
and use textual references, including quotations to support and illustrate.
AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology
where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.
Lesson hypotheses:
Hypothesis 1: Lanyon witnesses a life changing event that leads to his demise.
Lesson breakdown:
Spot the odd one out from the words to describe Mr Hyde. Aims to promote critical thinking.
Read chapter 6 and complete chapter summary and quiz
Annotate Jekyll’s letter for suspense/tension
Compare the change in Lanyon in this chapter to previous chapters
Hypothesis 2: Stevenson manipulates setting to play on the Gothic tradition.
Lesson breakdown:
Explore the symbolism of locked/closed doors used in the story
Discussion of how Stevenson creates strong Gothic settings
Students to mimic Stevenson’s style and write a description of the scene in Chapter 6.
Self-assess using success criteria before teacher assessed.
Hypothesis 3: Keeping silent is the downfall of Utterson and Dr Jekyll.
Lesson breakdown:
Revisit quote from Jekyll’s letter in Chapter 6 and explore the juxtaposition used.
Read chapter 7 and complete chapter summary and quiz
Explore the theme of secrecy and silence and how this contributes to the novel as a whole
Complete independent analytical questions on Chapter 7
Homework: Collect and ‘explode’ key quotes from Chapters 6 and 7.
Week 6
Week 6: How is tension and suspense used to unsettle the Victorian readers?
Assessment question:
Extract taken from Chapter 2 when Utterson waits for Hyde and first meets him
Starting with this extract, how does Stevenson create suspense and tension?
Write about:


how Stevenson creates suspense and tension in this extract
how Stevenson creates suspense and tension in the first seven chapters.
[30 marks]
Learning Intentions:
AO1: Read, understand and respond to texts. Students should: maintain a critical style and develop an informed personal response
and use textual references, including quotations to support and illustrate.
AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology
where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.